Folk tales as a means of educating the moral qualities of preschool children

Through a fairy tale, fantasy, game, through the unique

Children's creativity is the sure way to a child's heart.

fairy tale, fantasy is the key with which

you can open these origins, and they will fill

life-giving keys...

V. A. Sukhomlinsky

The socio-economic transformations taking place in modern Russian society have significantly changed its socio-cultural life, affected the standard of living of the population, affected the peculiarities of the formation of the younger generation, and the alienation of children from educational institutions. The problem of the formation of moral qualities in preschool age is currently relevant, since the emerging value vacuum, lack of spirituality, caused by the alienation of a person from culture as a way of preserving and transmitting values, lead to a transformation of the understanding of good and evil in the younger generation and put society in danger of moral degradation. Ensuring the moral development and upbringing of the personality of a Russian citizen is a key task of modern state policy of the Russian Federation (A.L. Danilyuk, A.M. Kondakov, V.A. Tishkov). The problem of increasing the effectiveness of moral education of the younger generation, based on the unity of moral consciousness, behavior, feelings and experiences of children, their becoming subjects of moral development, has great social significance (L. I. Bozhovich, A. B. Zaporozhets, V. S. Mukhina, E. V. Subbotsky, V.D. Shadrikov).

The formation of moral qualities is a process aimed at the formation and development of a child’s holistic personality, and involves his formation towards the Motherland, society, team, people, work, his responsibilities and himself.

Preschool age is the initial and, therefore, extremely important stage in the process of assimilation of the mechanisms of moral behavior and the formation of moral qualities, and is a valuable period of development in which a child’s personality takes shape; behavior that complies with moral rules is formed, which is a necessary condition for the socialization of children. The development of the moral sphere in preschool age includes two aspects. One side is the development of feelings and will, the other is that the child gradually begins to understand the world around him and realizes his place in it, which gives rise to new types of motives of behavior, under the influence of which the child performs certain actions.

Based on the moral rules of behavior previously acquired by children (in the form of politeness, attention and sympathy for peers and adults, basic skills in providing assistance, friendly forms of communication, etc.), it is possible to form moral qualities in preschool children.

Preschool childhood is an important period in a child’s life, when a sense of one’s own capabilities, the need for independent activity, basic ideas about the world around us, good and evil in it, ideas about the family structure and native land are formed, as well as the development of moral qualities of the individual.

In the context of the transition to the new Federal State Educational Standards of preschool education, the main tasks of educating the moral qualities of the personality of preschool children have been identified:

− formation of the principles of patriotism and citizenship;

− formation of a humane attitude towards people and the environment;

− formation of spiritual and moral attitudes and a sense of belonging to the cultural heritage of one’s people;

− respect for one’s nation; understanding of one's national characteristics;

− formation of self-esteem as a representative of one’s people; respect for representatives of other nationalities;

− formation of positive, friendly, collective relationships; fostering a respectful attitude towards work.

Preschool age is the most important period of child development, which has independent significance. A.V. Zaporozhets, L.I. Bozhovich, N.M. Barinova, A.N. Leontyev designated preschool childhood as the period of the initial formation of personality, the development of personal mechanisms of behavior [12, p. 35].

A preschool child masters normative (play) activities and normative behavior. Based on mastery of the first ethical authorities and the development of arbitrariness of all mental processes, the intensive formation of the moral sphere of the individual is carried out. As scientists L. S. Vygotsky, D. B. Elkonin, L. I. Bozhovich, V. S. Mukhina, N. V. Melnikova, E. V. Subbotsky note, it is in preschool age that moral regulation begins to form [44, With. 70].

A child’s morality is associated with the internal motivation of his behavior, which allows the child to make the right moral choice (L. I. Bozhovich, M. V. Ilyina, V. S. Mukhina). In the process of moral education in direct communication and joint activities with adults, the child develops integrated personality traits - moral qualities, which, being fixed in the child’s moral experience, determine his moral actions, deeds and relationships [31, p. 59].

Thus, moral qualities are moral norms and principles that have become internal motives of behavior and determine its usual forms. Moral qualities act as stable elements of moral consciousness and behavior. Preschool age is sensitive for moral education, the development of moral qualities, moral position, and behavior. In preschool age, the moral sphere of the individual represents an integral unity and interaction of cognitive (moral consciousness), emotional (moral feelings and experiences) and behavioral (moral behavior and relationships) components, in which the system-forming role belongs to moral feelings. The basic concepts of the moral sphere are such concepts as: good-bad, possible-impossible, politeness-rudeness, truth-lies, compassion-indifference, tolerance-intolerance, responsiveness-callousness, generosity-greed, good-evil, mercy-cruelty.

Moral ideas formed in preschool childhood include ideas about the phenomena of social life, about people’s work, its social significance and collective nature, about patriotism and citizenship, about norms of behavior in a group of peers, why it is necessary to share toys, how to negotiate with each other , how to take care of younger ones, etc., about respectful attitude towards adults.

Folk tales are the oldest way of passing on life wisdom from generation to generation.

According to the scientific definition of V. A. Nikolaeva in literature, a folk tale is “an epic literary genre, a narrative about some magical or adventurous events, which has a clear structure: beginning, middle and ending” [47, p. 55]

Folk tales are oral folk art: a prosaic oral story about fictitious events in the folklore of different peoples [23]. These tales reflect national ideals. But fairy tales were written not only for entertainment; in them people wanted to express their attitude to life. In folk tales we see faith in reason, goodness and justice, the triumph of truth over falsehood, the glorification of courage and bravery, disdain for stupidity, hatred of enemies or ridicule of them. A folk tale allows you to feel a connection with the past and provides an opportunity to join the origins of folk culture [21].

Folk tales provide rich material for the formation of moral qualities in children. V. A. Sukhomlinsky theoretically substantiated and confirmed in practice that “a fairy tale is inseparable from beauty, it contributes to the development of aesthetic feelings, without which nobility of the soul, heartfelt sensitivity to human misfortune, grief, and suffering are unthinkable. Thanks to a fairy tale, a child learns about the world not only with his mind, but also with his heart.” In his opinion, fairy tales are a fertile and irreplaceable source of instilling love for the Motherland. The main advantage of a fairy tale in the formation of moral qualities in preschool children is that, through the events in the fairy tale, children:

− moral qualities are acquired: good - evil, obedience - disobedience, agreement - enmity, hard work - laziness, selflessness - greed;

− the child becomes aware of the following basic moral qualities: conscientiousness and decency, selflessness and kindness, empathy and sympathy, patriotism;

− the child acquires moral norms: openness to goodness, a positive attitude of the child towards the world around him, towards other people and himself;

− children’s ability to distinguish good from bad in fairy tales and in life develops;

− children are taught mercy, the ability to give in, help each other and gratefully accept help;

− instills diligence, bringing the job started to the end, respecting the results of other people’s and one’s own work;

− aesthetic taste develops, the ability to see, appreciate and cherish beauty.

The content of a fairy tale is a condition for the formation of moral qualities in preschool children. They have a highly developed identification mechanism, that is, the process of emotionally uniting themselves with another person, character and appropriating his norms, values, and models as their own. Perceiving a fairy tale, the child compares himself with a fairy-tale hero, which allows him to feel, understand and realize his mistakes, mistakes, or, conversely, the correctness of his actions [30].

Thanks to a fairy tale, children begin to comprehend the most important truths of human life and develop the ability to show moral feelings (compassion, sympathy, empathy, etc.).

In order to identify the formation of the moral qualities of the personality of preschoolers, a study was conducted on the basis of MDOU No. 66 “Lebedushka” in the city of Volzhsky, Volgograd region, in which 24 preschoolers aged 4 to 5 years took part.

The study consisted of three stages: the first stage - ascertaining; the second stage is formative; the third stage is control.

The following methods were used in this work:

− “Conversation” technique, author A. O. Prokhorova. The goal is to identify the level of formation of the moral qualities of the personality of a senior preschooler

− “Finish the story” technique, E. S. Evdokimova. Goal: identifying the level of formation of the moral qualities of the personality of a senior preschooler

− method “Diagnostics of the moral sphere of a preschool child”, N.V. Melnikova.

Purpose: to identify the level of formation of the moral qualities of the personality of an older preschooler. A study using the “Finish the Story” method by E. S. Evdokimova showed the following results, presented in Figure 1.

Rice. 1. The level of formation of moral qualities of a preschooler’s personality according to the “Finish the story” method, E. S. Evdokimova at the ascertaining stage

Having processed the results of the study, at the ascertaining stage we identified the following levels of formation of personal moral qualities in preschoolers.

A high level of development of personal moral qualities is observed in 13%, since children name a moral standard, correctly assess the behavior of children and motivate their assessment. The criterion of moral knowledge is characterized by knowledge and understanding of basic ethical concepts, moral norms, moral qualities of an individual, standards and rules of moral behavior and relationships; the idea of responsibility for one’s actions and actions. The criterion of moral relations is characterized by an adequate perception of reality, acceptance of oneself and others, sincere interest in another person, a fresh perception of the world with an emphasis on its positive aspects; attitude towards adults and peers based on kindness, responsiveness, sensitivity, tolerance, politeness and respect. The criterion of moral behavior is characterized by the ability to fulfill moral norms and requirements, to perform necessary, useful, approved actions; the ability to resist temptation and break these rules; the ability to correctly resolve moral dilemmas and make moral choices. The criterion of moral experience is characterized by the ability to trust one’s feelings and consider them as the basis for choosing behavior; when acting morally, experience positive feelings; when norms and rules are violated, experience feelings of shame, guilt, and a desire to change. The criteria are characterized by the unity and identical positive modality of all the above characteristics.

The average level of development of a person’s moral qualities is observed in 37%, since children name a moral standard, correctly assess the behavior of children, but do not motivate their assessment. The criterion of moral knowledge is characterized by knowledge and understanding of basic ethical concepts, moral norms, and moral qualities of the individual. The criterion of moral relations is characterized by an adequate perception of reality, acceptance of oneself and others, and sincere interest in another person. The criterion of moral behavior is characterized by the ability to fulfill moral norms and requirements, to perform necessary, useful, approved actions. The criterion of moral experience is characterized by the ability to trust one’s feelings and consider them as the basis for choosing behavior; When acting morally, experience positive feelings.

A low level of development of personal moral qualities is observed in 50%, since children evaluate children’s behavior in situations as positive or negative (right or wrong, good or bad), but the assessment is not motivated and a moral norm is not formulated. The criterion of moral knowledge is characterized by knowledge of basic moral norms. The criterion of moral relations is characterized by an inadequate perception of reality, acceptance of oneself and others. The criterion of moral behavior is characterized by non-compliance with moral norms and requirements. The criterion of moral experience is characterized by a low ability to trust one’s feelings and consider them as a basis for choosing behavior. The criteria indicate a gap between moral consciousness and behavior, attitudes and experiences.

Thus, according to the “Finish the story” method, E. S. Evdokimova, the overall level of formation of the moral qualities of a preschooler’s personality is low

A study using the method of “Diagnostics of the moral sphere of a preschool child”, N.V. Melnikova, showed the following results, presented in Figure 2.

Rice. 2. The level of formation of the moral qualities of a preschooler’s personality according to the “Diagnostics of the moral sphere of a preschooler” method, N.V. Melnikova at the ascertaining stage

Having processed the results of the study, at the ascertaining stage we identified the following levels of formation of moral personality traits in preschool children.

A high level of development of personal moral qualities is observed in 9%, since children experience satisfaction from good deeds and the approval of adults. They show responsiveness, empathy, kindness, and joy for others. Moral feelings encourage children to take active actions: help, show care, attention, calm, please. Children try to help, if someone is crying, they can promise to come with a friend and play; if someone in the company is upset because they lost a game, they explain that there is nothing to worry about; if a friend is offended by them, they will think about his feelings and what they can do in this situation. The sincerity of children's feelings and actions caused by them should be especially emphasized. Children demonstrate a meaningful attitude towards the moral content of their actions.

The average level of development of personal moral qualities is observed in 37%. since children experience satisfaction from good deeds and the approval of adults. They show responsiveness, kindness, and joy for others. Moral feelings encourage children to take active actions: help, attention, please. Children think about what could happen if someone cries; may refuse to provide the game; if someone in the company is upset because they lost a game, they explain that there is nothing wrong with that; if a friend is offended by them, they will prove to him that he is wrong. The sincerity of children's feelings and actions caused by them should be especially emphasized. Children demonstrate a meaningful attitude towards the moral content of their actions.

A low level of development of personal moral qualities is observed in 54%, since children experience satisfaction from shame, grief, and unpleasant experiences from their bad deed, from an adult’s remark, or dissatisfaction. They show kindness. Moral feelings do not encourage children to take active action. Children, if someone cries, do not react to it; may refuse to provide the game; if someone in the company is upset because they lost the game, they will offend this person with a word; if a friend is offended by them, they will be offended in return. It should be especially emphasized that the sincerity of children's feelings and actions caused by them.

Thus, according to the method of “Diagnostics of the moral sphere of a preschooler”, N.V. Melnikova, the general level of formation of the moral qualities of a preschooler’s personality is low.

Summary table of diagnostic results at the ascertaining stage. The methods are presented in Figure 3

At the ascertaining stage, the following results were obtained.

A high level of formation of moral qualities of a person is observed in 9%, an average level of formation of moral qualities of a person is observed in 37%. a low level of development of personal moral qualities is observed in 54%.

Rice. 3. Levels of formation of moral qualities of a person in a preschooler at the ascertaining stage

Thus, the children studied at the ascertaining stage of the study have a low level of formation of moral qualities of the individual, and therefore need to create psychological and pedagogical conditions for nurturing the moral qualities of the personality of older preschoolers through a folk tale.

The second stage is formative, which consists in creating psychological and pedagogical conditions for nurturing the moral qualities of the personality of preschool children through a folk tale.

To develop moral qualities in preschool children, we will propose a system of fairy tales, “The fairy tale is a lie, but there is a hint in it,” based on magical, social, and fairy tales about animals, in which the formation of moral qualities of an individual occurs.

O. Wilde’s first fairy tale, “The Star Boy,” instills in children attention to people, a careful and respectful attitude towards them. Forms moral qualities: empathy - sympathy, good - evil, obedience - disobedience, agreement - enmity, hard work - laziness, selflessness - greed, conscientiousness - decency. After reading the fairy tale, the children answered questions: why did he decide to drive away the beggar woman? Did he do the right thing? Who stood up for the woman? Why wasn’t the lumberjack’s children accepting the star boy? How did the boy's beauty return? The children took an active part in the discussion of the fairy tale. The children did not like the main character, they condemned him and said that it was impossible to do this, that you need to respect everyone around you, they understand where the hero did the right thing and where he did not.

The second fairy tale “Khavroshechka”. A good orphan suffers persecution from an evil stepmother, this becomes a source of suffering and misadventures. A fairy tale teaches a child to evaluate the deeds and actions of people in the light of the correct concepts of what is good and what is bad. The guys understand the unfair treatment and worry about the main character. While discussing the fairy tale they read, they correctly identify good and evil deeds.

The third fairy tale is “Cinderella”. The children were offered a game based on this fairy tale. Children choose their heroes, who they would like to be. During the game, they remembered the positive and negative heroes of the fairy tale, gave them characteristics describing their behavior and actions.

The fourth tale is “Porridge from an Axe.” At the beginning, as in the first lessons, the children were read a fairy tale and asked questions about it. “Porridge from an Axe” is an everyday fairy tale; it openly and clearly expresses the assessment: what is not moral, what is worthy of ridicule. Unlike the heroes of a fairy tale, here the poor achieve the triumph of justice without the help of miraculous helpers - only thanks to intelligence, dexterity, resourcefulness and even fortunate circumstances.

Fifth tale “The Tale of How Grandfather Nikolai Went to the Fair”

A theatricalization of the fairy tale was presented, in which children took part, solved riddles, and answered questions. The fairy tale teaches children to respect each other and adults. To instill in children mercy, a sense of compassion for others.

During the fairy tale system, the following moral qualities were formed: empathy - sympathy, honesty, good - evil, conscientiousness - decency, modesty, mercy, mutual assistance, mutual respect, openness to good, a child’s positive attitude towards the world around him, towards other people and himself .

The third stage, the control stage, consists of studying changes in the moral qualities of a preschooler’s personality. At this stage, a comparative analysis of the data obtained was carried out, the results of the study were summed up and conclusions were drawn.

A study using the method of the level of formation of moral qualities of a preschooler’s personality using the “Conversation” method, author A. O. Prokhorova in Figure 4.

Rice. 4. The level of formation of moral qualities of a preschooler’s personality according to the “Conversation” method, author A. O. Prokhorova (stating and control stages of the study)

Thus, according to the “Conversation” method (author A. O. Prokhorova), the general level of formation of the moral qualities of the personality of a senior preschooler is average. The results of the method changed as follows: the low level decreased by 37%, the average level increased by 17%, and the high level increased by 20%.

A study using the “Finish the story” method (author E. S. Evdokimova) showed the following results (Figure 5):

Rice. 5. The level of formation of moral qualities of a preschooler’s personality according to the “Finish the story” method, E. S. Evdokimova (stating and control stages of the study)

Thus, according to the “Finish the story” method, E. S. Evdokimov, the general level of formation of the moral qualities of a preschooler’s personality is average. The results according to the method changed as follows: the low level decreased by 33%, the average level increased by 17%, and the high level increased by 16%.

A study using the method of “Diagnostics of the moral sphere of a preschool child”, N.V. Melnikova, showed the following results, presented in Figure 6.

Rice. 6. The level of formation of the moral qualities of a preschooler’s personality according to the “Diagnostics of the moral sphere of a preschooler” method, N.V. Melnikova (stating and control stages of the study)

Thus, according to the method of “Diagnostics of the moral sphere of a preschooler”, N.V. Melnikova, the general level of formation of the moral qualities of the personality of an older preschooler is average. The results according to the method changed as follows: the low level decreased by 37%, the average level increased by 13%, and the high level increased by 24%.

At the ascertaining stage, the following results were obtained. A high level of formation of moral qualities of a person is observed in 9%, an average level of formation of moral qualities of a person is observed in 37%, a low level of formation of moral qualities of a person is observed in 54%. At the control stage the following results were obtained. A high level of formation of moral qualities of a person is observed in 33%, an average level of formation of moral qualities of a person is observed in 50%, a low level of formation of moral qualities of a person is observed in 17%.

Rice. 7. Levels of development of moral qualities of a preschooler’s personality according to the results of the study using all diagnostic methods (stating and control stage)

The results for all diagnostic methods (ascertaining and control stages) changed as follows: the low level decreased by 37%, the average level increased by 13%, and the high level increased by 24%.

Thus, at the control stage of the study, they have an average and high level of formation of moral qualities of the individual. During the study, the hypothesis put forward by us that the included folk tales contribute to the formation of the moral qualities of the personality of preschoolers was proven; theoretical and practical research allows us to note that the folk tale is effective a means in the formation of moral qualities of the personality of older preschoolers

Conclusion

In the course of solving the first problem, it was revealed that moral qualities are moral norms and principles that have become internal motives of behavior and determine its usual forms. Moral qualities act as stable elements of moral consciousness and behavior. Preschool age is sensitive for moral education, the development of moral qualities, moral position, and behavior. The basic concepts of the moral sphere are: the nature of assimilation, which determines the development of the moral sphere of the preschooler’s personality, are the following: good-bad, politeness-rudeness, truth-lies, compassion-indifference, tolerance-intolerance, responsiveness-callousness, generosity-greed, kindness evil, mercy-cruelty.

A folk tale is the oldest genre of oral folk poetry, a work of a magical, adventurous or everyday nature. A folk tale forms the moral baggage of a child and is a powerful, effective means of moral education of children. The main advantage of a folk tale in the formation of moral qualities in preschool children is that through the events in the fairy tale, children: learn moral qualities; the child learns moral standards: openness to goodness, a positive attitude of the child to the world around him, to other people and to himself .

During the study, it was revealed that the children studied at the ascertaining stage of the study have a low level of formation of moral qualities of the individual, and therefore need to create psychological and pedagogical conditions for nurturing the moral qualities of the personality of preschoolers through a folk tale.

In solving the problem of forming moral qualities in preschool children, we proposed a system of fairy tales “The fairy tale is a lie, but there is a hint in it,” based on magical, social, and fairy tales about animals, in which the formation of moral qualities of an individual occurs. The children studied at the control stage of the study have an average and high level of development of personal moral qualities.

The study proved that the included folk tales contribute to the formation of the moral qualities of the personality of preschool children.

literature:

1 Abramenkova V.V. Principles and criteria for the moral development of a modern child in education [Text] / V.V. Abramenkova. - M.: Mosaika-Sintez, 2014. - 167 p.

2 Barinova N. M. Support of moral education in kindergarten. New forms and eternal values [Text] / N. M. Barinova. [Electronic resource] / Access mode: https://family-child.ru/?p=5235, free. — Cap. from the screen (date of access: 05/27/2018).

3 Guzeev V. G. Origins of modern moral education [Text] / V. G. Guzeev [Electronic resource] / Access mode: https://elibrary.ru/item.asp?id=23669781, free. — Cap. from the screen (date of access: 05/27/2018).

4 Kuzmishcheva M. A. Psychological prerequisites for the development of morality in a preschooler. [Text] / M. A. Kuzmishcheva - M.: Academy, 2014. - 221 p.

5 Kulomzina S.S. Moral qualities of a person in childhood [Text] / S.S. Kulomzina - M.: Publishing House of the Moscow Patriarchate of the Russian Orthodox Church, 2014. - 205 p.

6 Melnikova N.V. Category of moral feelings of a preschooler [Text] / N.V. Melnikova [Electronic resource] / Access mode: https://www.studmed.ru/melnikova-nv-razvitie-nravstvennoy-sfery-lichnosti-doshkolnika_47061cdc4bf .html, free. — Cap. from the screen (date of access: 05/27/2018).

7 Menshikov V. M. Moral qualities of a person in childhood [Text] / V. M. Melnikova - M.: Publishing House of the Moscow Patriarchate of the Russian Orthodox Church, 2014. - 251 p.

8 Pospelova E. A. Formation of moral principles in preschool children [Text] / E. A. Pospelova, O. Yu. Kolupaeva, I. A. Aleksandrova // Pedagogy: traditions and innovations: materials of the VI international. scientific conf. (Chelyabinsk, February 2015). - Chelyabinsk: Two Komsomol members, 2015. - P. 87–90.

9 Sitnikova O. S. Formation of moral qualities in preschool children [Text] / O. S. Sitnikova // Young scientist. - 2014. - No. 18. - P. 633–634.

MAGAZINE Preschooler.RF

“The role of fairy tales in the spiritual and moral education of preschool children”

Teacher of MKDOU d/s No. 466 of the city of Novosibirsk Zarechnaya Olga Sergeevna,

While working with children, I noticed that not all children know how to communicate with each other; some show a tendency towards aggression, hostility, and reluctance to share toys or help a friend in a difficult situation. Children have poorly developed skills of sympathy and empathy. Due to busy parents, children spend more and more time at the computer and TV, watching and playing far from moral cartoons and games. As a result, children have distorted ideas about spiritual and moral qualities: kindness, justice, mercy. Every day this problem becomes more urgent.

During the period of preschool childhood, it is necessary to form moral categories: like good and evil, good and bad, it is advisable to show by example and with the help of folk and literary fairy tales. After all, a fairy tale is one of the available means for the spiritual and moral development of a child from a very early age and remains with him for the rest of his life. Thanks to a fairy tale, a child learns about the world not only with his mind, but also with his heart. And he not only knows and expresses his own attitude towards good and evil. The fairy tale presents children with a poetic and multifaceted image of its heroes, while leaving room for imagination. Spiritual and moral concepts, vividly presented in the images of heroes, are consolidated in real life and relationships with loved ones, turning into moral standards that regulate desires and actions.

For preschoolers, one of the first works of art is children's folklore: fairy tales and small folklore genres. Therefore, she began her work on implementing the moral education program by reviving children’s interest in children’s folklore.

To read to children, I select fairy tales that contribute to the development of moral qualities and help determine the negative and positive actions of the characters. After reading or telling a fairy tale, I have a conversation with the children. I organize the analysis of the work so that it represents an interesting and useful conversation for children, which I conduct by asking questions. It is very important to correctly formulate questions to help children isolate the main thing - the actions of the main characters, their relationships and actions. A correctly posed question helps a child think, reflect, and come to the right conclusions.

For example:

After telling the children the Russian folk tale “The Winter of the Animals ,” I had a conversation with a group of children about friendship, in which I found out preschoolers’ ideas about friendship. I asked you to explain what you think:

- What does strong friendship mean?

-Who do you want to be friends with?

— What qualities should friends have?

After the conversation we moved on to analyzing the tale itself:

— How many heroes were there in the fairy tale?

- How did they build the winter hut?

- What was it like for them to live together?

- Why did the wolf and the bear come to the winter hut?

— How did the animals protect their home?

With the help of these questions, the children learned the moral lesson “Living in harmony, no one can prevail .

I use ethical conversations in my work. During the conversation, I not only ask questions for discussion, but also find the main thing that stimulates children’s desire to think, express and prove their point of view. Conversations are gradually becoming more complex both in content and in the way the material is presented. At the beginning of the year, the emphasis was on the emotional response of children, but by the end of the year, preschoolers themselves try to draw conclusions from the moral situation under discussion. I think through the questions in advance, but I can change them depending on the children’s reaction. Presenting the material in a figurative form arouses the interest of preschoolers and attracts their attention. During conversations I use works of art and examples from life. They help children master the norms and rules of moral behavior and the development of dialogic speech.

Changes in the spiritual and moral education of children have become noticeable. They have become more attentive, hardworking, and help their comrades if things don’t work out for them. If previously children could quit their work unfinished, now they finish the job they started, since the children know where to start and how to finish. I was pleased that the guys learned to analyze and communicate with each other correctly.

Summarizing what has been said, I want to conclude that in the course of the targeted and systematic use of works of fiction (fairy tales), positive emotions in preschoolers noticeably increased, the desire to be in some way similar to the hero they fell in love with, and their interest in listening to books and discussing what they read increased. Children learned to distinguish between “what is good and what is bad” in the relationships and actions of people. All this is a decisive factor ensuring the moral development of preschool children.

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Self-education project “The role of fairy tales in the moral education of preschool children.”

Self-education project “The role of fairy tales in the moral education of preschool children”

Prepared by Kilin, L.S.

Cherenkova.R.M

RELEVANCE

Currently, we are increasingly seeing examples of children's cruelty and aggressiveness towards each other, towards loved ones. Under the influence of far from moral cartoons, children have distorted ideas about moral qualities: kindness, mercy, justice. From birth, a child is aimed at the ideal of good, so I believe that from early preschool age it is necessary to show the child the moral essence of every action.

Knowing the age characteristics of children of the 5th year of life,

We noticed that not all children know how to communicate with each other; some show a tendency towards hostility, a reluctance to share toys, or to help a friend in a difficult situation. Children have poorly developed skills of sympathy and empathy. Namely, from an early age the formation and development of a person’s moral qualities begins.

To solve this problem, we chose to introduce children to Russian folk tales, since I believe that fairy tales have firmly entered the child’s life, and in their essence, a fairy tale fully corresponds to the nature of a small child; close to his thinking and ideas.

Based on this, I set myself a goal:

To develop and nurture spirituality and feelings in the soul of every child, so that he does not grow up to be a soulless, indifferent person.

To achieve the goal, I identified the following tasks:

Encourage children's interest in Russian folk tales.
Create the necessary conditions for children to become acquainted with Russian folk tales.
To form an idea of good and evil, to show the beauty of good deeds and their necessity in people’s lives.
Develop the ability to think, compare, analyze the actions of fairy-tale characters, learn to evaluate the behavior of your own and others.
Select diagnostic materials aimed at monitoring the level of education of children’s moral qualities using the example of heroes of Russian folk tales.
To help parents understand the value of a fairy tale, its special role in the education of today’s and especially tomorrow’s people.

Methods for introducing preschoolers to fairy tales

The most common method of introducing a fairy tale is reading by the teacher, i.e. verbatim transmission of the text. I tell the children by heart fairy tales that are small in volume, because this achieves the best contact with the children. I read most of my works from books. Handling a book with care while reading is an example for children.

The next method is storytelling, i.e. more fluent text transmission.

When telling, shortening the text, rearranging words, including explanations, and so on are allowed. The main thing in a storyteller’s presentation is to tell the story expressively so that the children listen.

To consolidate knowledge, methods such as didactic games based on familiar fairy tales and literary quizzes are useful.

Examples of didactic games include the games “Guess my fairy tale”, “One starts - the other continues”, “Where am I from?” (description of heroes) and others.

I conduct literary quizzes as final quarterly classes or evening entertainment.

Techniques for forming the perception of a fairy tale

Expressiveness of reading.

The main thing is to read it expressively so that the children listen. Expressiveness is achieved by a variety of intonations, facial expressions, sometimes a gesture, a hint of movement. All these techniques are aimed at ensuring that children imagine a living image.

The next technique is repeated reading. It is advisable to repeat a short fairy tale that aroused the interest of children. From the big fairy tale, you can read the most significant and vivid passages again. Repeated reading and storytelling can be combined with drawing and modeling. The artistic word helps the child create visual images, which the children then recreate.

One of the techniques that contributes to better assimilation of the text is selective reading (excerpts, songs, endings).

You can ask a number of questions (What fairy tale is this excerpt from? From a story or fairy tale is this excerpt? How did this fairy tale end?

If after the first reading the fairy tale is already understood by the children, the teacher can use a number of additional techniques that will enhance the emotional impact - showing toys, illustrations, pictures, elements of dramatization, movements of fingers and hands.

Dramatization is one of the forms of active perception of a fairy tale. In it, the child plays the role of a fairy-tale character.

Involving children in dramatization. Dramatization helps to develop such character traits as courage, self-confidence, independence, and artistry.

You can use verbal techniques. Children often do not understand some words or expressions. In such cases, it is necessary to give them the opportunity to understand a new word and construct phrases by comprehending the situation. As a rule, you should not interrupt reading by explaining individual words and expressions, as this disrupts the perception of the work. This can be done before reading.

A widely used technique that enhances the impact of a text and promotes better understanding is looking at the illustrations in a book.

The illustrations are shown to children in the sequence in which they are placed in the fairy tale, but after reading.

The next technique is a conversation based on a fairy tale. This is a complex technique, often including a number of simple techniques - verbal and visual. There is a distinction between an introductory (preliminary) conversation before reading and a short (final) conversation after reading.

During the final conversation, it is important to focus children’s attention on the moral qualities of the heroes and the motives of their actions.

Conversations should be dominated by questions the answer to which would require motivation for assessments.

Stages of working with a fairy tale

Ø Introducing children to Russian folk tales - reading, storytelling, conversations about the content, looking at illustrations - in order to develop an emotional attitude towards the actions and characters of the fairy tale.
Ø Emotional perception of fairy tales by children - children’s retelling of the content of the fairy tale, table theater, outdoor games with fairy tale characters - in order to consolidate the content of fairy tales. These forms of working on a fairy tale allow you to find out how children understood the essence of the fairy tale.
Ø Artistic activities - attitude towards the hero of a fairy tale in modeling, drawing, appliqué, design - allow children to express their attitude towards the heroes of a fairy tale, embody their experiences, develop skills of empathy, sympathy for the fate and actions of the heroes of a fairy tale.
Ø Preparation for independent activities - acting out scenes from fairy tales, theatrical games, dramatization of fairy tales, creative play using characters, plots from fairy tales - the method of turning children into heroes of fairy tales contributes not only to the development of sympathy, but also to understanding the moral lessons of fairy tales, the ability to evaluate actions not only the heroes of the fairy tale, but also the people around them.

In order to solve the problems, I divided my work into stages, using the integrative method:

Preparatory stage:

Selection and study of methodological literature;
Selection of didactic games
Made a long-term plan
Developed a cyclogram on the theme “A week with goodness in the heart”

Main stage or implementation stage

Working together with parents.

We held a parent meeting “The fairy tale is a lie - but there is a hint in it...” (introduced them to the subject-developmental environment of the group, made a plan for visiting theater Fridays.)

Parents were informed about what fairy tales are included in the reading range of children of the 5th year of life. We present information in the corner for parents in the form of lists of literary works indicating what we will read in kindergarten and what is recommended for reading at home.

In the corner for parents we place advice and suggestions on how to organize a child’s reading at home, under the following headings: “Your child’s personal library”, “Fairy tales in a child’s life”, “How and when to tell fairy tales”, “What and how to talk to children after reading”; “Books and theater”, “Folk tales”, “Reading and playing”, “Drawing a fairy tale”, etc.

We conducted individual consultations and conversations with parents on the topics: “How to make friends with books”, “Features of reading fairy tales about animals”, “Fairy tales as a means of moral education of a child”, “Education and books”.

Together with the parents, we replenished the group’s library with new colorful books with Russian folk tales, listening discs, and parents who still had books from their childhood brought them to the group, replenished the theater corner with a finger theater made of threads for all Russian folk tales according to our age. We carried out the project “Do-it-yourself book”

Leisure activities for children on literary topics prepared together with parents are very useful: the quiz game “Away with Fairy Tales”, “What?, Where?, When?”, “In the Land of Good and Evil”

Together with parents, we organize exhibitions of works by children and parents: “Our Favorite Fairy Tales”, “Winter Tales”, “Colored Fairy Tales”.

On Mother’s Day, they organized a competition “Grandma’s Pie” and for all the guests the children showed the fairy tale “Where are you, affectionate mother?” For the holiday of March 8 they showed the fairy tale “Kolobok in a new way” - the fairy tale was remade together with the children.

We carried out the project “Do-It-Yourself Book”

Thus, I carry out all the work on developing moral qualities in preschoolers through fairy tales together with their parents.

Work with children.

The group had a number of entertainments: on Mother’s Day they organized a competition “Granny’s Pie” and for all the guests the children showed the fairy tale “Where are you, affectionate mother?”, for the holiday of March 8 they showed the fairy tale “Kolobok in a new way” - the fairy tale was remade together with the children, by February 23, dads were told a fairy tale with a new ending, “The Wolf and the Seven Little Goats”

Fairy tale in the system of moral education

It is advisable to form such moral categories as good and evil, good and bad, possible and impossible, by your own example, as well as with the help of folk tales, including those about animals. These tales will help the teacher show: • how friendship helps defeat evil (“Zimovye”); • how the good and peace-loving ones win (“The Wolf and the Seven Little Goats”); • that the evil fairy tale does not give direct instructions to children (such as “Listen to your parents,” “Respect your elders,” “Don’t leave home without permission”), but its content always contains a lesson that they gradually perceive, repeatedly returning to the text of the fairy tale.

For example, the fairy tale “Turnip” teaches younger preschoolers to be friendly and hardworking; the fairy tale “Masha and the Bear” warns: you can’t go into the forest alone - you can get into trouble, and if this happens, don’t despair, try to find a way out of a difficult situation; fairy tales “Teremok” and “Winter Quarters of Animals” teach how to be friends. The order to obey parents and elders is heard in the fairy tales “Geese and Swans”, “Sister Alyonushka and Brother Ivanushka”, “Snow Maiden”, “Tereshechka”. Fear and cowardice are ridiculed in the fairy tale “Fear Has Big Eyes”; cunning is ridiculed in the fairy tales “The Fox and the Crane”, “The Fox and the Black Grouse”, “Sister Fox and the Gray Wolf”, etc. Hard work in folk tales is always rewarded (“Khavroshechka”, “Moroz Ivanovich”, “The Frog Princess”), wisdom is praised (“The Man and the Bear”, “How a Man Divided Geese”, “The Fox and the Goat”), caring for loved ones is encouraged (“Bean Seed”).

The final stage

I selected diagnostic material for monitoring the level of education of children’s moral qualities using the example of heroes of Russian folk tales: N.V. Nizhegorodtseva’s diagnosis “Moral Ladder”, criteria for determining the responsiveness of children using problem situations.

At the end of May we are planning to hold an open day in the group; we have prepared a theatrical fairy tale “Home for Friends” based on the Russian folk tale “Teremok” with the participation of all children.

Result :

— Children learned to understand the meaning of fairy tales

- To distinguish good from evil, good or bad, possible or impossible

— Children have become less shy, they choose any role without fear,

— There was mutual understanding thanks to the joint work of children and parents;

— There was a dynamic in the relationship with parents, they began to take part in the preparation of holidays and exhibitions; parent meetings began to take place in a warmer environment.

Conclusion:

The value of fairy tales lies in their influence on the comprehensive development of the child, and especially on moral education.

Fairy tales inspire confidence in the triumph of truth and the victory of good over evil. As a rule, the suffering of a positive hero and his friends is transient, temporary, and they are usually followed by joy, and this joy is the result of struggle, the result of joint efforts.

In order for a child to grow up to be a good person, it is necessary to work with him, starting from early childhood. Fairy tales help revive spirituality, mercy, and humanity in people. And we need to start with children, since the material side of life has already captured them in its networks.

Children can still sympathize and empathize. The task of a preschool institution is not to let these sprouts be crushed by the reality of a harsh life, but to do everything necessary so that they sprout, sprouted deeply in the soul and heart of the child. The main means of education is literature for children, fairy tales that turn human hearts to kindness, generosity, conscience, honor and justice. A child's personality begins in childhood. Therefore, the sooner literature, namely a fairy tale, touches the strings of a child’s soul, and not just the mind, the more guarantees there are that good feelings will prevail in them over evil ones. After all, literature is a pounding heart that speaks in the language of feelings.

From all this it follows: moral education is possible through all types of fairy tales, because morality is initially inherent in their plot.

My further work:

At the beginning of the senior group, I plan to conduct diagnostics to track the level of education of children’s moral qualities using the example of heroes of Russian folk tales, using the diagnostics of N.V. Nizhegorodtseva “Moral Ladder”

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