Extracurricular reading of science fiction in children's literature. Summary and presentation of an extracurricular reading lesson "Fantasy - a genre of fantastic literature" based on the story by J.

Summary of ethical conversation “Polite communication” with children primary classes

Conversation "What is politeness." Abstract

Words: “Goodbye!”, “Thank you”, “Sorry”,
"Please", "Hello" -
Give generously!
Give to passersby
Friends and acquaintances.
On the trolleybus, in the park
At school and at home.
These words are very, very important.
A person needs them like air.
It is impossible to live in the world without them.
These words must be given with a smile.

Politeness is the first and most pleasant virtue.
One of the parties general culture a person is a culture of behavior, an integral part of which is politeness. A frank and friendly person knows how to make everyone around him feel comfortable and comfortable.
Description: This material will be useful for educators and primary school teachers when conducting conversations with children on moral and ethical topics.
Target:
- formation of moral and ethical standards in children, nurturing the desire to be polite.
Tasks:
- find out students’ views on this issue;
- help children understand the meaning of politeness in people’s lives through learning poems, dramatizations, and reading literary texts;
- contribute to the education of moral qualities, identifying correct and erroneous ideas about politeness;
- cultivate kindness and mercy towards people, show by example the magnificent power of politeness.
Preliminary work: learning dramatizations: memorizing poetry.
Material: hats and costume elements of a fox, bear, crow for staging; ball.

Politeness is important for both adults and children
Politeness is wonderful and good country.
Everyone should learn politeness from childhood,
Politeness, guys, is a piece of magic.

1. Pupils of one school, when asked “What is politeness?” They answered: “Politeness is...
- good manners;
- good behavior;
- rules of human behavior;
- when a person is polite, he is treated well;
- polite man speaks kind words.
Do you consider yourself polite? Answer the questions with “yes” or “no.”
1) Do you know how to thank your parents (seller, librarian, friend, etc.) for a request fulfilled, a service rendered, a gift given, etc.?
2) Do you call those you greet by name?
3) Do you always give up your seat to older people on a bus, tram, or trolleybus?
4) Do you let the younger ones go first when entering the school or the cafeteria?
5) Do you fulfill the requests of your elders?

2. Reading poems “Polite words”

1 If you step on your foot
At least by chance, at least a little,
Just say: “I’m sorry”

Or better yet, “Sorry.”
2
If grandma is in the morning
I gave you a pie
Take it, say “Thank you” -
Grandma will be happy!
3
Everyone will say goodbye
When leaving, “Goodbye” to everyone.
It's time for a friend to leave -
We'll say "Bye" to him.
4
To ask for something
You need to be polite.
We will “please” add -
Everyone will be happy with us.
5
Meet me, new conversation
We'll start with "Hello."
A friend suddenly came for lunch -
Let's say "Hello" to him.
6
"Good evening", "Good afternoon"
We are all not too lazy to talk!
“Good morning” we will say
Waking up in the morning, mom.
7
If you broke a toy
A friend or suddenly a girlfriend,
You tell them "I'm sorry"
And offer them yours.
8
Suddenly someone treated me to candy
Or gave something
Say “thank you” for this
So that you can be polite.
9
"Welcome" to the guests,
They say it here and there.
The guests are leaving home
"Bon Voyage!" we wish.
Question: Now ask yourself the question again: are you polite?
Exercise: Let's test how polite you are in the Polite Words game.

Game "Polite words".

The teacher throws the ball to the child, the child says a polite word.
Guys, I made sure that you know a lot of kind, polite words. Give them more often to your loved ones, family, and friends!
3. The fairy tale “Valuable Parcel” tells how Crow read the book “Lessons in Politeness” and “decided to become polite herself.

We offer a dramatization of an excerpt from the fairy tale “The Valuable Parcel”

Exercise: Continue the list of situations in which it is especially important to smile at your interlocutor: “Greeting”, “You are visiting”, “You have guests”...

6. Offer to listen to V. Bokov’s poem “The Good Word.”

And you are not old! - they once told me
My friends are for festive table.
And it was as if my wings had been untied.
And the air whistled tightly under the wing.

And I flew into the cloudy heights,
And I was fascinated by beauty.
Thoughts that were dormant in me until then
They became agitated by the thick fields.

My friends, instill faith in people
And say more often: “Good afternoon!”
And follow good example –
Extend kind words life of people.
Questions: Why did the hero of the poem's mood deteriorate? What words untied his wings?

Summary of the conversation:

In the everyday life of a polite, well-mannered person there should always be words that we call “magic”. With the help of these words you can open any doors, help return good mood. Do good, learn to do good deeds!

Summary of the conversation with students “Moral and immoral behavior.”

The issue of moral behavior among adolescents is a problematic area in modern society, therefore, the moral education of children should be given Special attention not only in the family, but also at school. One of the forms of moral formation can initially be ethical conversations between a teacher and psychologist and students. They should be carried out in a comfortable, friendly atmosphere, without being forced. One of the options for such a conversation could be the introductory lecture presented below - a conversation.
Target: contribute to the formation moral culture students.
Tasks:
1. To introduce and generalize the concepts of morality, immorality, and crime;
2. Create conditions for fifth-graders to comprehend the qualities of a moral and immoral personality;
3. To promote self-knowledge of students in the matter of moral culture.

Progress of the conversation.

Psychologist. I want to start our conversation today with the words of Robert Rozhdestvensky: “We choose our own path.” Rozhdestvensky writes: “Every person has freedom of choice. And this choice should be reasonable. Choice exists every day, in the moment. Equal in severity, unequal in consequences. To step or not to step? Keep silent or answer? To endure or not to endure? To overcome or to retreat? Yes or no? Where to go to study? How to live? What to do?" That is how it is. Every day and every minute we make a choice about what to be: honest or deceitful, brave or cowardly, lazy or hardworking? And what we choose is what we will reap.
Guys, as you understand: “act morally”, “act immorally”. What behavior do you consider moral and what is immoral? Student answers. Immoral - violating the principles of morality; contrary to moral rules.
Psychologist. A special place in morality is occupied by the so-called universal human principles, such as: “Honor your father and mother,” “Thou shalt not kill,” “Thou shalt not steal,” “Thou shalt not bear false witness.” Among the universal principles it stands out for its significance “ Golden Rule morality" which states: "Treat another person as you would like to be treated by him."
Morality is a harmonious combination in people of such qualities as honesty, love, frankness, sincerity, kindness and benevolence, selflessness, mercy, hard work, love of nature and children, respect for women and old age.
Based on this, what can we name as general moral norms? Student answers: honesty, truthfulness, commitment, sincerity, fidelity, devotion, reliability, benevolence, benevolence, non-harm to other people, non-damage to private or public property, beneficence, conscientiousness, decency, gratitude, responsibility, fairness, tolerance, cooperation.
What could be the opposite of morality? Student answers: deceit, hatred, isolation, hypocrisy, greed, malice, selfishness, hard-heartedness, pragmatic attitude towards nature and its resources, indifference to children, neglect of women and old age, egocentrism, as exalting the interests of one’s “I” over public ones, etc. .
Psychologist. Okay, we have understood the concepts of morality and immorality. Next, I would like to say a few words about violation of moral or ethical standards. Often we don’t think that some of our actions can cause harm to another person - be it a joke, a practical joke, or just a desire to look better or to protect ourselves - however, this can lead to irreparable consequences. Unfortunately, some members of society violate moral standards and commit immoral acts. Examples of children. Having once committed an immoral act (misdemeanor), without realizing it, without correcting himself, a person can commit a more serious act - an offense. What is this? An offense is an antisocial act that causes harm to society, is prohibited by law and entails punishment. Sometimes a person does not know, does not think that he is committing an offense, but everyone knows that ignorance of the law does not relieve one from responsibility for violating it. For example, to avoid test work, the boy decided to joke - he called the school and said that there was a bomb planted in the school. Of course, the police immediately responded to the report of a terrorist attack, and an investigative team with a dog handler and a search dog arrived at the school. The firefighters rushed in ambulance and the Ministry of Emergency Situations group. And, probably, seeing all this, the boy himself already regrets his stupid act. Oh, if only I could bring everything back. But, no, a crime has been committed and you will have to answer for it.
What is this? Joke or crime? This is an offense, an article of the Criminal Code. This boy will have to answer to the law.
Psychologist. Do you consider yourself moral people? Now we will determine what level of moral culture each of you has.
QUESTIONNAIRE-TEST “MORAL CULTURE”
1. Do you experience your own pain, grief, or the tears of any person, regardless of whether you know him or not?
2. Do you rejoice at the success and luck of another person as if it were your own?
3. You are not asked for help, but seeing that they need it, do you provide it without expecting either praise or gratitude?
4. Do you experience the failures and troubles of others as if they were your own?
5. If you are asked to help, do you readily come to the rescue?
6. Do you willingly and with great pleasure provide services, help, and support to those in need?
7. Do you notice the grief and pain of another person and offer help in order to be known as a kind person?
8. Do you usually not notice the serious condition of those around you, and if they ask for help, do you not refuse?
9. You notice bad feeling or the mood of another person, but it doesn’t bother you?
10. You are asked for help, but you refuse, citing lack of time, overwork, or lack of means of assistance?
11. Have you ever said: “Serves him right.” He deserved it"?
Results. Answers-statements from 1 to 5 indicate high level moral culture; from 6 to 8 - about the adaptive level; from 8 to 11 - about the low level of moral culture.
The discussion of the results.
Psychologist. What should we do to avoid committing serious offenses or even crimes?
I would suggest following the code moral law, which consists of only 4 points
1. Love – (kindness, benevolence, mercy, compassion, etc.).
2. Tolerance – (forgiveness, generosity, restraint, compliance, forbearance, etc.)
3. Modesty
4. Conscience – (self-criticism, honesty, conscientiousness, ability to repent, etc.).
And most importantly, before you do anything towards another person, put yourself in his place and think about how he will feel, what it will be like for him. And once again I would like to repeat the golden rule of morality: “Treat another person as you would like to be treated by him.”

1. The meaning and structure of ethical conversation on issues of moral education

2. Technological project for a conversation on issues of moral education

2.1 Rationale for the topic

2.2 Technological project of a conversation on the topic “Feelings”

List of used literature

1. The meaning and structure of ethical conversation on issues of moral education

The moral education of schoolchildren is one of the most difficult tasks of a teacher. To solve this problem, the teacher requires not only knowledge of the subject and methods of teaching it, but also the ability to direct his activities to the formation moral education children. Issues of moral education and child improvement have worried society always and at all times. Especially now, when cruelty and violence can be encountered more and more often, the problem of moral education is becoming more and more urgent.

In the process of moral education of a schoolchild, the accumulation of knowledge of norms and moral requirements becomes important. In this regard, the need to organize moral education for students, starting from the 1st grade, is obvious. The need to organize special work of the teacher to explain the essence of moral norms, the moral relations of a person to society, the team, work, to the people around him and to himself is also obvious. The ability to provide moral knowledge at a level where the student will have the ability to embrace the general and essential in a variety of phenomena surrounding life, realistically assess the current situation and the consequences of your action.

In raising anyone moral quality Various means of education are used. IN common system In moral education, an important place is occupied by a group of means aimed at the development of moral beliefs. This group includes ethical conversations.

Ethical conversation is a method of systematic and consistent discussion of knowledge, involving the participation of both parties; teacher and student. A conversation differs from a story or instruction precisely in that the teacher listens and takes into account the opinions and points of view of his interlocutors, building his relationship with them on the principles of equality and cooperation. Ethical conversation is called because its subject most often becomes moral, moral, and ethical problems.

The effectiveness of ethical conversations depends on compliance with a number of important conditions:

1. It is important that the conversation be of a problematic nature and involve a struggle of views, ideas, and opinions. The teacher should stimulate non-standard questions and help students find answers to them themselves.

2. An ethical conversation should not be allowed to develop according to a pre-prepared scenario with memorization of ready-made or prompted answers by adults. We need to give the guys the opportunity to say what they think. Teach them to respect the opinions of others, to patiently and reasonably develop the correct point of view.

3. The conversation should also not be allowed to turn into a lecture: the teacher speaks, the students listen. Only openly expressed opinions and doubts allow the teacher to direct the conversation so that the children themselves come to a correct understanding of the essence of the issue being discussed. Success depends on how warm the nature of the conversation is and whether the students reveal their souls in it.

4. The material for the conversation should be close to the emotional experience of the students. One cannot expect or require them to be active when discussing difficult issues or those in which facts, phenomena, connected with alien events and feelings that are incomprehensible to them are taken as a basis. Only by relying on real experience can conversations on abstract topics be successful.

5. During the conversation, it is important to identify and compare all points of view. No one’s opinion can be ignored, this is important from all points of view - objectivity, fairness, culture of communication.

6. Proper guidance of ethical conversation is to help students independently come to the right conclusion. To do this, the teacher needs to be able to look at events or actions through the eyes of the student, understand his position and the feelings associated with it.

It is a mistake to think that conversation is a spontaneous method. Highly professional teachers do not conduct conversations often and prepare for them thoroughly.

Ethical conversations are structured according to approximately the following scenario: communication of specific factors, explanation of these factors and their analysis with the active participation of all interlocutors; discussion of specific similar situations; generalization of the most significant features of specific moral qualities and comparison of them with previously acquired knowledge, motivation and formulation of a moral rule; application by students of learned concepts when assessing their behavior and the behavior of other people.

In a first-level school, ethical conversation has a simpler structure. Here the inductive path is preferable: from the analysis of specific facts, their assessment to generalization and independent conclusion. In middle and high schools, a conversation can begin with the formulation of a moral rule and, for illustration, use specific material from life and fiction.

Conducting ethical conversations includes:

· preparatory stage;

· conducting a conversation;

· organization and assessment of children’s daily activities and relationships based on learned moral norms and rules.

The preparatory stage, the longest and most labor-intensive, includes a variety of activities of the teacher and children. Can be various options In preparation for the conversation, we recommend the following:

1. Depending on the age of the students, the level of development of the children’s team and moral problems, the topic of the conversation is determined.

2. The purpose of the conversation is to master certain norms and concepts that students must understand; those practical conclusions that will be drawn.

3. A selection of factual material that tells how to act, what needs to be done.

4. Questions for the conversation are thought through.

5. Preparing students for the conversation:

a) the topic of the conversation is announced in advance, literature is indicated, situations are prepared, questions to think about, examples to choose;

b) if necessary, individual tasks are determined, since this psychologically prepares students for self-analysis of behavior, and they are convinced of the need to improve it;

c) group assignments are determined.

Conducting a conversation requires great skill from the teacher. The main requirement is to ensure that children are active during the conversation itself. The right thing is done by a teacher who, after conducting a conversation, asks questions, gives vivid examples, makes brief convincing comments, guides and clarifies the children’s statements, and does not allow incorrect thoughts to take hold.

When conducting a conversation based on the material you have read, it is very important to be able to ask questions. Questions should touch the mind and feelings of children, force them to turn to facts, examples, and events in their surrounding life.

The sequence of questions should lead children to the derivation of a moral rule that must be followed when communicating with other people and performing their duties. When asking questions in conversations on moral topics, you can adhere to the following recommendations:

1. The question should direct children’s attention to the moral side of life, actions, phenomena hidden behind the objective actions of people.

2. The question should force the child to think about the motives of the action, to see the complex relationship between the motive and the result of the action.

3. The question should force children to see the moral consequences of any action for other people.

4. The question should attract the attention of schoolchildren to the internal experiences of people, teach the child how to external signs learn about the human condition, understand this condition and, therefore, empathize.

Questions that would help schoolchildren connect what they read with their own are very important. moral experience, their collective experiences.

Ethical conversations with children should take place in a relaxed atmosphere. They should not be of a moralizing nature, contain edifications, reproaches and ridicule. Children express their opinions and freely share their impressions

Ethical conversations with schoolchildren should contain elements of entertainment. To do this, it is advisable to include in the content of conversations various situations that contain a moral problem. It is very important that the object public opinion There were positive actions of schoolchildren and public opinion should not be directed only to actions related to poor performance and discipline. The development of public opinion occurs through the introduction of new and adjustment of existing moral concepts, teaching children the rules of discussing and evaluating events in collective life, and the actions of individual children. Developed rules of life children's group act as criteria for moral assessment.

Various options for the sequence of ethical conversations are possible:

1. Determining the topic of the conversation and arousing schoolchildren’s interest in perceiving and mastering the material.

2. Justification of the relevance and significance of the topic under discussion.

3. Disclosure of the topic of conversation using the example of the life and work of outstanding people, as well as material from the surrounding life.

4. Analysis of the state of affairs in the class in connection with the problem under discussion and identification of specific tasks (advice, recommendations) to improve the work and behavior of students.

5. Summarizing the results of the conversation and a brief survey of students on the main provisions of the material presented.

Of course, the specified structure of the conversation should not turn into a stencil. As in educational work in general, so in conducting a conversation there cannot be stencils or recipes for all occasions. However, the more such recipes a teacher knows, the more chances he has of implementing them. They don't limit creative activity teachers, but stimulate her.

When defining a topic at the beginning of a conversation, it is necessary to arouse the interest of schoolchildren in the perception and assimilation of ethical material.

To do this, you can use the following techniques:

a) raise questions related to clarifying the essence of the moral concept that underlies the content of the conversation. For example, what is politeness, etc.;

b) before announcing the topic, you can talk about some interesting event or fact related to the intended topic;

c) before announcing the topic, you need to remember some incident from class life, which allows you to justify the need for in-depth disclosure and understanding of the corresponding moral norm;

d) having announced the topic, try to give it special importance and emphasize its significance with the help of meaningful statements or aphorisms.

The method of presenting moral material can combine a question-and-answer form, a story and explanation from the teacher, short messages from students on individual issues, reading from books, newspapers, using art paintings, etc. Wherein the main role remains with the teacher, since only he can deeply and skillfully reveal the essence of morality.

When analyzing the behavior of schoolchildren, it is best to focus on positive examples and facts, and talk about shortcomings in a favorable tone, emphasizing in every possible way your confidence that the students will eliminate them.

Summarizing the results of the conversation, vivid statements should be given so that the conversation penetrates deeper into the consciousness and feelings of the schoolchildren. Clearly highlight the categories that constituted the purpose of the conversation.

Thus, preparing and meaningfully conducting an ethical conversation is a very difficult matter. No wonder experienced teachers They say that having a conversation on a moral topic is much more difficult than a lesson.

2. Technological project for a conversation on issues of moral education

2.1 Rationale for the topic

I chose this topic because I think it is more relevant today.

First of all, a child of a young age needs to be taught etiquette. Etiquette expresses the content of certain principles of morality, in in a broad sense words.

Etiquette is an important part of universal human culture, morality, morality, in goodness, justice, humanity - in the field of moral culture and beauty, order, improvement.

Teach the child everywhere and in everything to respect society as a whole and each of its members individually, to treat them the way he treats himself and so that others treat him the same way. The rule is very simple, but alas? In everyday practice, human relationships are not always realized by everyone. Meanwhile, culture - human relations, communication between people plays important role in life. If a child manages to communicate culturally with loved ones and acquaintances, he will behave in the same way with complete strangers.

Each of us can almost unmistakably determine by personal actions the degree of their upbringing, the prevalence of their habit of thinking or not thinking about the interests of others.

And every era has its own style, every society has its own rules of behavior, but there are universal human values, and it is on their basis that the culture of any nation develops. An integral part of culture is etiquette, which has evolved over centuries and is rooted in the sphere of morality.

It all starts from childhood. Education of morality begins from the cradle. When a mother smiles at a child and rejoices at him, this is already the cultivation of the deepest morality, his friendly attitude towards the world. Next is kindergarten, then school. Central figure in society, on which its future depends - these are teachers who give out wisdom - in the book. Only high culture can unite us.

Culture is valuable for all humanity, it is dear to everyone. It is inexpensive only to those people who are deprived of it. Culture, only culture, can help us, and in its absence it is the cause of many troubles.

This is a pressing issue in our society and I believe that we need to pay more attention to the younger generation.

2.2 Technological project of a conversation on the topic “Feelings”

Target: Cultivating a sense of love and attention to your loved ones

Tasks:

· educational: during the conversation, study the main approaches to defining “feelings”, give a definition this concept;

· developing: develop the ability to correctly express one’s thoughts and reflect;

· educational: instill love and respect for people around you, relatives.

Concepts: feeling, aesthetics, relatedness, emotions, sensations, love.

Progress of the conversation:

Task 1. Listen to the story of V.A. Sukhomlinsky and answer the questions.

Two young men came to a flowering meadow.

What a beauty! – Sergei whispered. - Look: on the green carpet it’s like someone wove pink, red, blue flowers!

Truly lush grass! - said Matvey. - Let the cow come here - by the evening there will be two buckets of milk.

And the bees ring like a harp,” whispered Sergei, captivated by the magical music.

And the hives would be taken here. Honey, honey, how much honey they would apply! – Matvey said excitedly.

And there are people who don’t see this beauty, Sergei thought.

“I’ll go drive the cow and bring the hives,” said Matvey and went to the village.

Students answer the questions:

1) How did Sergei and Matvey perceive the world? For which boys did life seem brighter, more eventful?

2) Which of the characters in the story would you choose as your friend? Why?

Task 2. Try to formulate what feelings are. What can a person feel? What feelings are most pronounced in you?

The students answer.

The teacher gives examples of famous sayings.

Feelings - special kind emotional experiences associated with a concept or idea.

Feelings are the color of thoughts. Without them, our thoughts are dry, lifeless outlines, not pictures. (N.Shelgunov)

U: The basic reality of a person’s inner world is sensations, emotions and feelings. Sensations are “input” information that we perceive from the outside. Emotions are experiences that can be considered “output” information; they are the reaction of our feelings to sensations that are important to them. Feelings are like certain creatures that inhabit our inner world. They can arise, develop and fade away. For each feeling there is a certain circle of sensations to which it reacts. For each feeling there is also its own range of emotions that it is capable of generating. A person’s feelings interact with each other, they can support each other, they can conflict and even quarrel. Sometimes one - a single feeling can subjugate all the others.

Feeling of love. The moods accompanying the feeling of love can be extremely diverse: pride, admiration, trust, tenderness, sadness, grief, anxiety, despair. There is hardly an emotional state that we could easily relate to this feeling. But the first emotion should be called joy, delight, happiness caused by the very existence of a loved one.

In love, as in hatred, a wide variety of feelings can be combined: suffering, pleasure, joy, sadness, fear, and anger. (K. Ushinsky)

Task 3. What feelings does the feeling of kinship include?

Students try to answer.

U: The feeling of kinship is our attitude towards family and friends. The feeling of kinship is one of the earliest human feelings and at the same time one of the most stable, accompanying a person until the end of his life.

The deepest of kindred feelings is maternal feeling. A mother's love does not depend on the qualities of the child. A mother, and only she, can love a baby not for some merits, but simply for the fact that he exists. During this period, the child develops the ability to be loved; Only then does the ability—as an adult—appear to love another, for example, a mother. Mother's love– This is the springboard with which a person makes a leap into life.

Reading a poem by a student(pre-learnt) “Take care of mothers”

Take care of mothers

Please, take care of your mothers,

Protect with warmth from the blizzard of life,

Their love is a hundred times hotter,

Than friends and beloved girlfriend.

Mother's love cannot be grasped

And I won’t break the rules here,

If I say: “Mother is ready to give

Your affection, tenderness and soul.”

Mother will take your pain upon herself,

All the torment, confusion and torment,

Mother will put bread and salt on the road

And he will stretch out his hands towards you.

Let him not be severely punished for pranks,

Only you never lie to her

And in the name of the great God

Take care of your mothers.

Don't leave them alone

You will remember this order, children,

After all, there can be no complete happiness,

If mom is not in the world.

(A. Remizova)

U: Feelings for parents - a son for his mother, a son for his father (also for his daughter) - all these are quite different feelings.

U: The feelings of brothers and sisters instill in us a taste for being treated as equals. You will turn to your older brother or sister with things that you would not express to your parents. Younger brother or sister awakens tenderness and care in us.

Reading a poem teacher.

If I had a beloved older brother,

I would listen to his advice, timidly,

I would be glad to see his brotherly defense

Until I'm weaker.

If I had a beloved younger brother,

I would teach him life as best I can,

And defended without demanding rewards,

Until I'm stronger.

(K. Vanshenkin)

Family feelings become for us a school of personal spiritual qualities. From them we first of all learn love, friendship, submission and leadership, we learn to be a man and a woman. The family is our first and most natural society.

Task 4. Students analyze statements

U: Feeling beautiful is a person’s ability to feel and appreciate the beauty of life.

F.M. Dostoevsky was right in many ways when he argued that beauty will save the world. Not beauty in itself, of course, but a person who perceives beauty as the true content of life.

The world contains not only necessary and useful things, but also beautiful things. From the time a man became a man, from the moment when he gazed at the petals of a flower and the evening dawn, he began to peer into himself. Man has realized beauty. (V. Sukhomlinsky)

As much beauty as childhood has included, so are you. (A. Popov)

Summarizing

Students answer the teacher's questions:

· What do you think the word “feeling” means?

· How does the feeling of relatedness differ from other concepts?

· Why do we need a sense of beauty?

· What types of feelings do you know? Which of them do you consider the most important?

· How do feelings of love and respect relate?

List of used literature

1. Kopteva S.I. Innovative technologies and psychological support of education. Educational and methodological manual. Mn.: BSPU, 2004.-104 p.

2. Fundamentals of school didactics. Comp. V.A.Kapranova, I.G.Tikhonova. Mn.: BSPU, 2004.

3. The process of education: theory, methodology, practice: educational method, manual / P845 V.A. Kapranova, M.I. Dron, L.L. Podolnaya and others / ed. V.A.Kapranova. -Minsk: BSPU, 2009.-138 p.

4. Handbook on the theory of education in schemes and concepts / compiled by: E.L. Adarchenko, L.N. Gorodetskaya, N.A. Khmelnitskaya. – Mozyr: Assistance, 2005. – 44 p.

5. Stepanenkov N.K. Pedagogy: Tutorial. 2nd ed., rev. and additional – Mn.: ed. Skakun V.M., 2001. – 448.

6. Stepanenkov N.K., Penkrat L.V. Pedagogy: Methodology for conducting practical classes. Educational method. Benefit. – Mn.: Ed. Skakun V.M., 2000. – 80 p.

7. Torkhova, A.V. Prevention of unlawful behavior of schoolchildren: a manual for teachers of general education. institutions / A.V. Torkhova, I.A. Tsarik, A.S. Chernyavskaya. - Minsk: Nat. Institute of Education, 2009. - 120 p.

Conversations play a special place in the formation of ethical ideas and humane feelings among older preschoolers. They encourage children to become aware of actions, phenomena, and situations of a moral nature. Thanks to these conversations, the adult has the opportunity to specific examples show what concepts such as “kindness”, “honesty”, “truthfulness”, “courage”, “justice”, “friendship”, etc. contain. With the help of such conversations, the teacher can confront children with a choice of action. In this regard, he formulates questions with a moral orientation, so that they awaken in children activity and independence in solving the task. For older preschoolers, you can ask questions like “What would you do and what would you say?” and offer different situations, for example: What if you saw that an adult dropped something? If you are sitting in a carriage, and a passenger gets on at the nearest stop, and there are no more empty seats? If a friend comes to your house and you eat an orange? What if your mom sent you to the neighbors to borrow something? If you entered the lobby kindergarten, and there are the parents of your bandmates? etc.

You can talk with a group of children or individually on a walk, at home. Children express their opinions and listen to the opinions of others, defend their point of view, and, if necessary, can refuse their initial opinion.

How children understand the situation under discussion largely depends on how the conversation is conducted. It should not be edifying, so the teacher does not impose his opinion, but encourages the children to think and speak out own opinion. And here it is of no small importance emotional attitude the teacher himself to the situation under discussion. His voice, facial expressions, and gestures emphasize his attitude towards that moral problem which is being discussed.

Children are especially active when topics are close to them, for example, those touching on incidents from the life of the group: “how we worked together at the site,” “how we helped the kids,” “our good deeds,” etc. The teacher guides the children’s judgments in this way with with help leading questions so that they contain statements indicating the child’s understanding:

- what does it mean to be friends (not to quarrel, help each other, share toys, etc.);

- what does it mean to show benevolence (to be attentive, sympathetic, to provide assistance);

- what does it mean to show justice (to be able to divide toys equally, wait for your turn in the game, correctly distribute roles, etc.);

For the most complete understanding moral essence situation, it is important to clearly and correctly formulate questions, pose them logically, consistently, so that they are aimed at solving a moral and ethical problem.

It is advisable that the content of conversations be based on personal experience children, their life impressions and experiences.