Types of ethical conversations in elementary school. Conversation on the moral education of younger schoolchildren “Calm-comfort with a word

Explanatory note

The need for moral education in schools, starting from primary school, is based on the need of society 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. moral maturation junior schoolchildren is connected, first of all, with the fact that the ideas of goodness and justice, the problems of communication 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 and 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, recognizing 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 in public places.

General characteristics of the course.

moral development the personality of the student as a priority goal of elementary school involves the organization of the moral education of younger students as in the process of studying academic subjects (“Literary reading”, “ The world”), 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 Creative skills personality, 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 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 an understanding of their necessity; motivation for 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 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 diagnostic and training in nature, allows you to solve the problems of self-assessment and self-examination, repeat, clarify and form the initial moral ideas, introduce 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 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; kind 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 appearance 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 with “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 towards 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 according to the rules traffic. Acquaintance with the rules of etiquette in transport.

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

Travel on 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 mine 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.

A 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. Practical work to compose your 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	date holding		Topic name	The amount of hours	Theory	Practice
	plan	fact
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:

1. To bring up 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.
2. 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:

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

List of literature for students:

1. Andreev F. V. The Golden Book of Etiquette. Moscow "Veche" 2004
2. Barto A.L. In the theatre.
3. Volkov A. M. The Wizard of the Emerald City / Art. M. Svetlanov. – T.: Ukituvchi. 1989.
4. Lindgren A. Malysh and Carlson: Per. from Swedish. L.Z. Lungina / Intro. Art. L.Z. Lungina; ill. R.V. Davydov. – M.: Pravda, 1985.
5. Likhachev L. Etiquette lessons in stories, pictures and puzzles. Yekaterinburg, Middle Ural publishing house, 1996.
6. Marshak S.Ya. Here's how scattered.
7. Mayakovsky V.V. What is good and what is bad.
8. 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.
9. 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.
10. Oseeva V.A. Magic word
11. Pyatak S.V. Growing cultural: for children 4-5 years old: at 2 o'clock - M .: Eksmo, 2010
12. Russian folk tale. Fox and Crane
13. Sorokina G.I., Safonova I.V. and others. "Children's rhetoric in stories, poems, drawings." Moscow "Enlightenment" 2000.
14. Titkova T.V. How to receive guests. - Publishing group AST., 2004. Yagodinsky V.N. How to behave (practical course of cultural behavior). Moscow. 1991.
15. Tolstoy L.N. Wolf and dog.
16. Chukovsky K. I. Fedorino grief.
17. Chukovsky K.I. Moidodyr.
18. Chukovsky K.I. Telephone.
19. Chukovsky K.I. Stolen sun.
20. Shalaeva G.P. How to behave? - Publishing group AST., 2010.
21. Shalaeva G.P. How to behave at a party. - Publishing group AST., 2010.
22. Shalaeva G.P. How to behave at home. - Publishing group AST., 2010.
23. Shalaeva G.P. How to behave at school. - Publishing group AST., 2010.

Alena Semikova
Ethical conversations with preschoolers

Ethical Conversations

Ethical conversation is a form of familiarizing children with moral standards. Ethical development of the preschooler associated with the development of his moral consciousness. Ethical conversation is called because that its subject is most often moral, moral, ethical issues. Preschoolers learn that the relations of people to each other are manifested in various actions, which, from the point of view of moral norms, are evaluated as good and bad, right and wrong. They encourage children to realize actions, phenomena, situations of a moral nature. Thanks to ethical conversations topics the educator has the opportunity to concrete examples show that it contains such concepts as readiness to help someone who needs it

Target ethical conversation- the formation of the child's personality, the formation of such qualities as a sense of justice, responsibility, kindness, honesty, truthfulness, courage, friendship. Children learn basic rule: Help other people if they need it. The one who helps is doing well. Children develop the concept of a good deed. Children on their own cannot make such a generalization, of course, an adult helps. This is a lengthy process that needs to be addressed. tasks:

1. Teach children to identify the meaning of perceived events.

2. Give an idea of ​​the moral side of human relations (based on life patterns, images of fiction) .

3. Learn to follow the rules of conduct.

4. Contribute to the accumulation and generalization of an emotionally positive attitude towards the images of good heroes and their actions.

5. To form the ability to reasonably evaluate their actions and the actions of other people in terms of accepted moral standards (possible - impossible, good - bad) .

Ethical Conversations can be started from the age of four, since during this period the child develops visual-figurative thinking, representations appear, with the help of which preschooler retains the meaning of the events that he observed earlier without relying on perceived objects and phenomena. Children at this age are already mastering the content of many fairy tales, poems, stories. At this age, children can answer questions, express their attitude towards the heroes of the work. Also, children show their own experience of relationships with others. Efficiency ethical conversations depends on the observance of a number of important pedagogical conditions that must be created for the moral education of children preschool age :

1. A clear statement of the tasks of moral education and upbringing.

2. Humane attitude of adults to children.

3. Organization of active practical and intellectual activities of children, forming humane relationships.

material for such conversations various facts from the life of children, as well as works of fiction, can serve. During such conversations preschoolers learn moral standards ethical concepts, expanding the dictionary.

Initially, when getting acquainted with works of art, children are not satisfied with the uncertain situation, when it is difficult to say which character is bad and which is good. Children tend to highlight positive characters. An emotionally positive attitude towards these characters causes a sharply negative reaction to the actions of those characters who interfere with them in any way. A positive emotional attitude towards a friend, sympathy, a literary hero play a big role in the emergence and development of moral feelings. (sympathy, justice, etc.) .

In progress conversations about facts, events are evaluated. A positive assessment reinforces certain forms of behavior, a negative one is designed to slow down unwanted actions. preschoolers willingly imitate what is approved. A positive image becomes a guide for the child in choosing an act.

The adult must correct the statements preschoolers, to help adequately express one's thoughts and support various judgments, if possible controversial, requiring arguments.

Children love it when adults read to them. They seek to communicate with an adult, feel a sense of satisfaction and even pride in answering questions and receiving approval, especially if an adult outlines the importance of the issues being discussed. If an adult does not support the emotional attitude of children to conversation, does not speak about its importance, there is a danger of formalizing this type of work.

One of the reasons for the decline in interest in conversation there may be a loss of connection between moral attitudes, acquired knowledge and ideas, and the actual behavior of children. IN Everyday life an adult should rely on the images learned by children, helping to correct their behavior, serving as a model of good relations, a way to eliminate unwanted manifestations (ill will, rudeness, stubbornness, injustice) .

Often knowledge preschoolers O correct behavior and the actions themselves do not match. This is natural, since children are still quite poorly oriented in various situations, they do not know how to adequately assess their intentions and actions. In addition, children cannot control their desires ( "I want" sometimes show stubbornness and so on. Construction principle conversations can be quite varied. It is necessary to interest children, to introduce them to the world of fairy tales. For example, you can hold a game event for ethical conversation based on a fairy tale"Greedy Pocket".

The teacher invites all the children to sit on the rug and pass the magic ball to each other. When children pass the glomerulus, they must say good wishes for each other.

Today a fairy tale has come to us, which lives in the pocket of each of you. The teacher finds an asterisk in his pocket. A fairy tale is written on the star "Greedy Pocket". You carefully listen to the tale and think, by any chance this tale is not about your pocket? (children get up and sit on chairs) The teacher emotionally reads a fairy tale.

Fairy tale "Greedy Pocket"

Conversation content fairy tales:

Why is the story called "greedy pocket"?

Did the girl do the right thing when she listened to the pocket?

Why didn't everything fit in the pocket?

What should have been done?

What is greed?

What would you do if your pocket was also so greedy?

Who can be called greedy?

Show how you evaluate Alyonka's act when she listened to the pocket? (children show a brown circle symbol)

Show how you evaluate Alyonka's act when she made her own decision? (circle yellow color) .

Offer children a training exercise "How would you separate the toys". Each child is offered five beautiful toys, they must be divided.

How will you share them? (to yourself and a friend, to yourself and other children, to yourself and a brother or sister). Assess the actions of children. Invite the children to say goodbye and standing in a circle to conduct a relay race friendship: children take each other's hands and pass an imaginary toy. The teacher brings total: You became even kinder, gave each other beautiful toy. In each settled another piece of kindness and warmth. Children receive from the teacher a magical, beautiful star.

Can be carried out ethical conversations separately with girls and boys.

For example, such ethical conversations with boys:

Subject: "Boys are future men".

What should be a boy?

How is a boy different from a girl?

What should a boy (man?

What do you value in yourself as a boy?

What do they think of your male qualities others (boys and

Have you ever wanted to be a girl?

What do you want to be when you become a grown man?

Subject: "Boys are the protectors of the weak (girls)».

Why is it necessary to protect the weak?

What do you need to do to become strong?

Is it possible to prove correct? "not with fists"?

Do you think it's hard to be brave?

Have you ever been scared?

How to deal with fear?

What fearless heroes of fairy tales, stories do you know,

poems?

Have you ever felt like a protector?

For example, topics like this ethical conversations with girls:

Subject: "Girls are little princesses".

Is it possible to compare a little girl with a flower? Than they

Why does a girl need to be neat and tidy?

How should a girl behave in order to please a boy?

Do you like naughty girls?

Do you look like a little princess?

Name the three best words about yourself that describe your

value.

What "knight" would you like to see next to you?

Subject: "Girls are little hostesses".

What and how do you do in the family?

Why should a girl learn to wash dishes, cook food,

embroider, put things in order?

What does it mean to take care of someone?

What can you do for dad, mom, little brother or

How can a girl help a boy?

What little housewives did you learn about from fairy tales, stories, poems? Do you like them?

Do they consider you "hostess" your loved ones?

How to learn to be "hostess"?

Prepare and deliver content ethical conversation- it's a very complicated matter. No wonder experienced teachers say that to spend conversation on a moral topic is much more difficult than the usual conversation. Ethical Conversations with children should be held in a relaxed atmosphere. They should not contain admonitions, reproaches and ridicule. Children express their opinions, freely share their impressions. IN ethical conversations with preschoolers there must be elements of entertainment. We must remember that success ethical conversation depends on how warm the character will be conversations whether children will reveal their soul in it.

Approximate topics for spiritual and moral conversations for children of younger, middle and older ages with a list of necessary literature.

Theme Preview

Junior classes.
How beautiful this world is, look.


Font 3/97
Books about nature for children (Sladkov, Charushin, Bianchi, etc.)
God's wonderful world. A guide to catechesis. Publishing House Mosk. St. Danilov monastery and the missionary department of the Hellenic Orthodox Church. churches. - M., 1996.
Any photo albums with reproductions (nature, wildlife)
Janushkeviciene O. Good tree. Textbook for elementary grades.
2nd ed. - M., 1996.

Russian holidays.

Vysotskaya s. Clean Monday. - Nizhny Novgorod, 1997.
Font 3/97.
Bee 1/91.
Prot. Seraphim Slobodskoy, "The Law of God" (any edition)
Shmelev I. Summer of the Lord, - (any edition)
Chudakova N.V. Holidays for children and adults - in 2 books. - M .: OOO "Publishing house AST", 1997.

Mother father me.

Lives of the Saints for Children (about St. Sergius, about St. Xenophon and Mary, etc.)
Prot. Seraphim Slobodskoy, "The Law of God" (any edition)
The law of God for the smallest / comp. Kulomzina S.M. - M.: "Pilgrim", 1997.
Lessons on health and virtue. - M.: "Pilgrim", 1999.

Trinity Sergius Lavra.

What is good and what is bad?
What from my childhood helped me to become a believer? - St. Petersburg, 1998.
Paustovsky "Warm Bread", - (any edition)
Ivanova S.F. Introduction to the temple of the word - M .: School. - Press, 1994.
Prot. Seraphim Slobodskoy, "The Law of God" (any edition)
The law of God for the smallest / comp. Kulomzina S.M. - M.: "Pilgrim", 1997.
Plyatskovsky M. the sun as a keepsake. - M., 1975.
Education of preschool children in the Orthodox faith. - M .: "Father's House":, 1998.

How do we interact with animals?
Prot. Seraphim Slobodskoy, "The Law of God" (any edition)
Life of St. Gerasim (any edition)
Life of St. Sergius (any edition)
Miracle in the Desert - m., "Pilgrim", !997.
Any books about animals for children (Sladkov, Charushin, Bianki)

About the creation of the world.
Prot. Seraphim Slobodskoy, "The Law of God" (any edition)
The law of God for the smallest / compiled by Kulomzina S.M. - M.: "Pilgrim", 1997.
Kiselev A. Seven days of creation. - "Pro-press", 1998.
Tarasar K. Our life with God. A manual for the catechesis of children younger age. - M.: Gospel light, 1999.

Stories about Russian saints.
Fedotov R.P. Saints of ancient Rus', (any edition)

Any lives adapted for children.
Font 3/97
Suprun V.I. Orthodoxy holy names. - Volgograd, 1996.
The feat of Ilya Muromets. - M .: courtyard TSL, " A new book", 1996.

I am painting a temple.
A thousand years. Collection. - New York, 1985. (there are reissues)
God is with us 3/94
Bee 1/91
Janushkeviciene O. Good tree. Textbook allowance for elementary grades.
Marchenko V. House of God (arrangement of the temple). - Ros. branch of the Valaam Society of America. - M., 1996.
Orthodox Divine Services, Sacraments and Customs. - Bialystok, 1992.

When the soul sings
A thousand years. Collection. - New York, 1985. (there are reissues)

middle classes.
Where I live?
Life of St. Sergius (any edition)
Turgenev N. About ascetics and the Trinity-Sergius Lavra // Vera. Prayer. Love. - M., 1993.
Muravyov A.N. Journey through Russian holy places. - M.: Book,! 990.
Any local history collections, publications in the press.

Rev. Sergius of Radonezh.
Life - any edition.
Fedotov G.P. Saints of ancient Rus' (any edition)
Charskaya L. One for all. Tale - TPO "Svetoch" all-Russian. cultural fund b. (reprint 1909)
Klyuchevsky V.O. Meaning prep. Sergius for Russian history // Klyuchevsky V. O. Church and Russia. Three lectures. - "IMKA-Press", 1969.
Klyuchevsky. Gracious educator of the Russian folk spirit // Vera. Prayer. Love. - M., 1993.

Venerable Seraphim of Sarov.
Almazov B. Life of St. Seraphim, miracle worker of Sarov. - St. Petersburg: Lyceum, 1993.
The Life of Father Seraphim of Sarov. - Publishing house of the brotherhood in the name of St. Prince Alexander Nevsky, 1996.
Zaitsev B. Near St. Seraphim // Font 1/2000.

Holy Defenders of the Fatherland.
Fedotov R.P. Saints of ancient Rus'. - any edition.
Font 3/97
Bee, 1996.
Lives of the Saints for children. - any publications.

Icon and picture.
A thousand years. Collection. - New York, 1985 (there are reissues)
Font 3/97
Trubetskoy E. Three essays on the Russian icon. - Novosibirsk, 1991.

Gospel and ancient Russian literature.
Davydova V.N. Gospel and ancient Russian literature. - M.: Miros, 1992.
Parables. Educational book by Alexander Knyazhitsky. 8-9 grades. - M.: Miros, 1994.
Petrov V. Gospel in history // Faith. Prayer. Love. - M., 1993.
Davydova V.N. The Tale of Boris and Gleb. - M.: Miros, 1993.

The way of life of the Russian family.
What from my childhood helped me to become a believer? - St. Petersburg, 1998.
Domostroy - any publications.
Shmelev I. Summer of the Lord - any edition.

Love and friendship.


Yanushnyavichyus R. Yanushnyavichene O. Fundamentals of morality. - M.: "Propress", 1998.
Light of Orthodoxy. Christian Interlocutor. publishing house of the Makariyevo-Reshemsky monastery, No. 41/1988. Contents: Transitional age (conversation with high school students).

Miracles, holiness, holy relics.
Protopopov D.I. On the incorruption of holy relics. - M: Interdialect, 1997.
Father Arseny. - M.: Brotherhood of the All-Merciful Savior, 1993.
Lives of the saints at the discretion of the narrator.

Music spiritual and secular.
Martynov
A thousand years. Collection. - New York, 1985. (there are reissues)
Prot. Vasily Metalov. Essays on the history of Orthodox singing in Russia.

Senior classes.
Why do I live?
Faith. Prayer. Love. Collection. - M.: Russian spiritual center, 1993.

Two models of the history of the earth.
Reeds V. Science becomes religious // Orthodox conversation, 3/96.
Prot. Stefan Lyashevsky. The Bible and the science of the creation of the world. - M.: Publishing house named after St. Ignatius Stavropolsky, 1997.
Holy Timothy. Orthodox worldview and modern natural science. - M.: "Pilgrim", 1998.
Holy Timothy. Two cosmogony. - M.: "Pilgrim", 1999.
Yanushnyavichyus R. Yanushnyavichene O. Fundamentals of morality. - M.: "Propress", 1998.

The 10 commandments are the basis of human morality.
Yanushnyavichyus R. Yanushnyavichene O. Fundamentals of morality. - M.: "Propress", 1998.
On faith and morality according to the teachings of the Orthodox Church. - Publishing House Mosk. Patriarchy, 1991.
Holy Nikolai Uspensky. How to live Orthodox Christian according to the commandments of God. - Ed. department of the Vladimir diocese, 1997.
Envy is more deadly than war. - b.m.: "Rarog", b.g.
Holy Timothy. Manual on asceticism for modern youth. - M.: "Pilgrim", 1999.

The choice of faith by the Grand Duke Vladimir.
Prot. Peter Smirnov. History of the Christian Church. - M.: "Orthodox conversation", 1994.
Talberg N. History of the Russian Church. - M, 1997.
Darkevich V. Christianity in Ancient Rus' // Science and Life, 11/1998.
Yanushnyavichyus R. Yanushnyavichene O. Fundamentals of morality. - M.: "Propress", 1998.

Good and evil.
What from my childhood helped me to become a believer? - St. Petersburg, 1998.
Faith. Prayer. Love. Collection. - M.: Russian spiritual center, 1993.
Yanushnyavichyus R. Yanushnyavichene O. Fundamentals of morality. - M.: "Propress", 1998.
On faith and morality according to the teachings of the Orthodox Church. - Publishing House Mosk. Patriarchy, 1991.

Conscience.
What from my childhood helped me to become a believer? - St. Petersburg, 1998.
Faith. Prayer. Love. Collection. - M.: Russian spiritual center, 1993.
Ivanova S. F. Introduction to the Temple of the Word. - M.: School-press, 1994.
Yanushnyavichyus R. Yanushnyavichene O. Fundamentals of morality. - M.: "Propress", 1998.

Love and infatuation.
Prot. In Zenkovsky. On the verge of maturity. - M., 1997.
What every boy needs to know. / ed. priest A.Grachev. - M.: Danilovsky Blagovestnik, 1996.
What every girl needs to know. / ed. priest A.Grachev. - M.: Danilovsky Blagovestnik, 1996.
Yanushnyavichyus R. Yanushnyavichene O. Fundamentals of morality. - M.: "Propress", 1998.
Light of Orthodoxy. Christian Interlocutor. publishing house of the Makariyevo-Reshemsky monastery, No. 41/1988. Contents: Transitional age (conversation with high school students). How to get married the right way.
Metropolitan Anthony (Blum). Mystery of love.

About friendship in the modern world.
What every boy needs to know. / ed. priest A.Grachev. - M.: Danilovsky Blagovestnik, 1996.
What every girl needs to know. / ed. priest A.Grachev. - M.: Danilovsky Blagovestnik, 1996.
Yanushnyavichyus R. Yanushnyavichene O. Fundamentals of morality. - M.: "Propress", 1998.
Lives of the saints who gave us examples of friendship.

Family. Fathers and Sons.
What from my childhood helped me to become a believer? - St. Petersburg, 1998.
Prof. arch. Gleb Kaleda. Home church. - M.: Publishing house of Zachatievsky m-rya, 1998.
Yanushnyavichyus R. Yanushnyavichene O. Fundamentals of morality. - M.: "Propress", 1998.
Father's Cross.

Death. Life after death
Faith. Prayer. Love. Collection. - M.: Russian spiritual center, 1993.
Jerome. Seraphim (Rose). Soul after death. - M., 1997.
Vasiliadis N. Sacrament of death. - TSL, 1998.
About the truth of God or a legend about what awaits us beyond the grave. // Path to the temple. - Samara, No. 3/99.
Yanushnyavichyus R. Yanushnyavichene O. Conversations about morality. - M.: "Propress", 1998.

general information

Topics of spiritual conversations are formulated in accordance with age characteristics children. They are intended for students of secular general education schools within the framework of extracurricular activities. The library of the pedagogical office has prepared a list of references for each of the proposed topics.

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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? Which sweet words speaks? 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 words: "Hello", "Goodbye", "Thank you".

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"

Words: "Goodbye!", "Thank you", "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 "Hello"?

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

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

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 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.

Words "Thank you" 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 "Thank you"?

What are we talking about "Thank you"?

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,.

Fairy tale "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,

"WITH 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?

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 "Thank you"?

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 "Thank you"! speaks.

I'm glad to hear it

After all, I'm tired.

So it turned out that "Thank you"

I found it under the snow.

R. Timirshin.

Questions for children. Why did the boy say he "Thank you" 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 "Thank you"?

What adults can tell you

"Thank you"?

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

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 howling 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. - Night has come! 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 new house for the 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 mom"

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 mom.

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?

Formation moral qualities Today it takes place in difficult conditions and depends on many factors. At the same time, a deep general cultural basis is necessary for communication - a moral culture, which is a condition for a meaningful and fruitful life, the mental health of an individual. What should be the culture of man, in a nutshell not to say. This is a whole program of education of society. It all starts from childhood, when a mother smiles at a child. Next is the school, where the future of society depends on the teacher.

Despite the fact that the rules of decency are not always uniform, sometimes conditional and relative, their observance is necessary, as this prevents misunderstandings between people and makes communication more pleasant. Among the rules of courtesy there are obligatory, observed in the interests of society, and optional, which everyone can observe at their own discretion, in accordance with their tact and taste.

Rules of conduct must be observed meaningfully, depending on the situation, place and time.

Purpose of ethical conversations- to help schoolchildren in mastering general moral norms and norms of behavior, in accordance with which they should build their behavior in a particular situation, evaluate the experience of their own and their comrades, communicate without conflict and be able to accept another opinion different from their own. Moral norms are a kind of regulator of behavior. Ethical conversations, of course, do not exclude the discussion of individual issues in connection with the various actions of children and their attitude towards each other and towards adults.

Both the teacher and the children are preparing for an ethical conversation. The teacher thinks over the questions for the conversation, invites the children to read something or remember from what they read, recall a case they know about relationships between people, and evaluate various behavioral situations. Naturally, if the atmosphere of the conversation is relaxed, and the children will freely express their opinions, although they may turn out to be contradictory. Let the erroneous opinion be discussed, you should not only condemn the child for the mistake, you need to lead him and other children to the correct conclusion. But in no case should the teacher present the children with a ready-made conclusion. It is very important that children learn to think independently, compare various facts that characterize the relationships between people and events, see their inconsistency and give a correct assessment, linking it with ethical norms. If the children are not able to draw a conclusion on their own, the teacher can resort to illustrations, examples that will help formulate a moral rule. The moral norm, worked out in experience, passed through the emotional sphere and meaningful in conversation, and not just presented ready-made, becomes the regulator of children's relations in their practical activities.

In the course of conversations about personal responsibility, benevolence, honesty, and fairness, it is important to formulate specific rules with children that govern their relationship with each other and with adults.

These rules can be placed in a class:

Keep your word and promise.

Do not promise without considering whether you can fulfill what you promise to another person, group, team.

If you promised and then realized that you could not fulfill the promise, immediately tell honestly about it.

If you have not learned to keep your word, fulfill promises and duties entrusted to you, start small, but be sure to bring the matter to the end.

Don't shift your blame onto someone else.

Don't be indifferent to people.

Do not be afraid to offer your help to others, first of all help people who are in trouble, the weak, the sick, the elderly.

Get to know some of the "not" more closely.

"Not" (A. Markusha)

1. Do not rush to be the first to sit at the table.

2. Don't talk while eating.

3. Remember to close your mouth when you chew.

4. Don't champ.

5. Don't be the first to run out the door.

6. Do not interrupt the speaker.

8. Don't wave your arms.

9. Don't point fingers at anyone.

10. Do not mimic the speaker.

11. Do not sit down before the elder without his permission.

12. Do not extend your hand first, wait until the elder greets you.

13. Do not forget to take off your hat when entering the house.

14. Do not repeat "I" too often.

15. Do not pretend in a trolleybus or tram that you do not notice an elderly person standing.

16. Do not interfere in someone else's conversation without saying "I'm sorry."

17. Do not forget to apologize if you accidentally pushed someone.

18. Do not sneeze into space, sneeze into a handkerchief or cover your mouth with your palms when sneezing.

19. Don't keep your hands in your pockets.

20. Do not comb your hair anywhere, for this there is a corridor, a lobby, a toilet room.

21. Don't do things that other people might worry about.

22. Do not pronounce words whose exact meaning you do not know.

23. Do not consider yourself the center of the Universe, this will always help you choose the right tone in communicating with others.