Using ethical conversations and situations for moral education of preschool children. The use of educational situations in the process of moral education of children of senior preschool age Yours or mine

Problem-based learning is an organization of activities that involves the creation, under the guidance of a teacher, of problem situations and the active independent activity of children to resolve them. As a result, preschoolers experience creative mastery of knowledge, skills, abilities and the development of thinking abilities.

There are 83 examples of situational tasks in my file cabinet. All of them are divided into the following topics:

situational tasks for the development of thinking;

problematic situations of interpersonal relationships with peers;

situational games to find internal resources;

situational games to find external resources;

problematic situations for classes;

situations on the topic: “What would happen if...”

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CARD FILE OF PROBLEM SITUATIONS FOR SENIOR PRESCHOOL CHILDREN.

TEACHER: CABBAGE L.Y.

MADOUDSKV No. 10

ST. STAROMINSKAYA.

PROBLEM SITUATIONS FOR SENIOR PRESCHOOL CHILDREN

EXAMPLES OF SITUATIONAL TASKS FOR THE DEVELOPMENT OF THINKING IN CHILDREN.

Transport situation(city, railway).
1 You and your grandmother are traveling on the train. She got down on the platform, but you didn’t have time. What will you do? Why?

2 Grandma took the train, and you stayed. Your actions? Explain why you will do this and not otherwise?

Fire situation.
3 There is a fire in the apartment. What will you do? Why?
4 Smoke in the next apartment. Your actions?

Water situation.
5 You see someone drowning. What will you do?

6 A faucet in the apartment burst. Are you alone at home now. What will you do first, what will you do next? Why

7 Children receive a letter from the forest saying that people have appeared there who are breaking young trees, branches, and picking flowers. The children’s task: to organize a help team and propose ways to solve the problem.

8 A carrier pigeon brings a telegram from a hippopotamus saying that there is a severe drought in Africa. The children’s task: organize the delivery of drinking water in special cylinders (they are replaced by plastic bottles); Using a geographic map, suggest delivery methods.

9 The dog Bug brings the news that an avalanche has occurred in the mountains, as a result of which animals were injured and trees were broken. The children’s task: to collect a special package with bandages, iodine, and tree putty.

There is a bunny sitting in the “School” corner, his paw is bandaged. Question for the children: why is the paw bandaged, what could have happened?

10 There is a paper butterfly with its wing torn off, with images of “sad” flowers around it. Assignment for children: express your guesses as to why the butterfly looks this way and why the flowers are “sad.”

11 A magpie flew into the “School” corner with a letter from Berendey: “Alarm, an anteater has appeared!” What could be the danger of his appearance in the forest?

12 In the “School” corner there is a narrative painting depicting bare, diseased trees. Assignment for children: think about what happened in this forest and how you can help it.

13 Fairy tale “Turnip” (Grandfather has a bad harvest: the turnip has not grown. How can I help him?)

14 Fairy tale “Teremok” (you need to help the characters build a house without using the forest).

15. Topic: “Mushrooms”

Dunno invites the children to the forest to pick mushrooms, but does not know which mushrooms are edible and which are not.

16. Topic: “Transport”

The animals of Africa ask Aibolit for help, but Aibolit does not know how to get to them.

17. Topic: “Houses”, “Properties of materials”

The piglets want to build a strong house to hide from the wolf and do not know what material to make it from.

18. Topic: “Fruit”

While traveling through the desert, the children became thirsty. But I only had fruit with me. Is it possible to get drunk?

19. Topic: “Properties of materials”

In rainy weather, you need to come to kindergarten, but what shoes to choose in order to come to kindergarten without getting your feet wet.

20. Topic: “The language of facial expressions and gestures”

We travel around the world, but we don’t know foreign languages.

21. Topic: “Weather conditions”

We went on a trip to Africa, but what clothes should we take with us to be comfortable?

22. Topic: “Properties of metals”

Pinocchio wants to open the door in Papa Carlo's closet, but the key is at the bottom of the well. How can Pinocchio get the key if it is wooden and the wood does not sink?

23. Topic: “Cardinal directions”

Mashenka got lost in the forest and doesn’t know how to announce herself and get out of the forest.

24. Topic: “Volume”

Znayka needs to determine the level of liquid in the jugs, but they are not transparent and have a narrow neck.

25. Topic: “Weather conditions”

One friend lives far in the South and has never seen snow. And the other one lives in the Far North, where the snow never melts. What can be done so that one can see the snow, and the other can see the grass and trees (they just don’t want to move anywhere)?

26. Topic: “Measuring length”

Little Red Riding Hood needs to get to her grandmother as quickly as possible, but she doesn’t know which path is long and which is short...

27. Topic: “Higher, lower”

Ivan Tsarevich needs to find a treasure that is buried under the tallest spruce tree. But he can’t decide which spruce is the tallest.

28. Topic: “Medicinal plants”

Dunno injured his leg in the forest, but there is no first aid kit. What can be done.

29. Topic: “Soil”

Mashenka wants to plant flowers, but does not know in what soil the flowers will grow best.

30. Topic: “Properties of wood”

Buratino ran to school, and in front of him there was a wide river, and the bridge was not visible. You need to hurry to school. Buratino thought and thought how he could get across the river.

Contradiction: Pinocchio has to cross the river because he might be late for school, and is afraid to go into the water because he doesn’t know how to swim and thinks he will drown. What to do?

31. Topic: “Clock”

Cinderella needs to leave the ball on time, and the palace clock suddenly stops.

32 . Topic: “Properties of air”

Dunno and his friends came to the river, but Dunno doesn’t know how to swim. Znayka offered him a life preserver. But he is still afraid and thinks he will drown.

33. Topic: “Magnifying devices”

Thumbelina wants to write a letter to her mother, but she is worried that her mother will not be able to read it because the font is very small.

34. Topic: “Media of Communication”

The baby elephant's grandmother fell ill. We need to call a doctor, but he doesn’t know how.

35. Topic: “Properties of paper”

Pochemuchka invites you on a trip along the river, but doesn’t know whether a paper boat is suitable for this?

36. Topic: “Properties of carbon paper”

Misha wants to invite a lot of friends to his birthday, but how to make a lot of invitation cards in a short time?

37. Topic: “Properties of a magnet”

How can Vintik and Shpuntik quickly find the necessary iron part if it is lost in a box among parts made of different materials?

38. Theme: “Friendship of colors”

Cinderella wants to go to the ball, but they are only allowed in orange dresses.

SITUATIONAL GAMES FOR FINDING EXTERNAL RESOURCES

39. "Puss in One Boot"
The cat from the fairy tale “Puss in Boots” lost his boot. It’s uncomfortable to walk in one boot; he’s unaccustomed to walking barefoot. What should the cat do now?

40. "That's the game"
Ira lost her mittens at school, she searched and searched, but could not find them, and it was very cold outside and it was far from home. How to get to it without freezing your hands?

41. "Masha and the Bear"
Masha was friends with the bear and often went to visit him. Once again getting ready to visit her friend, Masha baked pies and put them in a bundle. She walked for a long time through a dense forest, accidentally caught her bundle on a bush - it tore, and the pies scattered. How can Masha bring them to the place where the bear lives?

"Help Cinderella"
42. The stepmother ordered pies to be baked for dinner. How does Cinderella roll out the dough?

43. “Preparing for the holiday”
The hare decided to throw a party in honor of her daughter's birthday. The highlight of the program was supposed to be cookies of various shapes. The hare went to all the stores in the area, but could not buy any cookie cutters. How can the Hare make cookies of different shapes?

44. “Abstract-minded Petya”
Having decided to go on a hike, the children agreed on who would take what with them. Having packed our backpacks, we headed out of town early in the morning by train. This is the station they need. Everyone got out, the train blew its whistle and disappeared around the bend. And then it turned out that Petya, who was “famous” for his absent-mindedness, had left his backpack in the carriage. And in it there was a tent, a small shovel, a pot and matches. Everyone was very upset, except Marina, who suggested thinking and finding a way out of the situation. How to spend a night in the forest without a tent? How to do without a pot, spatula and matches?

SITUATIONAL GAMES TO FIND INTERNAL RESOURCES

45. “Postcards for Dina”
Dina collects postcards, and her friends (she has 20 of them) decided to give her beautiful cards for her birthday. At the last moment it turned out that all the postcards were exactly the same. Dina added one of them to her collection. What to do with the remaining nineteen?

46. ​​"Little Red Riding Hood"
Little Red Riding Hood's hat is completely worn out. She asked her grandmother to sew her a new one. The grandmother fulfilled the request of her beloved granddaughter and sewed her a beautiful hat for her birthday. The granddaughter was very pleased. But the grandmother, absent-mindedly, gave her granddaughter the same hat for the New Year, March 8, and seven other holidays. The girl, in order not to upset her grandmother, took all 10 hats. But what should she do with them?

47. “Help Ole”
Olya has long hair. For the New Year, mom, dad, grandmother and girlfriends gave her a lot of bright ribbons - so many that Olya couldn’t figure out what to do with them, how to use them. Help Olya solve this problem.

48. “Milk problems of the cat Matroskin”
The cat Matroskin milked so much milk that he filled all the containers in the house with it. How can Matroskin use all this sea of ​​milk?

49. “Baskets for kids”
Once upon a time there lived a goat with kids. Every day the goat went to the forest and brought back a basket of grass. The basket was large and comfortable, but old. And eventually it made a hole and the grass spilled out. The goat asked the kids to weave a new basket. The kids set to work together, but soon began to quarrel: they could not divide the responsibilities among themselves. And then they decided that everyone would weave the basket themselves. And soon the goat received twenty-one baskets (!). The goat didn't know what to do with them. Help her.

50. “Wonderful forester”
A forester lived in a pine forest. When he got bored, he collected pine cones. And he collected so many of them that they could fill an entire railway carriage. The forester did not know what to do with them. How would you use them?

51. “Residents of the city of Kiselsk”
A misfortune befell the residents of Kiselsk: one fine day, all the inhabitants of the city cooked their favorite dish - jelly. There was so much of it that a “jelly” flood began in the city. Tell city residents how to use jelly.

52. “Jam for Carlson”
Everyone knows that Carlson was very fond of everything sweet, especially jam. The kid constantly brought him various jams in metal jars, and Carlson immediately emptied them. As a result, Carlson accumulated a lot of empty cans. Throw them in the trash can? It's a pity. How to use them?

So children solve problem situations using the algorithm proposed to them (2nd stage). Using an example of one problem situation, we will show how the algorithm is used.

53. Buratiyo dropped the golden key into the swamp, but Tortilla the turtle was not nearby. This is the situation that presents itself to children.

How can Pinocchio get the key? In a situation, a task or question is highlighted.

Pinocchio must go under the water because he needs to get the key, but he cannot do this because it is wooden and will immediately float to the surface. Such are the contradictions of this problematic situation.

The next steps will be to find the optimal final result at the lowest cost and identify resources that will help obtain this result.

54. OH and AH got ready for a hike, took canned food and bread. They arrived at the place and decided to have a snack, but it turned out that they had left the can and table openers at home. How to open a jar?

Contradiction. OH and AH have to open a can of canned food because they are hungry and cannot do it because they have nothing to eat.

55. A circus has come to town. To make adults and children aware of this, it is necessary to put up posters, but there is not a drop of glue in the city. How to put up posters?

Contradiction. Posters need to be put up, because they will help city residents find out about the arrival of the circus; It is impossible to put up posters because there is no glue.

56. Znayka asked Donut, through Dunno, to give him the recipe for delicious pies. When Donut began to tell Dunno about what was included in the recipe, they both remembered that they couldn’t write. What should I do?

Contradiction. Dunno must give Znayka the recipe for pies, because he won’t be able to do anything without the recipe, and he can’t do it because he doesn’t know how to write.

57. In the royal garden, only one rejuvenating apple ripened on the magic apple tree, but so high that the king could not reach it even with the help of a large ladder. How can the king take possession of this apple?

Contradiction. The king must get the rejuvenating apple, because only with its help will he become younger, and he cannot, because he does not know how to do it.

PROBLEM SITUATIONS OF INTERPERSONAL RELATIONS WITH PEERS.

Many children, already in preschool age, develop and consolidate a negative attitude towards others, which can have very sad long-term consequences. Identifying problematic forms of interpersonal relationships in a timely manner and helping the child overcome them is the most important task of teachers.

58. . -Galina Anatolyevna, if a flower were broken, would you be very angry?
- I would probably be angry. Why are you asking?
-And I saw how Rita broke the flower. What can you say about Rita's action?
What proverb do you know that is appropriate in this situation?

59. Katya's ball rolled and hit your leg.
Nikita shouted. “Can’t you see where you’re throwing the ball?” It hurts me.
How would you have done it differently? What will you say to each other?

60. .Nika came in a new dress. Natasha saw and said loudly.
- Why are you bragging? Just think, my mother bought me an even better dress.
Is Natasha right in this situation?

61. .Sasha still hasn’t learned to tie his shoelaces.
Nikita is screaming in the locker room.
-Ha, look, he’s going to school soon, but he doesn’t know how to tie his shoelaces.
Katya silently came up and helped Sasha.
Whose action is right?

62. The children returned from their walk. We quickly undressed and went to the group. Andrey looked into the locker room and screamed.
Galina Anatolyevna, Seryozha didn’t put his boots back in place.
Galina Nikolaevna looked at Andrey reproachfully.
Why? What would you do if you were in Andrei's place?

63. Children draw. Olya's pencil broke. She snatched the pencil from Rita's hands. Rita stood up and moved to another place.
Why did Rita go to another table? What would you do?

64. Venera Rashitovna talks to junior teacher Valentina Ivanovna. Natasha screams.
Venera Rashitovna, But Olya won’t give up my doll.
Then he comes up and touches the teacher’s hand.
-Don’t you hear, Olya won’t give up my doll.
What did Venera Rashitovna say to Natasha?
A group of boys are building a castle. Alyosha came up and put the board on top. The castle fell apart.
What did the boys tell him? What would you do?

65. In the morning Slava played with Artem. When Roma arrived, Slava began to play with him. Artem came up and told Slava.
-You are a traitor.
Roma was offended.
How do you think why?

66. .Rita and Sasha are on duty in the corner of nature. Sasha said.
-Rita, let’s take the turtle to the girls, let them play with it.
Rita told Galina Anatolyevna about this.
Is Rita right? What would you do?

67. In the dressing room, Galina Anatolyevna is talking with Artem’s mother. Rita comes up and says.
-And you know that your Artyom is the last to get dressed.
Galina Anatolyevna made a remark to Rita.
What do you think Galina Anatolyevna said to Rita?

68. Sveta goes into the dressing room and speaks loudly.
- I'm not friends with Nika anymore. She calls me Svetka-candy. Why was Sveta offended?

69. During lunch, Vitya Valentina Ivanovna offered something extra.
Vitya says.
- I don’t need your supplement.
What would you say to Valentina Ivanovna?

70. After lunch the children fell asleep. Natasha can't sleep. She constantly turns to the teacher.
- Correct the blanket for me.
-I want to go to the toilet.
- And Sasha snores loudly and bothers me.
What would you do?

71. During the afternoon snack, Sasha placed a chair very close to the table. When he began to sit down, he pushed Nikita. He spilled the milk.
Nikita said loudly.
-What don’t you see? I don't want to sit next to you.
Is Nikita right? What would you do if you were Sasha and Nikita?

PROBLEM SITUATIONS FOR CLASSES.

Goal: to cultivate in children respect and tolerance for people, regardless of their social origin, race and nationality, language, religion, gender, age,

personal identity, appearance, physical disabilities.

72. Situation.

In the fairy tale "Cinderella", the stepmother and her sisters did not take Cinderella with them to the ball because they had her

a maid, washed and cleaned up after them. What would you do if you were your stepmother?

a) I wouldn’t have taken him to the ball, because Cinderella wore an old, dirty dress;

b) would say that there was not enough invitation for her;

c) would take it with me, because all people are equal.

73. Situation

One morning, when the children were having breakfast, the door of the group opened, the head of the kindergarten came in with two black girls and said: “These sisters, Baharnesh and Alina, came from Ethiopia, and now they will come to your group.” What would you do if you were the children?

a) He laughed and began to point his finger at his sisters: “They are completely black!”;

b) invited the girls to have breakfast together, and then showed off his group; no matter what race the girl is;

c) turned to his plate as if no one had come.

74. Situation.

A newcomer came to the group - a boy from Georgia who did not speak Russian very well. Vania

began to tease him. What would you tell Vanya?

a) I would laugh with him at the newcomer;

b) did not pay attention to the fact that Vanya was teasing the newcomer;

c) would protect the newcomer, start playing with him, because it doesn’t matter what language you speak.

75. Situation

One day the children were passing by the mosque and saw an elderly man praying on his knees. They+

a) laughed, pointing at the old man;

b) began to imitate;

c) stepped aside so as not to disturb him, because you need to respect any religion.

What would you do?

76. Situation.

In the fairy tale "Sivka-Burka" the older brothers did not take Ivanushka with them to the city, because they considered him

small and stupid. They told him: “Stay at home, you fool!” What would you do?

a) Just like brothers;

b) would take Ivanushka with him;

C) would have left him at home, but said: “You will remain the owner.”

77. Situation.

The inhabitants of the poultry yard from the fairy tale by G.Kh. Andersen's "The Ugly Duckling" the duckling was bullied because he was ugly. They called him ugly, no one was friends with him. Did the birds behave correctly? How

would you do it?

a) Correct; I would do the same;

b) wrong; don’t be friends if you don’t want to, but you can’t offend;

c) wrong; despite different appearances, everyone has equal rights; would be friends

SITUATIONS ON THE TOPIC “WHAT WOULD HAPPEN IF...”

78. “...people didn’t know about the danger”

Examine the level of knowledge and skills of children in life safety; develop thinking, attention; cultivate a desire to follow safety rules.

79. “...an alarm was declared in the kindergarten”

Teach children to respond correctly and quickly to alarm signals, consolidate children’s knowledge about fire safety measures; develop speed of reaction, coordination of actions between the teacher and children; cultivate a desire to help each other.

80. “...eat an unfamiliar berry”

Teach to understand that eating any mushrooms is harmful and dangerous for preschool children; introduce edible and poisonous berries and mushrooms; learn to speak in full sentences, develop a sense of caution towards unfamiliar berries; cultivate a sense of proportion.

81. “...the dog attacked the child”

Teach children to act in various situations related to pets; consolidate children's knowledge of hygiene skills after playing with pets; give an idea of ​​diseases transmitted by animals; learn to express your thoughts in complete sentences; develop a love for animals

Yurinskaya Alena Alexandrovna

MDOU No. 16 Cheremkhovo

Senior teacher

Master Class

Subject: Creating a situation of choice as a necessary condition for the development of a preschooler’s personality

Target: reveal the concept of “choice situation”, talk about the importance of this technique in teaching a child, about ways to create choice situations

Expected results:

I assume that at the end of MK - you

Get acquainted with specific cases, steps, techniques, pedagogical situations for children’s independent choice in various types of activities;

Relevance:

The Constitution of the Russian Federation, the “Concept for the Modernization of Russian Education”, the Law of the Russian Federation “On Education in the Russian Federation” and other regulatory documents of the Russian Federation formulate the state’s social order for the education system: the education of an initiative, responsible person who is ready to make independent decisions in a situation of choice.

In accordance with the Federal State Educational Standard for Preschool Education, the educational program of each preschool institution includes such a section as “Support for children’s initiative.” Children's initiative is manifested in children's free independent activities based on their choice and interests. Independent activity in accordance with one’s own interests is the most important source of a child’s emotional well-being in kindergarten.

Independence and initiative require the ability to make choices. What conditions can be created in kindergarten for the child to gain experience in choosing not only objects, but also activities, roles, play and activity partners? At what moments in kindergarten does a child have the opportunity to make choices and see their results? What steps does it take to develop the ability to choose independently? Our master class is dedicated to answering these questions.

A little theory

A necessary condition for the development of a child’s activity, his subjectivity (experience of himself as a source of activity) is a situation of choice. The parenting adult is obliged to formulate alternatives for the child or create situations of choice.

A situation of choice is a situation specially created by a teacher or arising spontaneously, but consciously used for educational purposes.

What does a situation of choice give a person?

Choice is a necessary condition for the full development of personality.

Choice is an example of an active model of behavior, a personal communication strategy and tolerance.

Choice should become the highest cultural form of behavior of a mature person (L.S. Vygotsky).

Choice - in the cultural-historical concept is understood as the highest form of behavior, personal (subjective) activity, social in origin and motivated by a person’s need to be free.

MUNICIPAL AUTONOMOUS PRE-SCHOOL EDUCATIONAL INSTITUTION CHILD DEVELOPMENT CENTER – “KINDERGARTEN No. 170 “ANTOSHKA”
CARD FILE OF PROBLEM SITUATIONS FOR OLDER CHILDREN
PRESCHOOL AGE

Developer: teacher
Olesya Alekseevna Miseleva
Barnaul, 2016
Content
Introduction………………………………………………………………………………….3
Explanatory note………………………………………………………...4
Situations for the development of preschoolers’ thinking…………………………….6
Situations for finding internal resources…………………………….11
Situations with contradictions……………………………………………………13
Situations of interpersonal relationships between peers…………………………….15
Situations for GCD………………………………………………………..………..18
Situations on the topic “What would happen if...”………………………………………………………...20
Methodological basis………………………………………………………...22
Introduction
“The phenomenon of a problematic situation is that
that she is the source
mental activity"
Rubinshtein S. L.
A child by nature is a researcher, an experimenter. His “Why? How? Where?" sometimes they baffle inexperienced adults. There are many ways to provide children with the opportunity to independently discover the reason for what is happening, get to the bottom of the truth, understand the principle and logic of solving a given problem and act in accordance with the proposed situation. One of them is the creation of problematic situations.
Modern society places high demands on the communicative activity of an individual. Society needs creative people who can think outside the box, express their thoughts competently, and find solutions in any life situations.
Yesterday we needed a performer, and today we needed a creative person with an active life position, with his own logical thinking. Therefore, it is necessary to develop the child’s ability to “doubt”. Preschoolers may not question the teacher’s knowledge itself, or the correctness of their statements. The child must be taught to doubt the truth of knowledge as such, and the means of acquiring it. The child can hear and remember, and can also observe, compare, ask about something incomprehensible, and make a suggestion.
Explanatory note
One of the blocks of gaming activity aimed at developing children's communication competence and the ability to find adequate ways to resolve conflicts is the modeling of problem situations. Play can become an aid in developing a child’s ability to resolve problem situations. This primarily concerns specially developed game models and specially selected both game situations and real ones that took place in the group. The method is used when working with a group, subgroup, pair and individually with a child.
When compiling the content of game situations, it is necessary to adhere to certain conditions. Game models should be built in accordance with the interests and capabilities of children, taking into account their social experience and age characteristics. Game situations should include moments of improvisation, alternative solutions to problems, and the possibility of changing components due to unexpected changes in conditions.
The purpose of creating problem situations is to develop preschoolers’ ability to solve problem situations using possible solutions.
Tasks:
1. Develop the ability of preschoolers to carry out basic search activities, notice and realize contradictions in judgments, and use various tests of assumptions.
2. Develop activity and independence in solving problematic and everyday problems and solving moral situations.
3. Ensure that the child has a version of the solution to the problem, an original answer.
4. Develop the ability to adapt to people, correctly perceive and evaluate them and their actions.
Methods used:
- gaming;
- heuristic (partially search);
- research;
- explanatory and illustrative.
The formulation of problem situations can be focused on a group of children and on an individual child.
Situations for the development of thinking in preschoolers
Situations in transport (city, railway). 1. You and your grandmother are traveling by train. She got down on the platform, but you didn’t have time. What will you do? Why? 2. Grandma took the train, and you stayed. Your actions? Explain why you will do this and not otherwise? Fire situations3. There is a fire in the apartment. What will you do? Why? 4. Smoke in the next apartment. Your actions?
Water situations5. You see someone drowning. What will you do? 6. A faucet burst in the apartment. Are you alone at home now. What will you do first, what will you do next? Why?
Situations with nature
7. Children receive a letter from the forest saying that people have appeared there who are breaking young trees, branches, and picking flowers. The children’s task: to organize a help team and propose ways to solve the problem.
8. A carrier pigeon brings a telegram from a hippopotamus saying that there is a severe drought in Africa. The children’s task: organize the delivery of drinking water in special cylinders (they are replaced by plastic bottles); Using a geographic map, suggest delivery methods.
9. The dog Bug brings the news that an avalanche has occurred in the mountains, as a result of which animals were injured and trees were broken. The children’s task: to collect a special package with bandages, iodine, and tree putty.
10. There is a paper butterfly with a torn off wing, around it there are images of “sad” flowers. Assignment for children: express your guesses as to why the butterfly looks this way and why the flowers are “sad.”
11. A magpie flew to the island “Nature” with a letter from Berendey: “Alarm, an anteater has appeared!” What could be the danger of his appearance in the forest?
12. In the “Nature” island there is a plot painting depicting bare, diseased trees. Assignment for children: think about what happened in this forest and how you can help it.
13. Fairy tale “Turnip” (Grandfather has a bad harvest: the turnip has not grown. How can I help him?)14. Fairy tale “Teremok” (you need to help the characters build a house without using the forest).
"Mushrooms"
15. Dunno invites children to the forest to pick mushrooms, but does not know which mushrooms are edible and which are not.
"Transport"
16. Animals of Africa ask Aibolit for help, but Aibolit does not know how to get to them.
“Houses”, “Properties of Materials”
17. The piglets want to build a strong house to hide from the wolf and do not know what material to make it from.
"Fruits"
18. While traveling through the desert, the children became thirsty. But I only had fruit with me. Is it possible to get drunk?
"Properties of materials"
19. In rainy weather, you need to come to kindergarten, but what shoes to choose in order to come to kindergarten without getting your feet wet.
"The language of facial expressions and gestures"
20. We travel around the world, but we don’t know foreign languages.
" Weather"
21. We went on a trip to Africa, but what clothes should we take with us to be comfortable?
"Properties of metals"
22. Pinocchio wants to open the door in Papa Carlo’s closet, but the key is at the bottom of the well. How can Pinocchio get the key if it is wooden and the wood does not sink?
"Sides of the World"
23. Mashenka got lost in the forest and doesn’t know how to announce herself and get out of the forest.
"Volume"
24. Znayka needs to determine the level of liquid in the jugs, but they are not transparent and have a narrow neck.
"Weather"
25. One friend lives far in the South and has never seen snow. And the other one lives in the Far North, where the snow never melts. What can be done so that one can see the snow, and the other can see the grass and trees (they just don’t want to move anywhere)?
"Measuring Length"
26. Little Red Riding Hood needs to get to her grandmother as quickly as possible, but she doesn’t know which path is long and which is short...
" Higher lower"
27. Ivan Tsarevich needs to find a treasure that is buried under the tallest spruce tree. But he can’t decide which spruce is the tallest.
"Medicinal plants"
28. Dunno injured his leg in the forest, but there is no first aid kit. What can be done.
"The soil"
29. Mashenka wants to plant flowers, but does not know in what soil the flowers will grow best.
"Properties of wood"
30. Pinocchio ran to school, and in front of him there was a wide river, and the bridge was not visible. You need to hurry to school. Buratino thought and thought how he could get across the river.
Contradiction: Pinocchio has to cross the river because he might be late for school, and is afraid to go into the water because he doesn’t know how to swim and thinks he will drown. What to do?
" Watch"
31. Cinderella needs to leave the ball on time, and the palace clock suddenly stops.
"Properties of Air"
32. Dunno and his friends came to the river, but Dunno doesn’t know how to swim. Znayka offered him a life preserver. But he is still afraid and thinks he will drown.
"Magnifying devices"
33. Thumbelina wants to write a letter to her mother, but she is worried that her mother will not be able to read it because the font is very small.
"Means of communication"
34. The baby elephant’s grandmother fell ill. We need to call a doctor, but he doesn’t know how.
"Paper Properties"
35. Pochemuchka invites you on a trip along the river, but doesn’t know whether a paper boat is suitable for this?
Properties of carbon paper"
36. Misha wants to invite a lot of friends to his birthday, but how to make a lot of invitation cards in a short time?
"Properties of a magnet"
37. How can Vintik and Shpuntik quickly find the necessary iron part if it is lost in a box among parts made of different materials?
"Friendship of Colors"
38. Cinderella wants to go to the ball, but they are only allowed in orange dresses.
Situational games to find external resources
"Puss in One Boot"1. The cat from the fairy tale “Puss in Boots” lost his boot. It’s uncomfortable to walk in one boot; he’s unaccustomed to walking barefoot. What should a cat do now? “That’s how the game is”2. Ira lost her mittens at school, she searched and searched, but could not find them, and it was very cold outside and it was far from home. How to get to it without freezing your hands?
"Masha and the Bear"3. Masha was friends with the bear and often went to visit him. Once again getting ready to visit her friend, Masha baked pies and put them in a bundle. She walked for a long time through a dense forest, accidentally caught her bundle on a bush - it tore, and the pies scattered. How can Masha bring them to the place where the bear lives? “Help Cinderella”4. The stepmother ordered pies to be baked for dinner. How does Cinderella roll out the dough? “Preparing for the holiday”5. The hare decided to throw a party in honor of her daughter's birthday. The highlight of the program was supposed to be cookies of various shapes. The hare went to all the stores in the area, but could not buy any cookie cutters. How can the Hare make cookies of different shapes? “Abstract-minded Petya”6. Having decided to go on a hike, the children agreed on who would take what with them. Having packed our backpacks, we headed out of town early in the morning by train. This is the station they need. Everyone got out, the train blew its whistle and disappeared around the bend. And then it turned out that Petya, who was “famous” for his absent-mindedness, had left his backpack in the carriage. And in it there was a tent, a small shovel, a pot and matches. Everyone was very upset, except Marina, who suggested thinking and finding a way out of the situation. How to spend a night in the forest without a tent? How to do without a pot, spatula and matches? Situations for finding internal resources “Postcards for Dina” 1. Dina collects postcards, and her friends (she has 20 of them) decided to give her beautiful cards for her birthday. At the last moment it turned out that all the postcards were exactly the same. Dina added one of them to her collection. What to do with the remaining nineteen? “Little Red Riding Hood”2. Little Red Riding Hood's hat is completely worn out. She asked her grandmother to sew her a new one. The grandmother fulfilled the request of her beloved granddaughter and sewed her a beautiful hat for her birthday. The granddaughter was very pleased. But the grandmother, absent-mindedly, gave her granddaughter the same hat for the New Year, March 8, and seven other holidays. The girl, in order not to upset her grandmother, took all 10 hats. But what should she do with them? “Help Olya”3. Olya has long hair. For the New Year, mom, dad, grandmother and girlfriends gave her a lot of bright ribbons - so many that Olya couldn’t figure out what to do with them, how to use them. Help Olya solve this problem. “Milk problems of the cat Matroskin”4. The cat Matroskin milked so much milk that he filled all the containers in the house with it. How can Matroskin use all this sea of ​​milk? “Baskets for kids”5. Once upon a time there lived a goat with kids. Every day the goat went to the forest and brought back a basket of grass. The basket was large and comfortable, but old. And eventually it made a hole and the grass spilled out. The goat asked the kids to weave a new basket. The kids set to work together, but soon began to quarrel: they could not divide the responsibilities among themselves. And then they decided that everyone would weave the basket themselves. And soon the goat received twenty-one baskets (!). The goat didn't know what to do with them. Help her.
"The Wonderful Forester"
6. A forester lived in a pine forest. When he got bored, he collected pine cones. And he collected so many of them that they could fill an entire railway carriage. The forester did not know what to do with them. How would you use them? “Residents of the city of Kiselsk”7. A misfortune befell the residents of Kiselsk: one fine day, all the inhabitants of the city cooked their favorite dish - jelly, and there was so much of it that a “jelly” flood began in the city. Tell city residents how to use jelly. “Jam for Carlson”8. Everyone knows that Carlson was very fond of everything sweet, especially jam. The kid constantly brought him various jams in metal jars, and Carlson immediately emptied them. As a result, Carlson accumulated a lot of empty cans. Throw them in the trash can? It's a pity. How to use them?
Situations with contradictions
Children solve problem situations using the algorithm proposed to them. Using an example of one problem situation, we will show how the algorithm is used.
1. Buratiyo dropped the golden key into the swamp, but Tortilla the turtle was not nearby. This is the situation that children imagine. How can Pinocchio get the key?
In the situation, a task or question stands out. Pinocchio must go under the water because he needs to get the key, but cannot do this because it is wooden and will immediately float to the surface. These are the contradictions of this problematic situation. The next steps will be to find the optimal final result at the lowest cost and identify the resources that will help obtain this result.
2. OH ​​and AH got ready for a hike, took canned food and bread. They arrived at the place and decided to have a snack, but it turned out that they had left the can and table openers at home. How to open a jar?
Contradiction: OH and AH must open a can of canned food because they are hungry, and cannot do it because they have nothing to eat.
3. A circus came to town. To make adults and children aware of this, it is necessary to put up posters, but there is not a drop of glue in the city. How to put up posters? Contradiction: Posters should be posted because they will help city residents find out about the arrival of the circus; It is impossible to put up posters because there is no glue.
4. Znayka asked Donut, through Dunno, to give him the recipe for delicious pies. When Donut began to tell Dunno about what was included in the recipe, they both remembered that they couldn’t write. What should I do?
Contradiction: Dunno must give Znayka the recipe for pies, because he can’t do anything without the recipe, and he can’t do it because he doesn’t know how to write.
5. In the royal garden, only one rejuvenating apple ripened on the magic apple tree, but so high that the king, even with the help of a large ladder, could not reach it. How can the king take possession of this apple? Contradiction: The king must get the rejuvenating apple, because only with its help will he become younger, and he cannot, because he does not know how to do it.
Situations of interpersonal relationships between peers
Many children, already in preschool age, develop and consolidate a negative attitude towards others, which can have very sad long-term consequences. Identifying problematic forms of interpersonal relationships in a timely manner and helping the child overcome them is the most important task of teachers.
1. - Galina Anatolyevna, if a flower broke, would you be very angry? - I would probably be angry. Why are you asking? - And I saw how Sonya broke the flower. What can you say about Sonya's action? What proverb do you know that is appropriate in this situation?
2. Katya’s ball rolled and hit your leg. Nikita screamed.
- Don’t you see where you’re throwing the ball? It hurts me. How would you have done it differently? What will you say to each other?
3. Nika came in a new dress. Natasha saw and said loudly. - Why are you bragging? Just think, my mother bought me an even better dress. Is Natasha right in this situation?
4. Sasha still hasn’t learned to tie his shoelaces. Nikita is screaming in the locker room. - Ha, look, he’s going to school soon, but he doesn’t know how to tie his shoelaces. Katya silently came up and helped Sasha. Whose action is right?
5. The children returned from their walk. We quickly undressed and went to the group. Andrey looked into the locker room and screamed. Galina Anatolyevna, Seryozha didn’t put his boots back in place. Galina Anatolyevna looked at Andrey reproachfully. Why? What would you do if you were in Andrei's place?
6. Children draw. Olya's pencil broke. She snatched the pencil from Rita's hands. Rita stood up and moved to another place. Why did Rita go to another table? What would you do?
7. Svetlana Vladimirovna talks with junior teacher Valentina Ivanovna. Natasha screams. Svetlana Vladimirovna, but Olya won’t give up my doll. Then he comes up and touches the teacher’s hand.
- Don’t you hear, Olya won’t give up my doll. What did Svetlana Vladimirovna say to Natasha?
8. A group of boys are building a castle. Alyosha came up and put the board on top. The castle fell apart. What did the boys tell him? What would you do?
9. In the morning Slava played with Artem. When Roma arrived, Slava began to play with him. Artem came up and told Slava. - You are a traitor. Roma was offended. How do you think why?
10. Rita and Sasha are on duty at the mini nature center. Sasha said: “Rita, let’s take the turtle to the girls, let them play with it.” Rita told Galina Anatolyevna about this. Is Rita right? What would you do?
11. In the reception room, Galina Anatolyevna talks to Artem’s mother. Rita comes up and says. - Do you know that your Artyom is the last one to get dressed? Galina Anatolyevna made a remark to Rita. What do you think Galina Anatolyevna said to Rita?
12. Sveta comes out into the reception area and speaks loudly. - I'm not friends with Nika anymore. She calls me Sweetie Svetka. Why was Sveta offended?
13. During lunch, Vitya Valentina Ivanovna offered something extra. Vitya says: “I don’t need your supplement.” What would you say to Valentina Ivanovna?

14. After lunch the children fell asleep. Natasha can't sleep. She constantly turns to the teacher:
- Correct the blanket for me. - I want to go to the toilet. - And Sasha snores loudly and bothers me. What would you do?
15. During the afternoon snack, Sasha placed a chair very close to the table. When he began to sit down, he pushed Nikita. He spilled the milk. Nikita said loudly: “Don’t you see?” I don't want to sit next to you. Is Nikita right? What would you do if you were Sasha and Nikita?
Situations for GCD
1. In the fairy tale “Cinderella,” the stepmother and her sisters did not take Cinderella with them to the ball because she was their maid, washed and cleaned up after them. What would you do if you were your stepmother?
a) would not have taken him to the ball, because Cinderella wore an old, dirty dress;
b) would say that there was not enough invitation for her;
c) would take it with me, because all people are equal.
2. One morning, when the children were having breakfast, the door of the group opened, the head of the kindergarten came in with two black girls and said: “These sisters, Baharnesh and Alina, came from Ethiopia, and now they will come to your group.” What would you do if you were the children?
a) laughed and began to point his finger at his sisters: “They are completely black!”;
b) invited the girls to have breakfast together, and then showed off his group; no matter what race the girl is;
c) turned to his plate as if no one had come.
3. A new person came to the group - a boy from Georgia who did not speak Russian very well. Vanya began to tease him. What would you tell Vanya?
a) would laugh with him at the newcomer;
b) did not pay attention to the fact that Vanya was teasing the newcomer;
c) would protect the newcomer, start playing with him, because it doesn’t matter what language you speak.
4. One day the children passed by the mosque and saw an elderly man praying on his knees. They:
a) laughed, pointing at the old man;
b) began to imitate;
c) stepped aside so as not to disturb him, because you need to respect any religion.
What would you do?
5. In the fairy tale “Sivka-Burka”, the older brothers did not take Ivanushka with them to the city because they considered him small and stupid. They told him: “Sit at home, you fool!” What would you do?
a) just like brothers;
b) would take Ivanushka with him;
c) would have left him at home, but said: “You will remain the owner.”
6. The inhabitants of the poultry yard from the fairy tale by G.Kh. Andersen's "The Ugly Duckling" the duckling was bullied because he was ugly. They called him ugly, no one was friends with him. Did the birds behave correctly? What would you do?
a) correct; I would do the same;
b) wrong; don’t be friends if you don’t want to, but you can’t offend;
c) wrong; despite different appearances, everyone has equal rights; I would be friends.
Situations on the topic “What would happen if ...”
1. “...people did not know about the danger”
Objectives: Examine the level of knowledge and skills of children in life safety; develop thinking, attention; cultivate a desire to follow safety rules.
2. “...an alarm was declared in the kindergarten”
Objectives: To promote the ability of preschool children to correctly and quickly respond to alarm signals, to consolidate children’s knowledge about fire safety measures; develop speed of reaction, coordination of actions between the teacher and children; cultivate a desire to help each other.
3. “...eat an unfamiliar berry”
Objectives: To introduce edible and poisonous berries and mushrooms; develop the ability to speak in complete sentences, develop a sense of caution towards unfamiliar berries; contribute to the development of a sense of proportion.
4. “...the dog attacked the child”
Objectives: To promote children's ability to act in various situations related to pets; give an idea of ​​diseases transmitted by animals; develop the ability to express your thoughts in complete sentences; promote love for animals.
5. “…fly high like a bird”
Objectives: To introduce children to the diversity of birds, to develop the ability to understand that any birds can be a source of disease; give ideas about the safe care of birds, including pets; develop thinking and connected speech.
6. “...eat only sweets”
Objectives: To give an idea of ​​the influence of a variety of foods on the children's body; introduce some vitamins (A, B, C, D) and their effect on health; which products are beneficial and which are harmful; develop connected speech, activate children’s vocabulary on the topic.
Methodological basis
Electronic resource: Social network of educators. – Access mode: nsportal.ru.
Internet.

“Man”... The word not only sounds proud, but also has great significance for society and the collective. The educational role is assigned (once the child reaches the age of 3-4 years) to the kindergarten teacher, although no one denies the priority role of the family.
The main thing is to choose the right methods. Game situations, discussions of the behavior of fairy tale characters, and role-played tasks have long been recognized as the best. The leading position, although seemingly distant, belongs to the teacher.
Task number one is to teach children to make correct and independent decisions. In addition, you need to rely on the basic criteria for preparing an event (educational hour, lesson, activity, “five-minute meeting”). It is better if the teacher compiles a “memo” of the disagreement that occurred between the children. It will mark several points.

• Children's age. The fact that Petya took his favorite toy from Vanya when they were 3 years old looks like a catastrophe on a universal scale. But at the age of 5-6 years, boys can quarrel over who Lena will go roller skating with.
• Date of "incident". If a dispute happened in the fall, and they remember it in the spring, it may not be relevant. But sometimes writing down the date allows you to refresh children's memories, you can find out how they felt then and now.
• The essence of the problem (conflict). The older its participants become, the deeper the problem can be (unshared feelings, resentment, and anger are added to a simply unshared toy).
• Results of the situation. What did the children come to then and how do they communicate today, what they would have done before, do they regret anything.

Igrovisor is better than TV

You can cut out (print, create a collage) thematic pictures for the assignments. Let the boys and girls answer questions based on them. For each task, images should be prepared - different vegetables, fruits, mushrooms, types of transport, so that the group of preschoolers can make a choice.
Children will definitely speak out and defend their opinions. A leader will immediately stand out, some will support him, some will not. If any of the children remained on the sidelines, the teacher will need to gently introduce him into the discussion process.
If the group is large, you can divide the children into small teams. It would not be superfluous to come up with names and mottos for them. There may be a captain, or maybe it will just be a child voicing the team’s decision.

1. There are a lot of mushrooms in the fairy meadow. Which ones to put in a basket so that Baba Yaga cannot poison her guests with them? (You can take more pictures, let them be colorful and bright). In the case of mushroom themes, one more point is important - children learn to distinguish edible mushrooms from inedible ones. Images must be naturalistic.
2. Masha and the Bear collected a bucket of apples. A squirrel, a hedgehog and a bunny came to visit them. You need to divide the fruit between them all.
3. Doctor Aibolit flies to visit his sister Varvara in distant Africa. How can he get there? You can even use a map or globe. Let the children prove why, for example, traveling by plane will be faster and more efficient than traveling by bicycle.
4. Mom got ready to cook okroshka. She is going to the store, what products will she need?

This game is good because everything is shown clearly. Children learn to systematize, each answer is discussed, they have the right to vote, but the result is formed on the basis of general opinions.
Kids themselves don’t even notice how they learn to build a conversation, enter into conflicts and try to get out of them. Even if something doesn’t work out, it will be noticeable to the experienced eye of a teacher when a dispute goes beyond the usual clash of opinions and turns almost into a quarrel. This is one of the tasks of such a game: the education of one whole - the team.

Not an easy situation...

Even without special preparation and material resources, you can act out a situation familiar to many social groups. The main thing is to observe the team for some time in order to have time to become familiar with the problem and highlight the general, relevant one.

The term “gender” refers to the social sex of a person, which is formed in the process of educating the individual. It contains social...

Children will be surprised to notice that ideal people do not exist, but an opinion about a person is formed by what he has done more - good or bad. It may even turn out that Koschey the Immortal is not evil at all. It’s just that no one loves him, and his parents are far away, and his friends haven’t called him for a long time.
The development of mercy is something that is always in great demand.

Yours or mine?

It’s a strange thing - on the one hand, a child must worry about his interests and desires (otherwise he will grow up “unsuccessful”). On the other hand, he needs to learn to share with others, be able to sacrifice, and empathize. An impossible task for an adult, much less for children. But this is a wrong opinion. If you teach a child to think, analyze, and compare, in adulthood he will not succumb to the temptation of such feelings as envy and selfishness.
It is necessary to create an artificial situation of conflict. For example, bring interesting books, fruits or toys (you can from a neighboring group, if another teacher allows). But don’t just give them to children, but come up with an intriguing backstory.

For example, Santa Claus did not deliver a parcel to the most obedient children in winter; Alice from Through the Looking Glass sent them, or Puss in Boots sent them to preschoolers so that they would look after the toys while he was traveling.
Having poured out the entire contents of the “parcel” into the center of the room, you need to observe for a few minutes the behavior of the boys and girls. It turns out that some kids will want the same toy or book at the same time.
Now, while the dolls and teddy bears still have their arms and legs in place, the “arbiter,” the teacher, comes into play. Its task is to give the child the opportunity to speak out (explain) why he should have a toy.
Then the task becomes more complicated - you will have to speak out in favor of the little “opponent”, saying why it is also important for the other child to play with this particular doll.
No one forbids you to draw “pros” and “cons” on the board (for yourself and for your opponent), or put a match in your hats - whoever has the most will get the toy.
At the end, the children will need to shake hands, and the teacher will need to say a kind, wise word that sharing and giving in is normal.

In the 40s of the last century, the psychology of raising children began to be classified as a science. It aims to find solutions to problems that arise when raising...

It's not easy for a teacher...

At first glance, such games and situations seem to be ordinary, spontaneous ways to keep a preschooler occupied and then say that the educational work has been done. This is where the master’s “aerobatics” lies, when everything happens as if by itself. But behind all this there is complex preparatory work.
The teacher has to solve many problems and take into account various factors:

Problem situations for preschoolers are developed not only with the purpose of teaching, but, initially, to diagnose. Both the kids and their mothers and fathers can talk about the family one thing, but in reality everything turns out to be much sadder. In this situation, the child does not play, but experiences life - the one that exists.
Sometimes, as preschoolers themselves show, parents behave kindly with them, but the younger generation does not understand this. The teacher’s task is to “adapt” for children what they do not yet understand (through such replaying of situations, among other things). There is simply no nobler calling than being an educator.

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Moral education is a purposeful process of forming the younger generation of high consciousness, moral feelings and behavior in accordance with the ideals and principles of morality. The main function of moral education is to form moral behavior and moral feelings in the younger generation, to form an active life position of each person, the habit of being guided in their actions, actions, and relationships by a sense of social duty. Preschool children develop specific moral ideas. Associated with specific experiences of behavior, communication, relationships with peers and adults. They include ideas about attitudes towards toys, towards personal and public things, about norms, rules and methods of behavior in the family, kindergarten, public places, about relationships with peers and adults, about positive moral qualities, about a negative attitude towards immoral manifestations: deceit. , cruelty, cowardice, laziness, etc.

The uniqueness of raising a child in kindergarten is that his daily life and activities - play, work, activities - take place and are organized by the teacher in the conditions of the children's society. The joint way of life of children in a kindergarten group creates the basis for moral education and the formation of humane relationships between children. By purposefully enriching the moral content of children's activities, improving the ways of organizing children, ensuring that children accept the moral motivation of their activities, educators contribute to the systematic and systematic accumulation of valuable moral experience by preschoolers. In the game, from the first days of their stay in kindergarten, preschoolers are faced with requirements: share toys, give in to each other, not interfere, and show care and attention.

In work - carrying out joint assignments, evaluating work results, emphasizing the benefits of work for everyone.

In the classroom, there is a gradual assimilation of the rules of behavior in educational activities. The content of the lessons (reading stories, fairy tales about friendship, about mutual assistance; looking at pictures about friendly games, etc.) enriches the moral ideas of children.

In raising children, a large place is occupied by rules and prohibitions based on submission to the authority of the teacher. And this is to a large extent justified, because a child, especially one of primary preschool age, still needs the guidance of an adult, since he himself cannot navigate situations that arise, evaluate their meaning and find the right way out.

But children grow up, and some ways to regulate their actions become available to them. And here the task of the educator is put forward to consciously focus on the rules and moral norms that regulate the manifestations of attitude towards others. However, the number of rules and prohibitions in the practice of managing children's behavior does not decrease. The child remains for a long time the object of influence from the teacher, who uses rules and prohibitions.

In addition, the predominance of rules and prohibitions does not contribute to the formation of independence. They only rule out reluctance to act, but do not give an answer as to what should have been done.

The child’s awareness of his skills and knowledge – “I can!”, “I know!”, “I can!” - becomes a motive for self-management of his behavior, encourages activity, and fills the day with useful activities.

How can a preschooler develop the need for independent choice of actions and decision-making, while being aware of the morally valuable content, i.e. assessing their compliance with moral standards?

It is known that a person’s upbringing is best characterized by actions that include three components: knowledge of a moral norm and awareness of its justice, a sensitive attitude towards the situation that has arisen and its participants, and a volitional effort that realizes the individual’s intentions. This leads to the conclusion that it is necessary to equip children with knowledge about moral norms using methods that would convince them of justice and significance, while simultaneously influencing feelings, evoking attitudes not only to situations that arise in everyday life, but also to the participants in these situations; to cultivate morally valuable motives that are meaningful to them and encourage them to demonstrate volitional efforts.

Fiction is an active means of forming ideas about moral standards. The situations contained in them, which contain a moral meaning, become the subject of discussion with children in ethical conversations. At the same time, it is very important not to limit oneself to condemning the child hero of the story who acted contrary to the moral norm, but to show the negative consequences of such actions that this child did not think about. For example, the boy from N. Nosov’s story “On the Hill” fills the hill with sand so that no one falls. And when he sees the consequences of his actions (you can’t go downhill), he corrects them himself: he makes steps.

An indicative example is a conversation with children given in the study of S.A. Dudnikova, based on the story “Karasik”. She relies on the position of A.V. Zaporozhets that a child of senior preschool age can anticipate the consequences of an intended act (and this must be shaped), and considers the situation: Vitalik exchanged a crucian carp for a whistle, and when his mother discovered the missing fish, he blamed it for a kitten. The author discusses with the children about two possible ways out of the situation: either confess to their mother that they are lying (but then the consequence will be punishment), or continue to claim that the crucian carp was eaten by Murzik (thus avoiding punishment). In my opinion, the content of the conversation can be somewhat expanded here. After all, in fact, the story describes two situations: the first is when a child lies, fearing the mother’s anger, i.e. develops the wrong way out (contrary to the moral norm), and the second - when he sees the consequences of his action: the mother kicks out the kitten. Pity for the unjustly punished Murzik because of his lies prompts Vitalik to confess his act, despite the possible punishment.

Such conversations allow children to form “a unique system of standards of values, by comparing observed phenomena with which they evaluate them emotionally, as attractive or repulsive, good or evil, beautiful or ugly. (A.V. Zaporozhets).

Of course, this approach to assessing children’s actions must also be implemented in situations that arise in the everyday life of a kindergarten.

Knowledge can remain formal if it does not find a way out in the real actions of children, in their activities and relationships with others. Therefore, it is necessary to consider the activities of a child or a group of children from the point of view of the situations that arise in them, which can be used to communicate moral norms as a means of regulating behavior.

I would like to dwell on such situations.

A situation of failure in activity. It occurs for various reasons: insufficient mastery of the relevant skills, inattention to the teacher’s explanations, haste, distraction that prevents you from remembering instructions, etc. If such situations occur frequently, they reduce the child’s ability to overcome difficulties, the child’s self-esteem, and cause refusal of activities. Perseverance, self-confidence, and independence are not developed.

Often in such situations, the child receives either an indefinite (well, try harder next time!) or a negative assessment not only of the unsuccessful result, but also of the personality: “How inattentive you are!”, “How can you be trusted with any task!”, “As always, you failed the task again!” etc.

And if you look at this situation from the other side, to some extent anticipate the further actions of the loser?

For example, having noticed a stop in a child’s activity due to the discovery of an error, shortcoming, etc., the teacher turns to him: “Well done! Stopped when I noticed a mistake! It is very important to be able to see your mistakes in time and think: “Why did I make a mistake?”, and helps to find the reasons and ways to correct it.

Therefore, a situation of failure can be assessed as the first step towards success! And if this is so, then the methods of influencing the child will be different: not remarks and reproaches, but support associated with a positive assessment. Then children will no longer be afraid of mistakes!

Situation of moral choice represents the emergence of a contradiction between action according to the rule (in accordance with the moral norm) and the need experienced by the child to satisfy his desire, which corresponds to the moral norm, but deprives him of the opportunity to act in accordance with the first rule.

For example: in a group of 3-4 year old children in the winter, the beauty of actions that reflect helping peers began to be explained (we must always help each other!), and the children followed this rule - they untied a scarf to their peers after a walk, gave slippers to someone who forgot to take them when he took off his boots, etc. Whoever undressed was allowed to go to the group room. But then they gave the group a huge rooster. It was on wheels, and on the back was something like a saddle. And of course, everyone wanted to ride it.

Maxim undressed very quickly. He can run into the group. But my peer needs help. What should I do? Follow the rule, get the teacher’s approval, but then you should give up your desire! Or maybe take away the rooster?

Such situations arise quite often, but no less often the teacher sees the “resolution” of the situation, as an argument, a quarrel between children, and resorts to a ban. Consequently, in order to use situations of moral choice as a means of education, it is necessary to see its maturation and be able to promptly prompt or support the desired action.

The situation of moral choice is successfully used by Saraya Guedes, forming in children ideas about the relative importance of moral norms. She conducts conversations with children based on her stories, containing situations whose solution required choosing one of two rules. Moreover, acting according to one rule did not allow satisfying the second. For example: what should you do in order not to violate your mother’s prohibition - not to enter the water or to save a kitten, thereby violating this prohibition? Or help an old lady pick up scattered apples or fulfill the teacher’s requirement not to be late for class.

Conflict situation. Even more difficult for children to solve are situations that arise in joint activities and require agreement between the participants. A discrepancy between the opinions, interests, and desires of partners leads to the emergence of a so-called conflict situation.

Today, the view on a conflict situation has changed - from completely denying its educational potential to using it as a means of analyzing the structure of joint activities and nurturing relationships.

In conclusion, I would emphasize the following: a necessary and very essential condition for resolving the issues under discussion is for the teacher to achieve in the eyes of children the position of a significant adult whom they trust, love, willingly accept comments, advice and value his attention and critical assessment.