Ethical conversations in elementary school. Conversations on current topics with younger students material on the topic

Explanatory note

The need for moral education in school, starting from primary school, is based on the society's need for a morally mature person who is able to follow the norms and rules of communication accepted in society, to bear moral responsibility for their actions and deeds. The moral maturation of younger schoolchildren is connected, first of all, with the fact that the ideas of goodness and justice, communication problems are the most interesting for children of this age.

The relevance and social significance of this course lies in the fact that it is designed to help a growing person in comprehending the norms of human relations and, on their basis, seek the path of self-education, self-development. The course involves active involvement in the creative process of students, parents, teachers.

Introducing children to the spiritual riches of mankind will contribute to the formation of a harmonious, creative personality of the future person, capable of empathy, recognition of good and evil, a benevolent attitude towards everything around, mastering one's emotions and feelings, understanding the greatness of human life and the ability to find one's place in it.

Basic goals:

To form moral guidelines in children when building activities, communication and relationships, the foundations of worldview and self-education;

To give children an idea of the norms and rules of relations with peers, relatives and friends and just people around them;

To reveal the moral essence of these relations through the prism of their own perception.

Tasks:

development of a personality with the qualities of a well-mannered person - kindness, honesty, thrift, accuracy, diligence, responsibility;
expansion of knowledge about the norms and rules of relations with peers, relatives and friends and just surrounding people;
education of respect for people, traditions;
mastering the norms and rules of behavior at school, on the street, in public places.

General characteristics of the course.

The moral development of the student's personality as a priority goal of elementary school involves the organization of the moral education of younger students both in the process of studying academic subjects ("Literary reading", "The world around"), and in extracurricular activities of schoolchildren in the formhours of communication "Ethical conversations».

The principle of humanism underlies the selection of the content of moral education, methods of its implementation in the educational process. It is aimed primarily at the development of moral consciousness, as the basis of moral behavior, its motivation, emotional responsiveness; to develop the ability to make moral choices.

For this, various methods of working with children are used:

personally oriented, when the content becomes relevant for each child;

stimulating, when freedom of expression is maintained through dialogue, which contributes to looseness, awakening children's interest in moral problems and the creation of public opinion;

Educational moral consciousness;

activating, awakening the creative abilities of the individual, his emotional sphere.

The content of the course is focused on gaming, creative forms, project activities, work with folklore and fiction. This allows in a vivid form to bring to the child's consciousness ideas about the inner world of a person: his experiences, motives that accompany the choice of action and are the engines of actions. All this in real life is hidden from the attention of the child, and the use of a work of art will allow the teacher to use the emotional-figurative form of folk works and fiction for children in order to develop personally significant behavior.

Forms and activities.

game;
cognitive;
local history;
plot - role-playing games;
watching cartoons;
visiting exhibition halls and museums;
contests;
visiting libraries;
holidays.
socially useful deeds

Program implementation.

The program is designedfor students of the 3rd general education class and designed for one year of study. Classes are held once a week. Duration of classes 40 min. The total amount of study time - 34 hours a year.

Value orientations of the content of the subject.

The content of the program reveals the rules of moral behavior and the internal mechanism that determines their essence (the need to follow the rules based on the understanding of their necessity; the motivation of behavior, deed, i.e. desire, desire to do good to people and not cause harm, inconvenience, trouble). The development of the moral consciousness of a younger student goes from class to class in the following logic:

1 class. Developing the ability to see the moral situation. Awareness of moral rules as a guideline for an act: situation - behavior - rule; from rule to behavior. Evaluation of moral deeds.

Grade 2 Internal acceptance of the rules and norms of moral behavior. Striving to meet the standards. The transition from social control (teacher, parents, children) to self-control. Formation in children of understanding that their moral maturation comes from an act to moral qualities based on rules.

Grade 3 Acquaintance with the inner essence of a moral act - a motive. Third-graders are brought to an understanding of responsibility for the choice of behavior, familiarization with the moral qualities of a person, which are formed on the basis of behavior according to moral standards.

4th grade. Systematization, generalization of work on understanding the motives of behavior, personality traits, moral choice. The norm as a stimulus for moral behavior and a support for the inhibition of undesirable (immoral) actions.

Personal, meta-subject and subject results of mastering the course.

In the process of mastering the course materials, the student gains knowledge about the nature of relationships with other people, which becomes a prerequisite for cultivating a benevolent and caring attitude towards people, emotional responsiveness, empathy, sympathy, tolerance, and the formation of the moral consciousness of a younger student. Getting acquainted with the moral content of proverbs about kindness, work, teaching, younger students begin to realize basic humanistic values, the nature of relations between people, the need for careful attitude to people and objects of their labor. Discussion of fairy tales, their staging; discussion of works of fiction - all this is aimed at educating the students' initial ethical ideas (the concepts of good and evil, the meaning of "words of politeness", the rules of polite behavior and their motivation), the development of their emotional perception. The system of questions and tasks, which is of a diagnostic and training nature, allows solving problems of self-assessment and self-examination, repeating, clarifying and forming initial moral ideas, introducing moral concepts (for example, “What is a good deed?”, “What

did the hero make a moral choice?”, “What can you advise in this situation? How to change it?”, “Does it happen in real life?”).

To master metasubject results(comparison, analysis, synthesis, generalization, classification according to generic characteristics, establishment of analogies and cause-and-effect relationships) the course materials contain exercises that contribute to the activation of students' intellectual activity. They propose to establish the conformity of actions with moral rules; compare, compare the characters, their behavior; classify the material on various grounds (identify groups of proverbs on the topic - about kindness, diligence, attitude to learning); compare illustrations with text to determine the emotional state of the characters.

In order to formation of communicative UUD(conducting a dialogue, recognizing the possibility of the existence of different points of view and the right of everyone to have their own; expressing one's opinion and arguing one's point of view; respectful perception of other points of view) in the materials for the classes there are tasks that form them. So, collective discussions are organized with students, questions of an “open” type are offered, for example: “Why? .. How? ..”, which help children express their point of view, listen to the opinion of classmates, i.e. work collectively or in groups, pairs, as well as tasks for choosing an answer, an alternative solution, etc. The use of fiction and work in the library helps students learn to use various search methods

information in the library, the Internet. The subject matter of this rubric allows students to learn how to work in the library space in order to solve information and communication problems. As a result, students will be able to navigate in the school library, find the necessary information on moral topics with the help of

various directories.

School etiquette (the concept of the basic rules of behavior at school).

- Rules of conduct at school, in the classroom, at recess, in the dining room. Coming inschool without delay, the correct organization of work in the classroom, educational cooperation.

School breaks as a time for outdoor activities, games.

Behavior in the dining room, rules of conduct at the table.

Reproduce rules of conduct in a particular life situation.

Evaluate their own behavior and the behavior of others (at the lesson, at recess).

Rules of communication (relationships with other people).

Rules of courtesy, elementary ideas about good and bad deeds. Acquaintance with the image of these actions with the help of works of art, fairy tales, films; by analyzing life situations close to children (school staff, families). Active development in speech and behavioral practice of "polite" words, their meanings

in establishing good relationships with others.

Kind, tolerant attitude towards a peer, friend, junior; good and polite relations in the family, the manifestation of elementary respect for parents, relatives (specific life situations). Practical acquaintance with the rules of collective games that allow you to play together, without conflicts. Ways out of the conflict situation (overcoming quarrels, fights,

admission of guilt).

The moral content of the situation (literary, life), their evaluation.

Universal learning activities

Use words of politeness in speech.

Participate in the dialogue:express their opinions on the topic under discussion, analyze the statements of the interlocutors, add their statements.

speculateabout the consequences of bad deeds (in real life, the heroes of works).

Create according to the illustration, a verbal portrait of the hero (positive, negative), describe plot picture (series).

Evaluate adequately the situation and prevent conflicts.

self-formulaterules of the collective game, work.

About diligence.

The importance of work in people's lives. Teaching as the main work and duty of the student, types of work of children at school and at home (initial representations). Diligence and diligence in learning and work. Hard work is the main value of a person. Elements of work culture. Encouraging students to assess their own attitude to work. Ways of caring for things created by the labor of other people.

Ways and means of overcoming laziness, inability to work (getting rid of disorganization, indiscipline).

Analysis and evaluation of their actions during the preparation of lessons, work, duty.

Universal learning activities __

Conduct day timing, analyze your daily routine correct it.

Evaluate their actions in the preparation of homework, labor, duty.

Appearance culture.

The culture of appearance as cleanliness, neatness, accuracy in a person.

The rules of neatness and their importance for health, respect for others, and one's own well-being.

Evaluation of the appearance of a person, the criteria for such an assessment: accuracy, neatness, convenience, appropriateness of the situation.

Universal learning activities

Reproduce basic requirements for the appearance of a person in

practical and real life situations.

Evaluate the appearance of a person.

Extracurricular etiquette.

Polite attitude towards people as a need of an educated person. Features of polite behavior in different life situations (on the street, in transport, during walks): give way to the young and the elderly, for the inconvenience, trouble must be apologized.

Rules of courtesy in communicating with the immediate environment: greet first, kindly answer questions; call adults “you”, say “thank you” and “please”, etc.

Rules of conduct in public places (in a store, library, theater, etc.): do not interfere with other people, observe the queue, clearly and loudly express an appeal, a request.

Universal learning activities

Use friendly tone of voice.

Evaluate the nature of communication (tone, intonation, vocabulary), behavior in public places.

Topics of classes.

Section 1. Ethics of communication (7 hours)

Topic 1. What does it mean to be educated?

Talk about politeness. A smile will make everyone brighter.

Topic 2. It's more fun for kind people to live in this world.

Journey to Volkov's fairy tale "The Wizard of the Emerald City". Talk about kindness and courage. Drawing competition about the journey of friends to Goodwin.

Theme 3. Doing good is to amuse yourself.

Correspondence trip to the exhibition hall. Exhibition of drawings about kindness.

Topic 4. Think of others.

A conversation about goodness, about good deeds. Disclosure of the rule "Always act as you would like to be treated in relation to you." Help veterans, orphans.

Topic 5. A gift to the team.

Surprise lesson, communication lesson.

Topic 6. Business is time, fun is an hour.

Explanation of the proverb: "Cause - time, fun - hour." Making a badge is a courtesy. Group work

Theme 7. What you don’t like in another, don’t do it yourself.

Exhibition of badges for the courtesy school. Talk about goodwill and equality in relationships. Learning the magic rule: “What you don’t like in another, don’t do it yourself.”

Section 2. Etiquette (8 hours)

Topic 8. According to the rules of etiquette.

Conversation: "What is etiquette?" Journey through the labyrinth of etiquette rules. Solving problems on the culture of behavior. Explanation of the proverb: "Respecting a person, you respect yourself."

Topic 9. Invitation to the table.

Journey to the Land of Etiquette. Practice at the table. Playing scenes where the characters are fairy-tale characters. Game "Concert for birthdays".

Topic 10. Here is the school, the house where we live.

Analysis of etiquette situations in the form of "Exam". Formulation of rules of etiquette.

Topic 11. Here is the store where we are going.

Familiarity with the rules of etiquette in the store. Playing out situations.

Topic 12. Roads, transport, walking path.

Traffic light game. Practical lesson on the rules of the road. Acquaintance with the rules of etiquette in transport.

Topic 13 - 14. Forest, river, meadow, where you can relax.

Journey to the forest clearing. Acquaintance with the rules of conduct in the forest, in the meadow, on the river.

Topic 15. Visiting Vezha.

New Year's celebration.

Section 3. Ethics of relations with others (9 hours)

Topic 16. Give joy to another.

Game program "Round dance around the Christmas tree." Making a proposal "Give another joy." Conversation on the topic: "To whom and how can we give joy."

Topic 17. What determines the mood.

Conversation "What determines the mood." Familiarity with the rules of creating a good mood.

Topic 18. Watch of memory.

Informative conversation. Participation in a concert for veterans. Making greeting cards.

Topic 19. My home is my family.

Discussion on the topic: "What kind of house should be built for the gnome Pykh and the Old Man - the forest man."

Topic 20. A person becomes prettier in work.

Practical lesson: "Our common home"

Topic 21. All the sun's children in the world.

Journey to the clearing to the Old Man - the forest man and the dwarf Pukh. Tale of S. Marshak "Twelve months".

Topic 22. Congratulations to our mothers.

Holiday activity. Concert for mothers. Exhibition of drawings and crafts.

Topic 23. With adults and peers.

Photo gallery "My best friend". Conversation "Who can I call my best friend." Tips-proverbs about good. Good advice to a friend.

Topic 24. Appreciate the trust of others.

Final lesson on the topic "Ethics of relations with others." A letter to the gnome Pykh and the Old Man - the forest man.

Ethics of relations in a team (8 hours)

Topic 25. It's great that we are all here today.

Conversation "How did you spend your holidays?" Collective color painting of mood. Talk about how you can improve your mood. Song true friend.

The game. Conversation with a magic mirror: “My light, mirror, tell me, but report the whole truth. What will the guys in the class advise me?

Topic 27. General and special for boys and girls.

Collection of advice for boys and girls. Drawing up requirements for the class team. The choice of those responsible for the implementation of these tips.

Topic 28. Would someone talk to me.

Journey to Grandfather Etiquette. Practice writing your own conversation.

Topic 29. Journey through the spring forest.

Excursion to the park, forest, during which the rules of behavior in the forest are developed.

Topic 30. Gift to the team.

Collective activity, during which each child must prove himself. Giving your skills, knowledge, talents, thoughts to the team.

Topic 31. Making a newspaper.

Conversation about the work on the course "Ethical Grammar" for the year. Children express their impressions and wishes by receiving a "scroll", which, after reading, are placed in a newspaper. Newspaper layout.

Topic 32. Kindness is like the sun.

Games. Songs. Picking up petals.

Topic 33. Friendship is a wonderful word.

The importance of true friends in life. Friendship rules. Exercises-trainings. Situation analysis.

Topic 34. “To give joy to people, you must be kind and polite”

The final lesson is a holiday.

Calendar - thematic planning

No. p / p	the date holding		Topic name	The amount of hours	Theory	Practice
No. p / p	plan	fact	Topic name	The amount of hours	Theory	Practice
Ethics of communication. 7 o'clock.
			What does it mean to be educated?
			It is more fun for the good to live in this world.
			Do good - make yourself happy.
			Think of others. Action of mercy: help to veterans, orphans.
			Gift for teachers.
			Business is time, fun is an hour.
			What you don't like in another, don't do it yourself.
Etiquette. 8 ocloc'k.
			According to the rules of etiquette
			An invitation to the table.
			Here is the school, the house where we live.
			Here is the shop we are going to.
			Roads, transport, walking path.
13-14			Forest, river, meadow, where you can relax.
			Visiting Vezha.
Ethical standards of relations with others. 9 o'clock.
			Give joy to others.
			What does the mood depend on?
			Memory watch.
			My home is my family.
			A person gets better at work.
			All in the world, the sun's children
			with adults and peers.
			Appreciate the trust of others.
			Congratulations to our moms.
Ethics of relations in the team. 10 hours.
			It's great that we are all here today.

			General and special for boys and girls.
			Someone would talk to me.
			Journey through the spring forest.
			Team gift.
			We make a newspaper.
			Kindness is like the sun.
			Friendship is a wonderful word.
			“In order to give joy to people, one must be kind and polite”

Planned learning outcomes for students

extracurricular activities programs

As a result of passing the program of extracurricular activities, it is expected to achieve the following results:

First level of results- students should be aware of the moral norms and rules of moral behavior, including the ethical norms of relationships in the family, between generations, carriers of different beliefs, representatives of various social groups.

To form a positive attitude of students to the lessons of ethical grammar and to the ethical norms of relationships with others.

Second level of results- obtaining by students the experience of experiencing and a positive attitude towards the basic values of society.

To achieve this level of results, it is necessary to:

To cultivate the relationship of students at the class level, that is, a friendly pro-social environment in which each child receives practical confirmation of the acquired knowledge and begins to appreciate it.
Students should gain experience interacting with peers, older and younger children, adults in accordance with generally accepted moral standards.

Third level of results- students gaining experience of independent social activity, feeling like a citizen, a social figure, a free person.

To achieve it, you need:

to form the skill of interaction of students with representatives of various social subjects, including those outside the educational institution, in an open public environment.

With the transition from one level of results to another, educational effects increase significantly:

at the first level, education is close to learning, while the subject of education as a teaching is not so much scientific knowledge as knowledge about values;
at the third level, the necessary conditions are created for the participation of students in a morally oriented socially significant activity.

The transition from one level of educational results to another must be consistent and constant.

As a result of the implementation of this program, the following can be achievededucational results:

initial ideas about moral norms and rules of moral behavior;
moral and ethical experience of interaction with peers, older and younger children, adults in accordance with generally accepted moral standards;
indifference to the life problems of other people, sympathy for a person in a difficult situation;
the ability to emotionally respond to negative manifestations in the children's society and society as a whole, to analyze the moral side of one's actions and the actions of other people;
respectful attitude to parents, to elders, caring attitude to younger ones;
knowledge of the traditions of their family and educational institution, respect for them.

List of literature for the teacher:

Belopolskaya N.A. and others. “ABC of Mood: Developing Emotional-Communicative Game”.
Bogdanova O.S. The content and methodology of ethical conversations with younger students. Moscow, "Enlightenment", 1982.
Boguslovskaya N.E., Kupina N.A. Cheerful etiquette. - Yekaterinburg: "ARD LTD", 1998.
Buylova L.N. “Modern pedagogical technologies in additional education of children”. M.: TsRSDOD, 2000.
Gorbunova N.A. Cool watch. Volgograd, "AST teacher", 2004
Kosacheva I.P. Moral development of the younger schoolchild in the process of education and upbringing. - M.: publishing house "ARKTI", 2005. - 62p.
Kostyleva O.G., Lukina I.G. Learn to be polite. – M.: Chistye prudy, 2006.
Kulnevich S.V., Lakotsenina T.P. "Modern Lesson". Part 1. Scientific and practical. settlement for teachers, methodologists. Rostov-on-Don: Teacher Publishing House, 2006
Kulnevich S.V., Lakotsenina T.P. “Not an ordinary lesson at all.” Prakt. settlement for teachers. Rostov-on-Don: Teacher Publishing House, 2001.
Likhacheva L. Etiquette lessons in stories, pictures and problems. Yekaterinburg, Middle Ural publishing house, 1996.
Maksimova T.N. Cool clock 1st class Moscow "Vako", 2009
Malkova Y. "Smart Reader". Series “Through the game to perfection”. M.: “List”, 1999.
Ozhegov S.I. Dictionary of the Russian language. - M .: "Russian language", 1986.
Pakhomova O.A. Good tales. Ethics for kids. - M .: Book lover, 2006. -88s.
Russian folk tales by Afanasiev. - L .: Lenizdat, 1983.
Fairy Tale as a Source of Children's Creativity. Handbook for preschool teachers. M.: Humanit. ed. VLADOS, 2001.
Simanovsky A.E. "Development of creative thinking of children". A popular guide for parents and educators. Yaroslavl: Gringo, 1996.
Smirnov N.A. A guide for teachers and parents of primary school students "Ethics and etiquette of younger students." Moscow, "School Press", 2002.
Sukhomlinsky V.A. Reader on ethics. - M .: Pedagogy, 1990.
Shemshurina A.I. Ethical grammar in elementary grades. To help the teacher. Part 1 - 2. - M .: School-Press, 1999.
Shorygina T.A. Conversations about ethics with children 5-8 years old. – M.: TC Sphere, 2010.
Encyclopedia of etiquette. - St. Petersburg: Mim-Express, 1996.
Etiquette from A to Z for adults and children. M., AST Publishing House, 1998.
I know the world. Children's encyclopedia. Etiquette at all times. M., Publishers: "Astrel", "Olimp", "AST", 2000.

List of literature for students:

Andreev F. V. The Golden Book of Etiquette. Moscow "Veche" 2004
Barto A.L. In the theatre.
Volkov A. M. The Wizard of the Emerald City / Art. M. Svetlanov. – T.: Ukituvchi. 1989.
Lindgren A. Malysh and Carlson: Per. from Swedish. L.Z. Lungina / Intro. Art. L.Z. Lungina; ill. R.V. Davydov. – M.: Pravda, 1985.
Likhachev L. Etiquette lessons in stories, pictures and puzzles. Yekaterinburg, Middle Ural publishing house, 1996.
Marshak S.Ya. Here's how scattered.
Mayakovsky V.V. What is good and what is bad.
Miln A.A. Winnie the Pooh and all-all-all: Per. from Swedish. L.Z. Lungina / Intro. Art. L.Z. Lungina; ill. R.V. Davydov. – M.: Pravda, 1985.
Nekrasov A.S. The Adventures of Captain Vrungel: A Tale. Stories: For Wednesdays. school Age/Art. A. Momunaliev. – F.: Adabiyat, 1990. I know the world. Children's encyclopedia. Etiquette at all times. M., Publishers: "Astrel", "Olimp", "AST", 2000.
Oseeva V.A. Magic word
Pyatak S.V. Growing cultural: for children 4-5 years old: at 2 o'clock - M .: Eksmo, 2010
Russian folktale. Fox and Crane
Sorokina G.I., Safonova I.V. and others. "Children's rhetoric in stories, poems, drawings." Moscow "Enlightenment" 2000.
Titkova T.V. How to receive guests. - Publishing group AST., 2004. Yagodinsky V.N. How to behave (practical course of cultural behavior). Moscow. 1991.
Tolstoy L.N. Wolf and dog.
Chukovsky K. I. Fedorino grief.
Chukovsky K.I. Moidodyr.
Chukovsky K.I. Telephone.
Chukovsky K.I. Stolen sun.
Shalaeva G.P. How to behave? - Publishing group AST., 2010.
Shalaeva G.P. How to behave at a party. - Publishing group AST., 2010.
Shalaeva G.P. How to behave at home. - Publishing group AST., 2010.
Shalaeva G.P. How to behave at school. - Publishing group AST., 2010.

Churepkina Valentina Petrovna
Conversation on the moral education of younger students "Calm-comfort with a word"

Conversation on the moral education of younger students "Calm - comfort with a word"

Target:

the formation of ideas about good and evil, to show the beauty of good deeds;

the assimilation of certain norms, concepts that students must understand.

Tasks:

introduce students to words of comfort;

to cultivate the ability to empathize with failure, grief, misfortune;

to teach to share the joys and sorrows of others;

to teach children to be kind, to explain, using the example of literary works, what meaning people put in the concept of "good";

to teach to feel and understand the emotional state of the hero, to engage in role-playing interaction;

to inspire the need for a benevolent and careful attitude towards others;

ensure the activity of children in the process of the conversation itself.

Material: explanatory dictionary of Ozhegov; on the board are attached models of "Heart with a pocket" and "Tree of kindness"; leaves of various shapes; pencils; glue.

Board writing: To console - to calm down with something joyful, to alleviate someone's grief, suffering. Explanatory dictionary of Ozhegov.

Teacher:

Hello guys. I am very glad to see you. Today I invited you to a gathering. Come in, have a seat.

Let's light a candle. How nice, cozy, quiet. Look at the flame of the candle, Stretch your palms towards it.

What do you feel? (children's answers)

Is it nice to look at the light? And what is your mood now? (children's answers)

And since you are in a good mood, let's say polite, magic words to each other.

Children pass each other a bell.

Teacher:

Kind words help us persuade, make laugh, encourage, convince. In general - to calm, comfort a person. How do you guys understand the words "calm - comfort"?

Teacher:

- Let's find out the exact meaning of the word "comfort." If we look into the explanatory dictionary of S.I. Ozhegov, we will find an explanation. (Working with a dictionary.)

comfort- to calm down with something joyful, to alleviate someone's grief, suffering.

Teacher:

Every person in life has troubles, sorrows. What words can calm, comfort a person?

Do you find words to comfort you easily?

Have you comforted anyone today?

Teacher:

There are times when consolation with words is inappropriate. How to show empathy in such a situation?

Sample responses from children: hug, kiss, stroke, make a gentle gesture, etc.

Teacher:

Also, it seems to me, the main words of sympathy are: "You can count on me, no matter what happens." Usually, after such words, each person calms down a little, because he has someone to rely on.

Listen to the poem "Lizard"

Sitting lizard on a log

And weep bitterly.

- Please tell me you

And what does all this mean?

He sadly replies:

“I was warming myself on a log,

And next to me suddenly

The angry boy sat down.

He grabbed me by the tail

And the tail came off.

For the rest of my life

I left without a tail!

I'm clumsy and funny

I appear in the eyes of my friends.

And every day I lose weight

And I'm getting sad...

Do not cry, do not suffer, my friend!

Only twenty days will pass

And the tail will grow back

And it will get longer.

And you will walk again

On the logs in the forest,

Wag your tail with might and main

And climb the pine tree! (Denis Larionov)

Teacher:

In different life situations, completely different words of consolation may be important. Now imagine that you are comforting, comforting cartoon characters.

1. Uncle Fyodor left with the Cat for Prostokvashino, and the boy's parents were upset.

Don't worry dear, everything will be fine. Your boy is independent, he will not be lost. Get bored - will return.

2. Leopold the cat was very upset after another invasion of mice.

Do not worry, dear Leopold! Everything happens.

3. Do you remember. How did Winnie the Pooh overeat while visiting Rabbit and ruin his house?

Don't worry, dear Rabbit. I know you will build a house even better than before.

4. The wolf ended up in the hospital after chasing a hare.

Don't worry, desperate wolf! You won't be in the hospital for long.

Exercise: Choose the right proverb for each situation. You can start with her. Insert in the middle, etc. Say comfort in a way that calms the upset.

Proverbs for selection:

1. Grief does not matter - with whom it was not.

2. There is no bad without good.

3. One problem is not a problem.

4. This trouble for trouble, if only there were no more.

5. Our cakes were also eaten by cats.

6. And it’s not great at home - a cockroach fell off the stove.

Invite the children to listen to a poem by Dushan Rodovich translated by L. Yakhnin "Friends"

If someone is crying nearby.

If tears are pouring down,

Come up to him

And ask "why?"

This, children, must be done -

It's bad to cry alone.

Diagnostics of moral motivation.

Instruction:

"I'll read you a question. You need to choose one of the three answers given to it."

Question:

1. If someone is crying, then I am.

o Trying to help him.

o Think about what could have happened.

o I don't pay attention.

Question: How will you comfort the crying? What do you say? Think of comforting words.

Exercise: connect with an arrow the name of the hero who consoles other fairy-tale heroes who find themselves in difficult life situations, in these words:

Do not cry, grandfather, do not cry, woman, I will lay another testicle for you,

Not gold - simple. 1. Princess Frog

Do not grieve, Ivan Tsarevich, Go to bed better, Morning is wiser than evening. 2. Hen-Ryaba

Do not be sad, go with God!

Good! The old woman will be queen. 3. Carlson

It's all nonsense, the matter of life! 4. Gold fish

Clue: 1. Hen-Ryaba. 2. The Frog Princess. 3. Goldfish. 4. Carlson.

Question: What words are highlighted? Why?

Invite the children to listen to an excerpt from the fairy tale "Alice's Adventures in Wonderland" by the English author Lewis Carroll.

"Alice's Adventures in Wonderland"

During Alice's journey through Wonderland, she became very small. Alice wanted to get the golden key lying on the table, trying to climb the table leg, but all was unsuccessful: the leg was very slippery. Finally, completely exhausted, the poor girl sat down on the floor and cried: “Well, stop crying! This won't help! she said sternly to herself after a while. - I advise you to stop! It won't make any sense anyway!"

Teacher:

Have you guys ever had to comfort yourself? Give examples.

Ask strict life:

- Which way to go?

Where in the world white

Leave in the morning?

- Follow the sun

Let this path be unknown.

Go my friend always

Dear good.

There are a lot of words in the Russian language with which you can calm those who are close to you and need comfort in difficult times. These are amazing, one might say magic words.

Exercise: remember them and write down on your leaves the magic words, words of consolation and place them on the “Tree of Kindness”.

Children write words of consolation on pieces of paper and place them on the “Tree of Kindness”.

Sample words: don’t worry, don’t be upset, don’t worry, don’t worry, don’t grieve, don’t get upset, don’t worry, calm down, don’t be nervous, you will succeed, you will cope with everything, etc.

Teacher:

Be kind, give good

And happiness will return to you.

The great Russian writer L. N. Tolstoy said: “To believe in good, one must start doing it.” But in order to do good, one must first of all possess it. Each person has their own path to kindness. It is not given to us from birth, it is not inherited. It is necessary to try hard, day after day, to cultivate it in yourself - Kindness.

Teacher (draws the attention of the children to the blackboard):

- Look at the huge heart on the board. This is our heart, ready to love and help each other. It is not simple. In this heart-pocket, you now put your “palm” with your wishes. (Read at will.)

Summing up the conversation:

Invite the children to choose the beginning of a phrase from the reflective screen on the board and speak in one sentence:

Today I found out...

I realized that...

Now I can…

I felt that...

I purchased...

I learned…

I managed…

I have been doing assignments...

I was surprised...

The conversation gave me life...

I wanted…

Teacher:

Guys, remember, small good deeds done from the heart bring joy to people. Hurry to do good!

Ivanchenko Ashkhen Armenovna
Topics of conversations on the moral and ethical education of children of primary preschool age

Topics of conversations on the moral and ethical education of children of primary preschool age

1. Why they say "hello"

Tasks: shape u children basic rules of meeting etiquette. Learn how to greet. To consolidate ideas about the importance and necessity of using "good words" in colloquial speech, cause the desire to use them.

What do you say when you come to kindergarten in the morning?

– Who are you talking to "hello"?

What do you say in the evening when you go home?

What other polite words do you know?

2. Feast of courtesy

Tasks: To form friendly relations between children. Contribute to the expansion of vocabulary, to express friendly feelings; cultivate understanding that our own mood and the attitude of other people depend on our actions.

Guys, look, Tom the bear and Tim the mouse came to us, their tummies hurt, they overate apples.

Questions: What is the bear's name? What is the mouse's name? Why are they crying? What needs to be done so that the teddy bear and the mouse do not cry? How sorry is your mother? What kind words does he say? Let's take pity on Tom and Tim. How do you feel sorry for Tom and Tim? What words can be said?

Need kind words? They are really magical, kind and very, very necessary. Let's say polite words together the words: "hello", "goodbye", "Thanks".

3. "If you are polite." Tasks:: Introduce children with the rules of conduct during a conversation, develop respect for elders.

Reading a poem:

That in a conversation with my aunt

And with grandfather

And with grandma

You won't beat them.

S. Marshak.

How should you talk to adults?

What polite words do you say to your grandfather?

What about grandma?

4. Talk about magic words.

Tasks: educate children cultural behavior skills children to courtesy: for greeting reply: "Hello!". saying goodbye "Goodbye".

Reading a poem by L. Kudlachev "Important Words"

The words: "Goodbye!", "Thanks", "Sorry!"

"Please", "Hello"- donate generously!

Give to passers-by, friends and acquaintances

In trolleybuses, in the park, in kindergarten, at home!

These words are important. They are a man

How air is needed. Impossible without them

Live in the world. These words are necessary

Give with a smile!

About what "important words" is it in this poem?

When should these words be spoken?

when we speak "hello"?

When "Thank you", "Please", "Sorry"?

5."In the world of kind words"

Tasks: learn children

When meeting educated people always say hello. How do we greet each other?

Who are we talking to "Hello"?

Who are we talking to "Hi"?

Can it be said "Hey" to an adult? Why?

When you come to kindergarten in the morning, who do you say "hello", and to whom "Hey"?

6. "Bye and goodbye"

Tasks: learn children use polite words and expressions in various situations.

Everyone will say goodbye

Leaving everyone "Goodbye".

It's time for a friend to leave

We tell him "Bye".

A. N. Kondratiev

when we speak "Goodbye"?

when we speak "Bye"?

Who will we tell "Goodbye", and to whom "bye"?

When you leave kindergarten for home, what do you say educator and what about friends?

7 "Thank you and please"

Tasks: learn children use polite words and expressions in various situations.

The words "Thanks" and "please" very important. They, like magic keys, open any doors, and people are happy to fulfill your requests.

Tell me when to speak "please"?

When to speak "Thanks"?

What are we talking about "Thanks"?

For everything they do for us.

And we couldn't remember

Who was told how many times.

A. N. Kondratiev

8. "Sorry"

Tasks: learn children use polite words and expressions in various situations.

Sorry.

I'm sorry, I won't

Accidentally hit dishes

And interrupt adults

And what he promised to forget.

And if I still forget

I'm sorry, I won't do it again.

A. N. Kondratiev

when we speak "sorry"?

If you offended a friend, what should you say?

9. Final conversation about polite words

Tasks. Consolidate knowledge of etiquette. Develop the ability to express your opinion in a cultural way, listen carefully to your interlocutors. Teach formulas for expressing a polite request, gratitude.

What polite words do you know?

Why do people say polite words to each other?

Listen to what the poet V. Soloukhin said about this.

Hello

Bowing, we said to each other,

Although they were not at all familiar:

Hello!

What special things did we say to each other?

Just "hello", more because we

They didn't say.

Why did a drop of happiness increase

Why is it a little happier

Has life become?

V. Soloukhin

You see, children, from magical, polite words, people become happier,

happier.

Let's play and see what polite words you say.

The teacher calls two children and gives them a task:

In a drawing class, you broke a very necessary pencil for you.

How do you ask for a pencil?

Children play a scene; the whole group evaluates their actions. Then

educator calls a boy and a girl and offers them

play another scene.

Now let's play like this: A boy and a girl are in a group. Show how they will do it, what they will say to each other.

All children discuss and evaluate their actions.

10. A conversation about courtesy

Tasks: Continuing to teach courtesy children,.

Story "Kind fairy":

. “The little girl Thumbelina saw a house with smoke coming out of the chimney. There was a stove there. Thumbelina was delighted and knocked on the door.

Please let me warm up.

A good fairy lived in the house. She opened the door and saw a girl shivering from the cold.

- Poor little one, hurry up to the stove, warm yourself! Thumbelina entered the warm house and said hello: "Hello". Fairy her answered: "Hello, now I will give you hot sweet tea." "Thank you," said Thumbelina. Suddenly, with a noise and a cry, two gnomes flew in through the door. "Hey," they demanded. We are thirsty. “Go away,” said the Fairy. “I am always ready to help those who need it. But you behaving badly You don't know how to behave politely."

What polite words did Thumbelina say?

Why did the good fairy drive the gnomes away?

What should they do to be taken care of?

11."What is Kindness"

Tasks: Generate view from children about kindness as an important human quality. Encourage the desire to do good deeds; pin views children about good deeds Bring up

Reading a poem:

Good words

Kind words are not lazy

Repeat to me three times a day.

Just go out the gate

Everyone going to work

Blacksmith, doctor, weaver,

"Good morning"- I scream.

"Good afternoon"- I shout after everyone going to dinner.

"Good evening"- so I meet everyone hurrying home for tea.

What good words is this poem about? What kind words are found in the poem?

12. Talk about good deeds.

Tasks: to form ideas about good deeds.

The teacher draws the attention of the children, to the fact that Katya's doll is crying.

Katya doll is crying. What will you do?

What will you tell her?

How can you pity her?

When else can you regret?

13. Talk about good deeds.

Tasks: Learn children to be kind, responsive, attentive to adults and peers.

Reading a poem

A friend came to me

And we played with her.

And here is one toy

Suddenly she looked:

clockwork frog,

Cheerful, funny.

I'm bored without a toy

- Was a favorite.

And yet a friend

I gave away the toy.

E. Blaginina

Questions for children:

Who came to visit?

What toy did you like, i.e. girlfriend liked?

How did the girl do? Did you give away the frog?

Do you think the girl did a good deed?

14. Conversation about goodness.

Tasks: Pin views children about good deeds understand that polite words help people communicate. Develop moral ideas about kindness. Bring up good feelings towards the people around.

Good words

Kind words are not lazy

Repeat to me three times a day.

Just go out the gate

Everyone going to work

Blacksmith, doctor, weaver,

"Good morning"- I'm screaming.

"Good afternoon" I shout after everyone going to dinner.

"Good evening"- so I meet everyone hurrying home for tea.

What good words is this poem about?

Can you name some kind words?

when we speak "Good morning", "Good afternoon", "Good evening"?

15. Conversation about kind words and good deeds

Reading a poem by M. Lisyansky "About kindness"

And how we need kind words!

More than once we have seen this for ourselves,

Or maybe not words - deeds are important?

Deeds are deeds, and words are words.

They live with each of us

At the bottom of the soul until the time is stored,

To pronounce them at that very hour,

When others need them.

What is more important, kind words or kind deeds?

What kind words do you know?

What about good deeds?

Is pitying a friend a good deed?

Taking away a toy is a good deed?

16. Conversations about whims.

Tasks: accustom children to communicate calmly without screaming.

Reading:

What's wrong?

In the white world?

What's the stomp?

What's the cry?

This is Pete, this is Pete

Didn't buy a truck.

L, Yakovlev

Why is Petya screaming and stamping his feet?

Does anyone want to be like Petya?

Why don't you want to be like this boy?

Do we have capricious children in the group?

17. Conversation about good deeds Tasks: Learn children to do good deeds, to understand that good deeds help people in communication. Develop moral ideas about kindness. Bring up good feelings towards the people around.

Reading a poem:

Where lay "Thanks"?

Snowdrifts have grown overnight

In the park, in the yard, in the garden,

Barely making my way,

I'm walking down the street.

And I look to the left

And look to the right:

Who's shoveling snow there?

I will ask myself.

This grandmother is a neighbor.

Grandma needs help!

I take a shovel from her, I always want to help!

Did you clear everything?

From work

My face is on fire.

The old woman smiled at me

And "Thanks"! He speaks.

I'm glad to hear it

After all, I'm tired.

So it turned out that "Thanks"

I found it under the snow.

R. Timirshin.

Questions for children. Why did the boy say he "Thanks" did you find it under the snow?

What proverb can be said to such a boy?

Do you think it is difficult to earn a word from adults "Thanks"?

What adults can tell you

"Thanks"?

Have you eaten. What will you do? What should you say?

Your ribbon is untied. Alena came up to you and tied it up. What you

should I say?

Boys, you sit at the table and eat. Suddenly, Masha fell to the floor

a spoon. How will you do it? What will you tell her? What will Masha tell you?

Four boys are sitting at the table. They are having lunch. Kolya asks Kostya to give

him a piece of bread. How will they act? What will they say to each other?

Two boys. They are playing. One accidentally pushed his comrade. How

should they act? caregiver asked you to take the book to another group to Anna Ivanovna. How will you do it? What will he say educator

18. A conversation about rudeness

Tale of a rude word "Leave"

Masha and Oika built a house out of cubes.

The little mouse came running and says:

What a beautiful house! Can I live in it?

Oh, nasty little mouse! Get out of here!” Oika said in a rough voice.

The Mouse was offended and ran away.

Masha cried:

Why did you drive the Mouse away? The mouse is good.

Oh, and you go too, Masha! Oika said in a rough voice.

Masha was offended and left.

The sun peeked through the window.

Shame on you, Oika! - said the Sun. Masha is your friend. Is it okay to say "leave" to your girlfriend? Oika ran to the window and screamed sun:

And you go!

The Sun said nothing and left the sky somewhere. It became dark. It's completely, completely dark.

Oika left the house and went along the path into the forest. It's also dark in the forest. Oika hears, someone is crying under a bush.

Who are you? Oika asked. - I can not see you.

I am Red Tail Squirrel, - Squirrel answered. - I got lost in the dark, I can not find my hollow. My mother is waiting for me there.

Oika walked and walked in the dark, almost fell into a deep ravine. Suddenly Oika hears, someone howls in the forest.

Oika saw, someone's green eyes flashed between the trees.

Oh who is it? Oika was scared.

And the green eyes are getting closer. Oika was surrounded on all sides.

It's us, the Gray Wolves! Wolves replied. - The night has come! The night has come! We will scour the forest and scare everyone!

Oh, now we're all gone! Oika cried. - It's all my fault. Oh, I will never say the rude word "go away" again!

The Sun heard her words and went up into the sky. It immediately became light and warm.

The Gray Wolves ran far beyond a deep ravine.

Oika is watching, and Masha is walking along the path. Oika rejoiced.

Oh, Masha, come to me! Let's build a new house for Mouse, even better. Let him live there.

S. Prokofieva

Why is the mouse offended? Masha? Sun?

Did Oika do the right thing by saying a rude word to everyone "leave"?

When did the sun come up in the sky?

19. Conversation about the culture of behavior.

Tasks: Develop emotional responsiveness, a desire to help, showing sympathy. Learn children's responsiveness, sensitivity.

While they were arguing

Tanya and Nadya were sitting on a bench by the gate, taking turns rocking the new doll that their mother had bought for them. Suddenly Tanya dropped the doll, and the doll fell on

dusty road.

Nadia, get up! Tanya ordered little sister.

Here's another one, Nadia replied. You dropped it, you pick it up

But you also played with her!

So what! And you played.

While the sisters were arguing, an old grandfather Yegor approached them. Relying on

stick, he, groaning, bent down, picked up the doll, shook off the dust and gave girls:

Don't argue, magpies. Come on, play.

Oh, how embarrassing the girls became, and they didn’t even want to play anymore.

What can you say about girls, what are they like?

What do you think, if Tanya had politely asked her sister to pick up the doll, and not ordered, would Nadya have picked it up?

What did the grandfather name the girls?

Who helped the girls? Do you do that?

20. Conversation about caring Tasks: Learn to take care of adults. Develop emotional responsiveness, a desire to help, showing sympathy. Learn children's responsiveness, sensitivity.

Not only adults take care of children, but children should also take care of adults, especially old people.

My grandmother

Became a grandmother

Old, sick.

She gets tired of walking.

brave pilot

I will be soon

I'll put her on the plane.

I won't shake it.

I won't swing it.

She will rest

Grandma will say:

“Oh yes, my granddaughter,

Ah yes, my pilot, well done!

S. Kaputikyan.

How else can you take care of your grandmother?

Grandmother praised her grandson and said: "Well done". How else can you praise

21. Conversation"My mum"

Tasks: respect and love for family and friends

Reading a poem

Mother! I love you so much,

I don't know right!

I am a big ship

I give the name "MOTHER".

My mum.

Kiss Mom hard

I will hug her.

I love her very much.

Mom is my sunshine.

Do you love your mom?

How affectionately do you call your mother?

Are you helping mom?

22. Conversation"Mom is resting"

Tasks: to form the experience of correct assessment of good and bad deeds.

Does everyone know how to behave quietly when mom, grandmother or grandmother are resting, sleeping?

Reading a poem.

"Mom is sleeping, she is tired."

Mom is sleeping, she is tired ...

Well, I didn't play!

I don't start a top

And I sit down and sit ...

And roll the ball

I would sing a song

I could laugh.

Whatever I want!

But my mother is sleeping, and I am silent.

E. Blaginina

Why didn't the girl play with toys?

Listen to another story about how another girl behaves when her mother is resting.

“Mom is sleeping, she is unwell. Katya is playing. She wants to pour tea for the doll, but she can't reach the faucet. "Mother!" Katya screams. Mother awoke“What happened?” she asks in fear. Mom helped Katya pour water.

Mom went to bed again. Katya dresses the doll for a walk. She can't get her coat on. "Mother!"- Katya screams again ... "

-Did you like the girl Katya?

Did she do the right thing when she woke up her mother?

Do you feel sorry for your moms?

23. A conversation about greed

Tasks: shape u children friendly relations with each other, the ability to share with a friend.

Reading a poem.

The dog walked down the alley

He was chewing on a big bun.

Puppy came up

I asked for a piece.

Began to guess -

Or not give?

Guessed, guessed

Chewed, chewed

The Cat-Meow came up,

The cat asked for a cuddly.

The dog got up

Began to guess -

Or not give?

Guessed, guessed

Chewed, chewed

The frog jumped

Whispered in my ear

The Frog asked for a crust.

Began to guess -

Or not give?

Guessed, guessed

Chewed, chewed

Hen came up.

Hen asked for a crust.

The dog got up

Began to guess -

Or not give?

Guessed, guessed

Chewed, chewed

Duck came up

She stood for a minute

Duck asked for a little

Just try!

Began to guess -

Or not give?

Guessed, guessed

Chewed-chewed.

And said:

I would give!

I have myself

There is nothing more.

Emma Moshkovskaya

Did the dog do the right thing by not giving anyone a bun?

Tell me, is the dog greedy?

Is being greedy a good thing?

Do you think the greedy man has many friends?

Would you like to share a bun?

24. Conversation about friendship.

Tasks: shape u children friendly relations with each other bring up communication skills, empathy, positive emotions.

Friendly fairy tale

Here are the pets

Enjoy it guys.

Here is a puppy

and here is the kitten

Here is a goat

and a chicken.

Katenka plays with them,

He loves and respects all of them.

Once the animals argued,

Who does Katya love more?

They began to tease, push,

call on each other.

They don't walk together anymore.

Playing alone...

The puppy began to bite the chicken,

The goat gored the kitten...

Katya looks at the animals -

Doesn't recognize them...

I am more beautiful

I am stronger!

I'm obedient!

- I'm smarter!

What to do, how to be here?

How to make animals friends again?

Katyusha collected them,

Handed out gifts to everyone

and said: "Really,

Are we tired of each other?

Then the animals became ashamed,

Everyone was embarrassed to tears.

Katya loves all animals -

Puppies, kittens, kids, chickens...

Katya they are all important

Wants to be friendly.

Learned a new story

Her animals have spoken.

We won't forget her

And we will all be friends!

Do you guys have any friends?

Having many friends is good. Tell me, do friends push, tease, call names?

Real friends don't push, tease, call names, but support each other.

Is it good to have many friends?

25. Conversation"How can you call a person by name"

Tasks: cultivate a culture of communication, benevolent attitude towards each other.

When I was going to kindergarten, I saw Katya doll on a bench in the yard. She sat and wept bitterly. When I asked her why she was crying, Katya said that the girls who play with her call her Katya. And to her Like when her name is affectionately: Katenka, Katyusha.

To you like when you are affectionately called? How?

It will be very good if we call each other affectionate, gentle, kind names.

26."How can you be sorry".

Children, do you always have fun?

Sometimes it happens to everyone badly, someone offended you, you hurt yourself and, probably, you really want someone to take pity on you. So it is with another child or adult, when he feels bad, he wants to be pitied.

How sorry is your mother?

What can you say to a person to calm him down?

What can be done?

How will she behave if her mother has a headache? What if a sister or brother got hurt?

Moral education of students in the primary grades is aimed at forming the foundations of the moral and ethical culture of the individual. Achieving this goal involves purposeful pedagogical work in the classroom, in extracurricular activities, and the creation of a favorable moral climate in the team. Traditionally with younger students. ethical conversations are held in class hours or specially organized ethical classes.

Tasks of ethical classes in primary school:

Explanation to students of the norms and rules of behavior in society, the essence of the moral qualities of the individual, the motives and significance of moral deeds;

Helping students to understand the motives of their own behavior, the formation of the ability to correlate actions with moral standards and foresee the consequences of their behavior;

The development of higher moral feelings and experiences, a humane attitude towards people, towards all living things;

Development of specific practical skills and habits of cultural lifestyle and behavior.

The lesson of ethical grammar is planned and prepared in advance, dedicated to a specific topic. The subject and content of classes should be built taking into account the gradual accumulation by students of knowledge and ideas on issues of moral behavior, as well as the content of reading lessons, the course "Man and the World", and the level of upbringing of students.

Topics of classes varied. All topics can be grouped as follows:

1) about the culture of everyday life;

Culture of speech and communication;

Culture of appearance;

Culture of behavior in public places (at school, on the street, in the theater, in the library, shop, at the exhibition);

Healthy lifestyle, physical culture;

Culture of behavior in nature, attitude towards animals;

Attitude towards material values created by the labor of people - personal things, objects, bread, books, school property, etc.

Attitude towards beauty, elementary aesthetic culture;

culture of life;

Culture of feelings (manifestation of anger, joy, sympathy, gratitude, etc.);

Elementary financial and economic culture (attitude towards money, reasonable needs).

2) about the moral quality of a person that is understandable to younger students(partnership, truthfulness, generosity, politeness, hard work, accuracy, organization, modesty, perseverance, courage, sensitivity, thrift, justice, etc.).

Having determined the topic of the ethical grammar lesson, the teacher selects the necessary material (stories, fairy tales, poems, proverbs, fragments of cartoons, life situations, periodicals), thinks over the lesson plan, the necessary equipment (musical arrangement, drawings, posters, attributes for dramatizations). Students may be involved in the preparation of classes.

Before the lesson, it is possible to conduct and analyze a written survey of students, mini-essays, drawings on this topic. This will allow you to find out the level of knowledge and ideas, the attitude of students to the problem.

One of the important requirements of the methodology for conducting ethical grammar lessons is the logical, consistent construction of the material, the gradual bringing of students to the main conclusions, moral judgments, and awareness of the motives of behavior.

The methodology for constructing a lesson involves a certain logic:

Introductory part (introduction to the topic, updating knowledge, problematic issues);

Explanation of the meaning of concepts, the moral essence of quality;

Game exercises, situation analysis, games;

It is important, taking into account the age of the children, to diversify the types of activities. In the lesson, students listen and think, read poetry, play, show dramatizations, listen to music, draw.

The introductory part is usually short in time. The main thing here is to arouse interest in the topic. At this stage, problematic questions, small poems, proverbs, game techniques, the teacher's reasoning about life situations, etc. can be used.

To clarify the concepts, norms of behavior, the moral essence of personality traits, such techniques as the teacher's story, listening and text analysis, work in microgroups to formulate concepts and rules of behavior, the "Unfinished Sentence" technique, and others are recommended.

A sincere and at the same time deep conversation is impossible without questions to the pupils. The formulation of questions requires a high level of teacher skill. “The question asked by the teacher to children,” writes Sh.A. Amonashvili, “is a cell not only of the methodology, but of the whole pedagogy.” Therefore, special attention in the development of ethical studies should be given to carefully thought-out questions to children on the topic under discussion. Preference is given not to reproductive issues, but to those that make you think, begin with the word "why", stimulate deep reflection on the motives of behavior.

Working with proverbs and aphorisms is traditionally widely used in ethical classes. The following methods can be suggested for proverbs:

Make up a short story according to the proverb;

Draw a picture;

Explain the meaning of the proverb;

Give examples that reveal the meaning of the proverb;

Come up with a proverb or add;

Make up a proverb from the given words.

The older the children, the more opportunities to use in the classroom elements of discussion. For example, you can use the "Refut the absurdity" technique (N.E. Shchurkova). Students are invited to comment on statements that are absurd from the point of view of moral standards. For example, the following statements are offered:

Girls don't need to learn to be housewives

TV is very good for health

A man should be gentle and affectionate

Discipline in school brings great harm, and so on.

Such statements can be easily formulated on the basis of Grigory Oster's poems.

An important condition for the success of ethical studies is rejection of direct moralizing, instructive exhortations, the creation of a favorable trusting environment. In educational conversations

it is necessary to avoid direct suggestions such as: "you must follow the rules of behavior", "but for some reason some children do not do this", "we must not forget the magic words", "let's always be polite and kind", etc.

When conducting an ethical lesson, it is advisable to use games, exercises, situation analysis, dramatizations and other active methods of work.

For example:

Chamomile game. A key concept or phrase is written on the core of a paper flower, and on the petals, students write down what this word means, how this quality manifests itself, etc.

Drawing up in microgroups a list of certain rules of conduct.

Collective (or in microgroups) compiling a letter-message, a letter of promise, a mini-story, a relay-race fairy tale, a panel, a symbolic image of a certain quality.

Game exercises: "Fairy Comforter", "Ministry of congratulations", "Master's eye", "In transport", "At a birthday party", etc.

Reception "Scroll". The teacher asks a question. The students pass a long piece of paper along the chain, on which they write down their answer in turn, after which they fold the piece of paper. Then all answers are read out, commented, summarized by the teacher.

Discussion of situations. For example, the following situations could be suggested:

1). Imagine that you are walking home from school and you see a boy pushing a little girl into a puddle. Her shoes are wet, the bow is barely holding on, tears are streaming down her face. What would you do?

2). The boys caught the kitten and decided to throw it off the ninth floor to see how it would fly.

3). Oleg always liked to be the first. When the class was built, he often rudely pushed the guys away, shouting that this was his place.

four). There are four in the class: two girls and two boys. The girls clean the classroom, the boys write something.

What are you doing here? - I ask.

We wash our desks, and these deuces are rewritten.

Yes Yes! another girl exclaimed happily. - Ivan already has eight mistakes! And we don't have one!

5). Vitya and Sasha played checkers. Realizing that he was losing, Vitya began to play dishonestly. Then Sasha got angry and dropped all the checkers from the board. And Vitya went and complained to the teacher.

6). The phone rings:

Hello! Me Igor! There is not? OK. Who is asking? So, one friend…Okay, I'll call later…wake up??? What, are you already asleep? So early? Bye then.

7). Dina demanded that her mother buy her jeans, because everyone has them, but she doesn’t. Mom explained that now she could not buy them because there was no money. But Dina continued to demand, shouted that her mother did not love her, and then dressed and left, slamming the door.

When analyzing a situation, direct comparisons should be avoided, questions like “Do we have such guys in our class?” It is better to say: “I think there are none among you” or “Think about it, guys, and don’t act like the hero of our story.” The teacher should be especially tactful when discussing cases related to personal, intra-family relationships.

The methodology for conducting ethical classes in grades 1-2 and 3-4 has its own characteristics:

Firstly, by topic and content classes. For kids, topics are selected that are devoted to the most elementary norms, simple qualities (accuracy, politeness, camaraderie, justice, generosity, etc.). Games, fairy tales, and poems are widely used.

In grades 3-4, there may be a conversation about kindness, modesty, selflessness, delicacy, a culture of communication, a healthy lifestyle, human rights, etc. A deeper and more voluminous literary material is selected, situations involving an ambiguous solution (conflict situations) are included for analysis, and definitions of moral qualities (positive and negative) are given.

Secondly, by the degree of participation of children in the search and selection of material, in the preparation of dramatizations, the manufacture of visualization. Naturally, the older the children, the more actively they can be involved in the preparation of the lesson.

Thirdly, on methods and forms of organizing a conversation. If in grades 1-2 the leading place is occupied by games, exercises, drawings, analysis of simple situations, reading poetry, then in grades 3-4 the lesson can be held in the form of an oral journal, discussion, performance, competition, quiz tournament, conference.

Fourth, by duration. In grades 1-2, the time for an ethical lesson is 25-30 minutes, in grades 3-4 - 45-50 minutes.

Methodologically correct conduct of a lesson in ethical grammar testifies to the high level of general and moral culture, the professionalism of the teacher, his erudition, knowledge of the psychology of children, and the ability for pedagogical improvisation.

Typical disadvantages in conducting ethical conversations:

1. Unsuccessful choice of the topic of the lesson (too easy or too complex; formal, irrelevant, far from the daily life of children, as well as combining several independent problems into one topic).

2. Monotonous forms, methods of conducting a conversation. passivity of children.

3. Literary material, the content of the questions are not interesting to children, do not hurt their feelings.

4. Lack of logic, interconnection of parts of the conversation.

5. The edifying nature of the conversation, moralizing, the absence of problematic issues, situations that require an ambiguous solution.

6. Template start and end of the conversation.

7. The conditions that ensure the confidential nature of the conversation (place, time, atmosphere, atmosphere, the possibility of free discussion) are not thought out.

The methodology for conducting ethical conversations includes: a preparatory stage, conducting a conversation, organizing and evaluating the daily activities and relationships of children on the basis of learned moral norms and rules. Conversations are held in the classroom in the extended day group once a month. The duration of the conversation should not exceed 30-40 minutes.

Of great importance for the effectiveness of the conversation is the correct selection of illustrative material. Illustrative material includes: works of art, journalistic and business articles in the periodical press, films.

Simultaneously with the selection of illustrative material, it is necessary to consider what pedagogical means are needed so that the material offered to children helps them acquire knowledge about moral standards, correlate them with their own thoughts, feelings, and actions. When conducting a conversation, 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, events of life around them.

Ethical conversations with children should take place in a relaxed atmosphere. They should not be of a moralizing nature, edification, reproaches and ridicule. Children express their opinions, impressions freely, naturally. If their statements are naive, inaccurate, incorrect, the teacher does not interrupt the children, asks the children to supplement, express their opinion, and if a proper generalization is still not obtained from the children's statements, the teacher comes to the rescue as their senior mentor.

In ethical conversations with younger students, there should be elements of entertainment. To do this, it is advisable to include various situations, tasks, tests, etc. in the content of the conversations.

In every ethical conversation with younger students, some main source of knowledge about moral norms, actions and behavior is usually used. The discussion of the moral problem begins with an analysis of the facts contained in this source. In the course of the conversation, these facts are “joined” by others that are already in the knowledge, observations and experience of children. Based on this, ethical conversations can be divided into:

1. For conversations on the read story (or several stories).

2. Conversations related to the discussion of the book.

3. Conversations related to watching movies.

4. Conversations, the main material for which was obtained as a result of purposeful observations of the children themselves over the phenomena of social life.

5. Conversations on problematic issues proposed by the children themselves.

6. Conversations based on short essays on moral topics written by children.

One of the main conditions for the effectiveness of ethical conversations is the formation in the unity of the consciousness and behavior of schoolchildren. The content of the conversations should be closely related to the various activities of children. Ethical knowledge is necessary for a child so that he can navigate social phenomena, be aware of his behavior, and foresee the moral results of his actions.

The effectiveness of ethical conversations also depends on how skillfully the teacher influenced the feelings of children. It is important in the process of discussing the facts of manifestations of morality to awaken in children a sense of dignity, pride or remorse - this "inner judge", "controller" of thoughts, actions and actions. It is important that children be embraced by a joint experience, sympathy, compassion.

Summary of conversations in elementary school. Theme: Semi-flower

Goals: development in children of a sense of mercy and compassion; education of humane feelings.

The course of the conversation

Teacher. Children, we watched the documentary film "Anomaly". Think about what this movie is about. (Children's answers.)

Remember Sasha, who cannot walk. He was helped to equip a prayer room, where he turns to God himself and teaches this to others. Remember the girl who draws with a pencil in her mouth because her fingers don't grip the pencil; girls who love to dance but can't walk?

Who helps these children to live, looks after them?

Could these children go to a regular school? Why?

How should we treat such children?

Disabled people are not only born, but also become: he broke his leg, but it did not grow together correctly; played on the road - hit by a car; climbed onto the roof, fell - broke his spine, etc.

Listen to the story and think about what feelings prompted Kolya to such an act.

“We lived in one big city, in the big house of Kolya and Ira. They weren't particularly friendly, but they weren't at odds with each other either. Lived and lived. They studied in the same class, sat at the same desk. Winter has come. During the holidays, the children had fun playing snowballs, sledding, building a snow fortress. After the holidays, everyone returned to school. Only Ira did not come. It turned out that the girl was skating on the ice, fell and broke her leg. Now she was at home. Kolya told his mother about what had happened, and she advised her son to visit a classmate. The boy went to Ira. She welcomed him kindly. The girl could not walk and only jumped on one leg, while the other was shackled in plaster. “Now, probably, I will have to stay for the second year, because I will miss a lot at school,” Ira said sadly. “Don't worry, I'll think of something,” Kolya promised the girl. And the next day, the schoolchildren saw the following picture: Kolya was taking Ira to school on a sled. The boys immediately laughed at them. “Tili-tili dough, bride and groom,” they shouted. But Kolya paid no attention to them. Every day, Kolya began to bring Ira to school and take her home. Everyone got used to it, stopped teasing and even helped the girl up the stairs.”

What happened to Ira?

How did Kolya help her?

How did the boys first react to Colin's act? And then?

Did Kolya pay attention to the ridicule of his friends?

What feelings prompted Kolya to such an act?

Game "Siamese twins".

Purpose: to develop the ability to cooperate, a sense of collectivism in children.

Equipment: blindfolds, large sheet of paper, pencils.

Children are divided into pairs.

Teacher. I want to offer you a game in which you will cooperate in pairs. What does "cooperate" mean? Give examples of when you collaborated with someone.

Instruction

Break into pairs, four will work, and the rest will watch. Sit down at table. I will put a large piece of paper in front of you. One in a pair works blindfolded under the guidance of the other. We will draw a house with a fence, standing among trees and flowers.

Physical education minute

Teacher. Children, stand up. Imagine for a moment that your right arm hurts. Try to unfasten the buttons on the clothes with one left hand. Now try to tie your shoelaces, can't you? Close your eyes tightly. Pass. Are you scared to go? Are you afraid of bumping into something and falling? Hold hands, is it easier to walk? You see, when there is a support nearby, it is easier to go.

Remember the fairy tale "Flower-seven-flower"? The fairy grandmother gave the girl Zhenya a magic flower. What did Zhenya spend 6 precious petals on? And here is the last one. And what? (Reading an excerpt.)

Which petal do you think has the most benefit?

Why do you think so?

Today we talked about children with disabilities. All over the world, adults take care of them: special hospitals, kindergartens, schools are built for such children; create special books and computer programs; equipped with gyms. Children with disabilities enjoy special rights.

You and I should show compassion to such children. Look, I have in my hands a magic seven-color flower. I will distribute its petals to you, you think and write how you could help disabled children, what you would like to wish them.

Summary of conversations in elementary school. Subject: Being kind is helpful

Goals: education of the desire to do good deeds; notice the good in people; the formation of a negative attitude towards greed and envy.

The course of the conversation

It is known that most centenarians are in mountain villages. There are elders who are 100 or more years old. What is so beneficial for people? Climate? Food? Scientists have been looking for the cause of this phenomenon for a long time. Finally, they decided that the main thing here is the good-heartedness of the highlanders. It passes from generation to generation and forms a useful "microclimate".

And what do the greedy, angry, envious feel? (Children's answers.) Constant dissatisfaction harms the heart, nerves, and stomach. Also, such a person usually has few friends.

The game "Tell me about the good."

Children take turns taking cards with the names of the children of the group and talk about the good qualities of this person.

Test "Your opinion".

Write about what you like to remember and tell others: about how you helped someone or about how you offended someone.

Teacher. You see, children, it is more pleasant to remember a good deed, and to do good deeds too. Kindness in oneself needs to be trained: to do good deeds, to notice the good in people.

The game "Binding thread".

Purpose: to develop a friendly attitude towards each other in children.

Game Description

The children sit, passing the ball of thread in a circle so that everyone who is already holding the ball takes up the thread. The transfer of the ball is accompanied by statements about what they now feel, what they want for themselves, what they can wish for others.

Teacher. Children, now pull the thread. What a strong circle we have. Here, it turns out how friendly you are in your group.

Summary of conversations in elementary school. Topic: Adult care for children

Goals: the formation of children's ideas about kindness; fostering a negative attitude towards selfishness.

The course of the conversation

Teacher. Children, tell me, please, how do adults take care of you? (They buy toys, books; make sure that the children have everything they need.)

Can children take care of adults? How? Listen to the story of V. Oseeva "Cookies". (Reading the story.)

Cookie

Mom poured cookies onto the plate. Grandmother jingled her cups merrily. Vova and Misha sat down at the table.

Delhi one at a time,” Misha said sternly.

The boys scooped out all the cookies on the table and divided them into two piles.

Smooth? - asked Vova.

Misha measured the piles with his eyes.

Smooth. Grandma, pour us some tea!

Grandma brought tea. The table was quiet. The piles of biscuits were shrinking fast.

Crumbly! Sweet! Misha said.

Yes! Vova responded with his mouth full.

Mother and grandmother were silent. When all the cookies were eaten, Vova took a deep breath, patted his stomach and got out from behind the table.

Misha finished the last piece and looked at his mother - she was stirring the tea she had not started with a spoon. He looked at his grandmother - she was chewing a crust of bread ...

V. A. Oseeva

Teacher. Did anything surprise you about the boys' relationship with their mother and grandmother? What exactly?

Why were mother and grandmother silent?

What would you say about what the boys did? How would you name them? (Indifferent, callous, ungrateful.)

What would you do?

Summary of conversations in elementary school. Subject: Learning to control myself

Goals: the formation of the ability to portray different emotions; cultivating the ability to experience grief.

The course of the conversation

Teacher. Children, look at the pictures (demonstrates). Here you see different states of a person - his emotions. From what a person experiences, feels, facial expression, posture and behavior depend. Name these states. (Joy, sadness, fun, sadness.) What other emotions do you know? Depict them conditionally.

Emotions can be either pleasant (positive) or unpleasant (negative). The more often a person experiences positive emotions and less often negative ones, the less harmful nervous tension occurs in his body, which means that he is healthier. And not only himself. It is easier for other people to live and work next to a cheerful, calm, benevolent person. Therefore, it is important to learn how to control your feelings, manage your mood. Can you do it?

Test

Mom promised to go with Tolya on the day off to the amusement park. On the eve of the long-awaited day, she came home sad in the evening. “You know,” my mother said, “we won’t be able to go to the park tomorrow, I have urgent work ...”

Question: what do you think Tolya felt, and how did he act?

Answer options:

1. He went to his room (in the corner) and sobbed for a long time so that his mother could hear.

2. He pouted and did not talk to his mother all evening.

3. Started screaming that this happens every time he wants to go somewhere.

4. He began to console his mother, said that he was not at all upset that he could go to the amusement park on the next day off.

Tell this story to the end in each of Tolya's behaviors. Be sure to pay attention to the following:

What did mom feel and how did she behave?

What did Tolya feel?

Did you manage to find a way out?

Is it possible to survive grief? How?

1. Never rush to “splash out” feelings on others. Gather all your will and hold on.

2. Try to calm down. There are different ways to do this:

Do breathing exercises: a few deep breaths and exhalations.

Have a glass of water.

Talk to someone about something else.

Cry (but don't show it to everyone).

After such a discharge, you will definitely feel calmer. Now we can discuss the situation. There is a solution!

Summary of conversations in elementary school. Subject: Let's compliment each other

Goals: the formation of the ability to use a compliment is addressed and motivated; development of communication skills.

The course of the conversation

Children sit on chairs.

Teacher. My dear friends, today we will travel with you to the "Land of Compliments". This is a wonderful, kind, unusual country. There is no evil in it, goodness and love always reign in this country. Do you know what a compliment is? (Children's answers.)

Compliment- these are kind, pleasant, beautiful words or expressions, flattering reviews containing praise or approval. Compliments are kind, that is, pleasant, wonderful and at the same time truthful.

And there are flattering compliments, that is, obsequious, praising someone undeservedly.

Now I will read you two fables by I. A. Krylov. Listen carefully. You will hear compliments in them. Determine which compliments are more common - flattering or flattering.

Reading the fables "The Cuckoo and the Rooster" and "The Crow and the Fox".

Discussion of the content of the fables. Particular attention is drawn to the various motives of flattery. The teacher reads the moral of the fable "The Crow and the Fox".

Teacher. It's time to play.

Game "Affectionate name".

Purpose: to cultivate humane relations between children, thanks to a conscious attitude to one's own name and the name of another.

Game Description

Children become in a circle.

Teacher. As you toss the ball to each other, say one or more of your affectionate names. When everyone has said their names, you need to throw the ball to the one who first threw the ball and call his affectionate name.

Compliment game.

Purpose: to help children see their positive sides and feel that each of them is accepted and appreciated by other children.

Game Description

Children become in a circle.

Teacher. Children, each of you should now turn to the other with the words: "I like you ..." - and then say what you like about your friend (features of appearance, character).

When the children say one compliment each, the teacher throws the ball up and says: “One, two, three, four, five, let's change again.” The children change places and the game is repeated.

Teacher. I'm glad you're growing up to be kind people. If you say such wonderful compliments to your peers, then you have a kind, sensitive heart and you love each other.

You probably realized what a huge role compliments play in our lives. It turns out that it is not so easy to say and receive them correctly. And most importantly, do not confuse a flattering and flattering compliment.

Summary of conversations in elementary school. Topic: How to learn to learn

Goals: the formation of children's ability to train memory; education of strong-willed qualities - perseverance and perseverance.

The course of the conversation

Teacher. Why do some people study well and others not so much? It happens like this: the student was at the lesson, wrote down something, but came home and does not remember anything. And how to solve the problem is completely incomprehensible. And it seems that they were explaining something ... Maybe not to decide, but to write off from someone? Everyone has difficulties in learning, even excellent students. Let's find out what is their reason, personally for each.

Test

Choose and mark the appropriate ending of the phrase.

Many guys complain about bad memory, "bad abilities". And the "poor" memory is simply not trained. She's not used to working. So, you need to train her. People have three types of memory: visual (a person remembers better what he sees); auditory (what you hear is especially well remembered); motor (better remembers when writing down).

How to train visual memory, we will learn from the game.

Game "What's gone"

Two or more people play. Various objects and toys are laid out on the table. You need to carefully look at what is on the table, close your eyes. At this time, the driver removes one item. To whom the driver points, he guesses what was not on the table.

Teacher. An excellent training for all types of memory is the memorization of verses.

What do you need to do to learn better?

How can memory be trained?

Summary of conversations in elementary school. Theme: Truth, lies and fantasy

Target: the formation of a negative attitude towards lies; the ability to show how a lie differs from fantasy.

The course of the conversation

Teacher. Children, listen to the old fable. The shepherd boy shouted: "Wolves, wolves!" Peasants came running - no wolves. And once, and twice the boy joked like that. But once the wolves really attacked the herd. No matter how much the shepherd screamed, no one came to his aid: everyone knew that the boy was a liar. Now listen to the story "Dreamers" by N. Nosov and answer the questions. (Reading the story.)

How does the story begin?

What were the boys doing on the bench?

What happened next?

Who came to them?

Was Igorek able to invent stories just as easily?

What did Igorek say?

How can his act towards Ira be called: a lie or a fantasy?

Whom did Mishutka and Stasik meet on their way home?

What was the condition of the girl? Why?

What did the boys offer her?

Is it possible to call Mishutka's statement that he ate a bucket of ice cream a lie?

(You can say that Mishutka lied, but he did it only in order to console and entertain Ira. And his lie, perhaps, brought some relief to the girl.)

Do you think Stasik and Mishutka were lying or fantasizing in the park? (Their conversation can be called a fantasy, because they just entertained each other.)

So what is the difference between a lie and a fantasy? (Children's answers.)

What can lie lead to? (Children's answers.)

Teacher. And now I invite you to answer the questions of my test.

Test

Is it possible to cheat in the following cases:

To brag;

Do not ruin your relationship with someone;

Avoid punishment;

Achieve benefits;

Help someone get through a difficult event;

Out of habit?

Teacher. Today we were talking about two such difficult things as lies and fantasy. It is very important to distinguish between these two concepts and to use lies as little as possible in your life, because it can do much harm to you later in life.

Summary of conversations in elementary school. Subject: Let's write a fairy tale

Target: directing the child's fantasy to compose a fairy tale and create illustrations based on its plot.

Methodology

Children sit in a semicircle on chairs. The teacher shows a large book.

Teacher. There are many stories in this book. We will not read them today. We will make up our own fairy tale.

Questions:

Who will our story be about?

Where did he/she live?

Who was our hero?

What did he like to do? What did you do?

And he had a friend. Who?

How did the friend help the hero?

One day our hero went on a journey. Where?

For what? What for?

But the hero had an enemy. Who?

How did he harm our hero?

A friend of the hero wanted to help him? What did he do?

What magic item did you give to help?

How did this help the hero?

How was the enemy punished?

How did it all end?

The teacher retells the story, invites the children to draw illustrations for it.

The game "Unexpected pictures".

Target: show each child how the members of the group contribute to the overall picture.

Equipment: A4 sheets, pencils.

Game Description

The children are seated at the tables. Each is given a sheet of paper and colored pencils.

Instruction

Teacher. Guys, now on my command you will start drawing. Draw what you want. This work is on a free topic. At my signal, you should exchange drawings with each other. And then the next one will continue to work on your drawing. Change again after 2-3 minutes. Each of you will be able to contribute to the work. So let's get started.

Do you like the drawing you started drawing?

Did you enjoy painting other people's pictures?

Which of the drawings do you like the most?

Are they different from the ones you usually draw? How?

Summary of conversations in elementary school. Subject: About unpleasant

Target: education of the ability to calculate the consequences of an act; the formation of an understanding that life is a school in which there are rules.

The course of the conversation

Teacher. In school you have to learn different rules: spelling, addition and subtraction... there are a lot of them. Not always everything works out. There are failures. Life is also a school, only a very big one. After all, you must learn to live in a complex world. There are much more rules in it than in the school curriculum. And it doesn't work all at once either. And for wrongdoing, you have to be punished. Sometimes the punishments are harsh.

What do you think punishment is?

Why do adults punish children?

What do you understand by the phrase "punish yourself"?

If you have been guilty and punished, try to benefit from this lesson. Learn not to do those things.

Cooperation and understanding with the guys in the class, group, with friends in the yard, often helps not to do bad things, or supports if you are punished. And it is very important to learn such cooperation and understanding.

The game "Conversation through the glass."

Target: developing a sense of mutual understanding between children.

Instruction

Teacher. Children, now imagine that one of you is in a large store, and the other is waiting for him on the street. But you forgot to agree on what to buy, and the exit is at the other end of the trading floor. Try to negotiate purchases through the window glass. Remember, you are separated by such a thick glass that trying to scream is useless: you still won’t hear each other.

The game "Two with one chalk."

Target: development of cooperation, the establishment of a psychological climate in the group.

Equipment: sheet A4, pencils.

Instruction

Teacher. Divide into pairs and sit at the table next to your partner. You are now one team to paint a picture. You are given one pencil for two. Passing it to each other, you must take turns drawing one picture. There is a rule in this game: you can't talk while drawing. You have 5 minutes to complete.

Questions:

What did you draw while working in pairs?

Was it difficult for you to draw silently?

Have you come to a consensus with your partner?

Was it difficult for you because the image was constantly changing?