Cognitive activity of a preschooler is the topic of self-education for the year. Self-education plan on the topic: “The role of fairy tales in the moral and spiritual education of preschool children”

Municipal budgetary educational institution

"Brotherly educational complex"

municipal formation Krasnoperekopsky district

Republic of Crimea

Self-education teacher's folder

Berezyuk Irina Vladimirovna

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

Start of studying the topic: 09/01/2016.

End of topic study: 05/30/2017.

General information about the teacher

FULL NAME. teacher Berezyuk Irina Vladimirovna

Date of Birth October 12, 1975

Length of work in position 13 years

Place of work Municipal budgetary educational institution "Bratsk educational complex"

Education Higher; Crimean Humanitarian University (Yalta), 2008; diploma KR No. 35176300

Refresher courses "Crimean Republican Institute of Postgraduate Pedagogical Education" under the program "Content of the educational process in the context of the introduction of the Federal State Educational Standard for Additional Education" in the period from October 5, 2015 to December 2, 2015.

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

Explanatory note.

"A fairy tale is a seed, from which emotional assessment grows a child of life's phenomena." (V. A. Sukhomlinsky)

V.A. Sukhomlinsky wrote: “Dear friend, young teacher, if you want your pupil to become smart, inquisitive, quick-witted, if you have the goal of establishing in his soul sensitivity to the subtlest shades of thoughts and feelings of other people, educate his mind with the beauty of words, thoughts, and the beauty of the native word, its magical power is revealed, first of all, in a fairy tale. A fairy tale is the cradle of thought; be able to organize the upbringing of a child so that he retains exciting memories of this cradle all his life. The beauty of a native word - its emotional colors and shades - reaches the child, touches him, awakens a sense of self-esteem, when the heart touches the heart, the mind touches the mind. The poetic sound of a native word becomes music for a child when he picks up an instrument, creates music himself, sees, feels how his music influences other people.”

Fairy taleenters a child's life withvery early age, accompanies him throughoutpreschoolchildhood and remains with him throughout his life. Cofairy taleshis acquaintance with the world of literature, with the world of human relationships and the entire world around him begins.Fairy taleis one of the most accessible means for spiritual -moral development of the child, which has been used by both teachers and parents at all times. Thanks tofairy talea child learns about the world not only with his mind, but also with his heart. And he not only knows and expresses his own attitude towards good and evil.

Targetfairy tales- not only entertainment, but also learning a lesson. Therefore you need to understand"hint" fairy talesand correctly convey its meaning to little listeners.Fairy talefirmly entered into children's everyday life. In its essence, it fully corresponds to the nature of a small child, close to his thinking and ideas.Fairy taleshelp children figure out what is good and what is bad, distinguish between good and evil. Fromfairy taleschildren receive information about the moral principles and cultural values ​​of society. They broaden their horizons, develop speech, fantasy, and imagination.Fairy talesdevelop moral qualities, kindness, generosity, hard work, and truthfulness in children. It's important to teachpreschooler communicate, interact with others. But there are phenomena and concepts that are very difficult for a child to understand.preschool age. Kids need bright, interesting events to build quality learning andeducation. This is where it comes to the rescuefairy talewhich helps teach andraise a child like thisso that he doesn’t even know about it.

The formation of moral concepts is a very complex and lengthy process. It requires constant efforts of the teacher, systematic andsystematicwork on the formation of feelings and consciousness of children.

Relevance

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

Knowing the age characteristics of children of the 5th year of life,I noticed that not all children know how to communicate with each other, some show a tendency towards hostility, a reluctance to share toys, or to help a friend in a difficult situation. Children have poorly developed skills of sympathy and empathy. Namely, the formation and development of human moral qualities occurs.

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

With the help of fairy tales we teach children:

Will - complex and multifaceted personality quality.

I believe in myself - ability to cope with failures.

Courage - self-control, fearlessness, ability to behave with dignity in critical situations.

Hard work - reluctance to sit idle, desire for useful work.

Perseverance - patience and endurance in achieving the goal.

Mandatory - ability to keep one's word.

Optimism - faith in success, passion, elation.

Determination - the ability to define a goal and persistently strive to achieve it.

Kindness and honesty .

The fairy tale teaches a moral lesson, teaches good human qualities, but does it without boring instructions, it simply shows what can happen if a person acts badly, not according to his conscience.

With the help of a fairy tale, we develop in a child:

listening skills;

ability to know;

ability to compare, contrast;

ability to think in words;

coherent speech;

interest in learning;

thinking;

attention;

memory;

imagination;

facial expressions and gestures;

aesthetic feelings;

sense of humor.

Based on this, I set myself a goal:

To reveal the essence of patriotic education through fairy tales and the literary heritage of V.A. Sukhomlinsky. Create conditions conducive to the formation of moral qualities: kindness, humanity, patriotism, willingness to help loved ones and those in need of help.

To achieve the goal, I identified the following tasks:

Encourage children's interest in fairy tales.

Create the necessary conditions for children to become acquainted with Russian folk tales and original ones (V. Sukhomlinsky, K Chukovsky).

To form an idea of ​​good and evil, to show the beauty of good deeds and their necessity in people’s lives.

Develop the ability to think, compare, analyze the actions of fairy-tale characters, learn to evaluate the behavior of your own and others.

To help parents understand the value of fairy tales and their special role in raising a child.

Types of fairy tales:

1.Didactic( in the form of a study assignment)

2. Meditative ( to relieve psycho-emotional stress), children draw, write, play, lie on the rug and dream and imagine (“conjure”).

3.Psychotherapeutic (for healing the soul, with the image of the main character “I”, the good wizard),children draw illustrations and stage plays.

4. Psychocorrectional( for a gentle influence on the child’s behavior), we read a problematic fairy tale without discussing it, we give the child the opportunity to be alone with himselfyourself and think. (“How Sergei learned to regret”, “A Gray Hair” by V. Sukhomlinsky).

5.Artistic( original stories, wise ancient tales).

Folk( with ideas of good and evil, patience, striving for the best);

Animal Tales;

Everyday tales;

Fairy tales.

To make it interesting for children, I use the method of fantasy and techniques:

Finding affectionate, fabulous, beautiful, sad words in a fairy tale;

Coming up with different words (long, funny);

Pronunciation of words.

Familiarization methods preschoolers with a fairy tale

The most common method of getting acquainted withfairy tale - teacher reading, i.e. verbatim transmission of the text.Fairy tales, which are small in volume, II tell the childrenby heart, because this ensures the best contact with children. I read most of my works from books. Handling a book with care while reading is an example for children.

The next method isstorytelling, i.e. freer transmission of text.

AttellingIt is allowed to shorten the text, rearrange words, include explanations, and so on. The main thing in the transfernarrator – expressively tellso that children can be heard. To consolidate knowledge, methods such as didactic games based on familiar material are usefulfairy tales, literary quizzes. Examples of didactic games include the games “Guess myfairy tale", “One starts, the other continues”, “Where am I from?”(description of heroes) and others.

Formation techniques perception of a fairy tale

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

The next technique is repeated reading. Smallfairy tale, which aroused the interest of children, it is advisable to repeat. From bigfairy talesYou can read the most significant and striking passages again. Re-reading andstorytellingCan be combined with drawing and modeling. The artistic word helps the child create visual images, which the children then recreate.

One of the techniques that promotes better assimilation of text is selective reading.(excerpts, songs, endings) .You can ask a number of questions (From whichthis fairy taleexcerpt? Fromstory or fairy tale this excerpt? How did this end?fairy tale? If after the first readingthe fairy tale is already understood by children, teachercan use a number of additional techniques that will enhance the emotional impact - showing toys, illustrations, pictures, elements of dramatization, movements of fingers and hands.

Dramatization is one of the forms of activeperception of a fairy tale. In it the child plays the rolefairy tale character. Involving children in dramatization. Dramatization promoteseducationcharacter traits such as courage, self-confidence,independence, artistry.

You can use verbal techniques. Children often do not understand some words or expressions. In such cases, it is necessary to give them the opportunity to understand a new word and construct phrases by comprehending the situation. As a rule, you should not interrupt your reading by explaining individual words and expressions, as this disruptsperceptionworks. This can be done before reading. A widely used technique that enhances the impact of a text and promotes better understanding is looking at the illustrations in a book. Illustrations are shown to children in the order in which they are placed infairy tale, but after reading. The next technique is a conversationfairy tale. This is a complex technique, often including a number of simple techniques - verbal and visual.

\ Introductory information varies(preliminary) conversation before reading and brief(final) conversation after reading. During the final conversation, it is important to focus children’s attention on the moral qualities of the heroes and the motives of their actions. Conversations should be dominated by questions the answer to which would require motivation for assessments.

Stages of working with fairy tale

Introducing children tofairy tale - reading, storytelling, conversations on content, examination of illustrations - in order to develop an emotional attitude towards actions and charactersfairy tales.

Emotionalchildren’s perception of a fairy tale – children’s retelling of the content of the fairy tale, table theater, outdoor games with charactersfairy tales– in order to consolidate the contentfairy tales. These forms of work ona fairy tale allows you to find outhow the children understood the essencefairy tales.

Artistic activity - attitude towards the herofairy tales in modeling, drawing, applique, design - allow children to express their attitude towards the charactersfairy tales, embody their experiences, develop skills of empathy, sympathy for the fate and actions of heroesfairy tales.

Preparing forindependentactivities - acting out scenes fromfairy tales, theatrical games, dramatizationfairy tales, a creative game using characters, stories fromfairy tales- a method of turning children into heroesfairy talespromotes not only the development of sympathy, but also the understanding of moral lessonsfairy tales, the ability to evaluate the actions of not only heroesfairy tales, but also the surrounding people.

The educational process can be carried out:

Duringdirectlyeducational activities;

In regime moments;

In the process of joint activity between the teacher and children;

When organizingindependentchildren's activities.

Implementation of the program self-education carried out in two directions:

1. Joint activities with children.

2. Interaction with parents.

Stages of work: Stage I - theoretical:

topic definition;

defining goals and objectives;

planning.

Stage II - preparatory:

selection of folk tales;

selection of methodological literature, works by V. A. Sukhomlinsky;

selection of materials, manuals;

drawing up a long-term action plan;

conducting preliminary work with parents;

summing up, analyzing the expected result.

Stage III - main:

introduce children to the works of V. A. Sukhomlinsky;

develop the ability to understand the main idea of ​​the work, evaluate the actions of the characters;

enrich and activate vocabulary;

develop coherent speech;

develop interest in fairy tales;

develop children's creative abilities;

develop mental processes (attention, memory, thinking, representation)

develop skills of interaction and cooperation;

foster activity and independence;

create a development environment on this topic.

Stage IV - final:

Summarizing.

Forms and methods of working with parents

Consultations

Parent meetings

Competitions

Organization of photos.

Working with parents :

1. Conducting parent meetings.

2. Individual consultations and conversations with parents.

3. Decorating a corner for parents on the theme: “The role of fairy tales in the spiritual and moral education of preschool children ».

4. Participation of parents in entertainment and matinees.

Long-term plan on self-education for 2016-2017

Subject:" Fairy tale - as a means of spiritual moral education of preschool children »

Compiled by:teacher 1st category

Berezyuk I.V..

September.

1. Selection of the material necessary forworkwith children and parentstopic : « Fairy tale as a means of spiritual moral education ": setting goals and objectives for thistopic.

2. Consultation for parents: .

October.

1. Study the topic: « The role of fairy tales in the development of children's speech" .

Methodical techniques:

-Reading to children andretelling of a fairy tale: "The wolf and the seven Young goats" , looking at the illustration.

-Consultation for parents:« The role of fairy tales in children's development » , « Teach children love book » .

-Reading the fairy tale by K. Chukovsky “Telephone”

2. Replenishment of the group’s library with new colorful books with Russian folkfairy tales, disks.

November.

1. Creating a card index fairy tales for working with children .

Methodical techniques:

-Retelling of the fairy tale by children “Bubble, Straw and Bastfoot”

- Reading fairy tales:“Seven Daughters”, “Big and Small” V. Sukhomlinsky .

-Didactic game:"Guess fairy tale » .

Consultation:“The role of fiction in the development of speech in preschool children” .

3. Mother's Day“I love my mother very much ", organizing a competition for mothers.

December.

1. Study the topic: “Usefairy tales in working with children.

Methodical techniques:

-Reading the Russian folk tale “Sister Fox and the Wolf”

-Reading the fairy tale “Who should go for firewood?” V. Sukhomlinsky.

-Reading the fairy tale “The Tale of the Goose” by V. Sukhomlinsky

- Didactic game:"Guess which one from fairy tale excerpt read ?»

-Board and printed games based onfairy tales (cut pictures, lotto) .

-In the corner for parents, place a section of advice and suggestions on how to organize a child’s reading at home. Themes:"Your child's personal library" , "How and whentell stories» .

2.Exhibitionworks (children and parents) "Favorites fairy tales » .

3.Final complex lesson “Visiting fairy tales”

January.

1. Study the topic: “Fairy taleas a spiritual means -moraldevelopment of the child’s personality.”

Methodical techniques:

-Reading the Russian folk tale “Wintermovie”

-Reading the fairy tale “How a bunny warmed itself in the winter during the month” In Sukhomlinsky.

-Reading to childrenfairy tales: "Three Bears" .

-Consultation for parents:“Fairytale therapy as an educational system organic to a person’s internal environment” .

-Individual conversation with the child’s parents on the topic:“How to make a child friends with a book” - about the benefits of reading at home.

February.

1. Study the topic "The role of fairy tales in raising children".

Methodical techniques:

-Reading the fairy tale “Crucian carp in the aquarium” by A. Sukhomlinsky

-Mini-quiz based on the fairy tales of K. Chukovsky.

-Reading the fairy tale “Fedorino Grief” by K. Chukovsky

-Consultation for parents: “Nurturing hard work, obedience and responsibility throughfairy tale».

2. Telling a fairy tale with a new ending: "The wolf and the seven Young goats" .

March.

1. Study the topic:"Influence fairy tales on the child's psyche » .

Methodical techniques:

-Reading the fairy tale “How a hedgehog caressed her children” by V.A. Sukhomlinsky.

-Reading the fairy tale “The Cockerel and the Bean Seed.”

-Mini-quiz “Russian fairy tales”

-Didactic game:"From what fairy tale hero » .

-Purchase folk coloring books for the groupfairy tales.

- Consultation for parents:"How to choose a useful a fairy tale for a child » .

- Place a layout book in the corner for parents:“What and how to talk with children after reading” .

April.

1.Studying the topic “Theatricalizationfairy talesas a means of spiritualmoral education children».

Methodical techniques:

-Teach children to beat familiarfairy tales.

2.Add material to the theater corner.

May.

1. Self-analysis of the self-education plan.

Methodological techniques.

-Continue to teach children to beat familiarfairy tales.

- final parent meeting“What a delight these fairy tales » .

2. Exhibitionwork of children and parents: "Our favorite fairy tales » .

When compilingplan for self-education in your workI used the following literature:

1. In A. Sukhomlinsky “I give my heart to children”

2. Collection of scientific and methodological articles. Eagle 2015 Edited by O. V. Berezhnov

3. Ilyin I.:"Spiritual world fairy tales » .

4. Zinkevich – Evstigneeva:"Workshop on fairytale therapy » .

5. E. I Ivanova:"Tell me fairy tale » . Literaryfairy tales for children. Enlightenment 2001

Plan

self-education

teacher Shishina M.L.

on this topic:

"Spiritual - moral

education of preschool children

through a fairy tale"

2016 – 2017 academic year

Relevance of the chosen topic:

Currently, fairy tales, like many other values ​​of traditional culture, have noticeably lost their purpose. But it is the fairy tale that plays an important role in the spiritual enrichment of preschool children and contributes to the development of ethical and aesthetic feelings. At the same time, a fairy tale is an environment for the development of a child’s emotional and moral experience, helping not only to imagine the consequences of his actions, but also to experience their meaning for himself and others.

A fairy tale enters a child’s life from a very early age, accompanies him throughout preschool childhood and remains with him for life. His acquaintance with the world of literature, the world of human relationships and the surrounding world in general begins with a fairy tale.

Fairy tales not only expand a child’s ideas, enrich his knowledge of reality, most importantly, they introduce him to a special, exclusive world of feelings, deep experiences and emotional discoveries.

Leading pedagogical idea:

Nurturing a child’s feelings from the first years of life is an important pedagogical task. The leading pedagogical idea is to sow and cultivate in the child’s soul the seeds of love for the native nature, home and family, for the history and culture of the country.

A child is not born evil or good, moral or immoral. What moral qualities a child will develop depends, first of all, on his parents, teachers and the adults around him, on how they raise him and what impressions they enrich him with.

I believe that a fairy tale is understandable to a preschooler. Its composition, the vivid opposition of good and evil, fantastic and morally defined images, expressive language, the dynamics of events, special cause-and-effect relationships and phenomena make it especially interesting and exciting for children. A fairy tale is an indispensable tool for the formation of a morally healthy personality of a child; it helps to understand the beauty of the world around him in a language accessible to him.

Target:

Create conditions for the spiritual and moral development of children. To contribute to the correction of violations of the emotional and volitional sphere of children in the process of artistic and productive activities related to the moral content of the fairy tale.

Tasks:

Develop figurative speech, enrich vocabulary, develop coherent speech skills,

To develop children’s ability to distinguish good from bad in a fairy tale and in life;

To instill in children mercy, the ability to give in, help each other and gratefully accept help;

To cultivate diligence, the ability and desire to complete the work started, to respect the results of others and one’s own work;

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

Expected results for the teacher:

Increasing the level of pedagogical competence “Spiritual and moral

Raising children through fairy tales";

Development of a series of consultations and recommendations for parents on the topic.

Expected results for children:

Children’s assimilation of the norms of moral and spiritual education, their openness to goodness, children’s positive attitude towards the world around them, towards other people and themselves;

Familiarity with the forms of traditional family life, understanding one’s place in the family and participating in household chores as much as possible; active attitude to work, responsibility for one’s affairs and actions;

Children's awareness of basic moral qualities: conscientiousness and decency, selflessness and kindness, empathy and sympathy, patriotism;

Understanding the need to develop such strong-willed qualities as obedience, respect for parents and adults;

Knowledge of certain fairy tales that make up the spiritual experience of humanity;

Understanding the emotional state of others;

Formation of ideas about honesty, justice, kindness; negative attitude towards cruelty, cunning, cowardice;

Developing a sense of self-respect, self-esteem and the desire to be responsive to adults and children; the ability to show attention to their state of mind, rejoice in the successes of their peers, and strive to come to the rescue in difficult times.

Method of presenting the result: May 2017

Showing the fairy tale “Kolobok” (puppet theater) to children of younger groups.

Long-term plan for working with children

on this topic:“Spiritual and moral education of children through fairy tales”

For the 2016 – 2017 academic year. year

Content

Target

September

1. Replenishment of the group’s library with new colorful books with Russian folk tales.

2.Use of quotes from fairy tales in sensitive moments.

3. Didactic game “Guess the Fairy Tale”

To develop in children a sustainable interest in books with Russian folk tales; desire to read them and look at the illustrations.

To form children’s ideas about good and kind, bad and untruthful actions.

Develop cognitive interest, the ability to guess fairy tales from descriptions of actions.

October

1.Reading and retelling r.n.s. "The wolf and the seven Young goats"

2. Consideration of illustrations for Russian folk tales.

3. Didactic game “Guess which fairy tale the excerpt was read from”

Learn to listen carefully and remember the course of events in a fairy tale; develop the ability to consistently retell a fairy tale.

Develop an interest in looking at illustrations and the ability to recognize a fairy tale from a picture; introduce artists who illustrate fairy tales.

To develop children’s ability to guess a fairy tale based on a passage they read.

november

1.Reading and retelling the fairy tale “Bull, Tar Barrel”

2.Add new costumes, masks, and attributes to the dressing up corner.

3. Didactic game “Which fairy tale is the hero from?”

- teach to listen carefully and remember the course of events in a fairy tale; develop the ability to consistently retell a fairy tale.

Give children the opportunity to act as a fairy-tale character.

Develop the ability to recognize fairy-tale characters and name which fairy tale they are from.

December

1.Conversation

"Magic Tales"

2.Acquaintance with the fairy tales of H.H. Andersen. Reading the fairy tale "The Snow Queen".

3. Tabletop - printed games based on fairy tales (cut-out pictures, lotto, etc.).

- explain to children why fairy tales are called fairy tales; continue to develop interest in listening to fairy tales, in the unfolding of events in a fairy tale. Learn to rejoice when good wins.

Introduce children to the famous storyteller and his fairy tales, look at books and illustrations. Read the fairy tale “The Snow Queen,” noting the scenes where the magic happens. Pay attention to the dedication of the little girl. Cultivate the ability to empathize.

Teach children to use their knowledge and experience in games; follow the rules of the game. Develop communication skills.

January

1.N.O.D. "Visiting a fairy tale"

2. Exhibition of children's drawings on the theme: “Winter Tales”

To clarify children's knowledge of Russian folk tales, the events of which take place in winter, to recognize their heroes, to tell the characters of fairy tales what to do correctly. Form ideas about honesty, justice, kindness.

Teach children to reflect the plots of winter fairy tales in drawings, using different means of expression; develop an interest in illustrating fairy tales.

February

1. Listening to an audio recording of a Russian folk tale in arr. A. Tolstoy’s “Three Bears” and examination of illustrations for the fairy tale.

2. Playing out familiar fairy tales.

Cultivate interest in Russian folk tales; develop auditory perception, interest in viewing illustrations. Bring children to understand that all fairy tales end well.

To develop children’s interest in acting out fairy tales; take on a role and perform it in accordance with the image. Independently select and use costumes, masks, and props for fairy tales.

March

1. Showing the Russian folk tale “Turnip” in a new way (with musical accompaniment).

2.Coloring pictures based on Russian folk tales.

Arouse children's interest in dramatizing fairy tales, developing memory, expressiveness, and creativity. To cultivate a desire to give your friends and younger preschoolers the joy and pleasure of watching a fairy tale.

Teach children to use various means of expression when working with pictures; find out which fairy tale the plot is from, name the characters.

April

1. Telling children r.n.s. “The Snow Maiden” and looking at illustrations for it.

2.Creative workshop: drawing illustrations for your favorite fairy tale.

Continue to develop in children the desire to listen to fairy tales, be interested in the development of events, and empathize with the characters. Discuss the unusual ending of the fairy tale. Maintain interest in looking at illustrations.

Make children want to be artists and make an illustration for their favorite fairy tale, using different means of expression.

May

1. Compose a fairy tale with the children: “If I were a wizard.”

2.Preparing a puppet theater and showing the fairy tale “Kolobok” to younger preschoolers.

Improve children's ability to write short tales on a given topic. Develop the ability to listen to each other and evaluate the results.

To improve children's artistic and speech performance skills, the ability to convey their attitude to the content of a literary phrase with intonation. Cultivate a kind attitude towards children, a desire to bring them joy.

Self-development plan

Target

Studying methodological literature, periodicals, scientific literature, educational literature. Completing vocational training courses.

Continue work to improve the scientific and theoretical level in the field of preschool education.

Search and selection of diagnostics.

Improve your level of analytical skills.

Selection of specific techniques, methods and types of work for self-education.

Determine the goals and objectives of practical activities; means and methods for professional self-development.

Visit to RMO. Study of normative documents, periodicals.

Familiarization with new documentation on conducting teaching activities in a preschool institution.

Improving your PC experience. Use of educational Internet resources. Attending open classes of colleagues, seminars, trainings.

Mastering various teaching methods and techniques; using them in the classroom.

Participation in professional competitions.

Development of creative potential in professional activities.

Study and analysis of psychological and pedagogical literature. Analysis and assessment of your activities and the activities of children.

Development of personal qualities that contribute to high results and elimination of shortcomings.

Mastering interactive forms of working with families. Study of families and parents' pedagogical capabilities. Familiarization with the experience of colleagues.

Master the forms of working with parents.

Conducting analysis.

Analysis and assessment of the achieved changes in professional qualities.

Plan for working with parents

on this topic: “Spiritual and moral development of children through fairy tales”

for the 2016 – 2017 academic year. year

Content

September

1. Selection of material necessary for working with children and parents on the topic: “Spiritual and moral education of children through fairy tales.” Setting goals and objectives on this topic.

2. Consultation for parents in printed form “How to make a child friends with a book.”

October

1. Folder – moving “Fairy tales can cope with children’s disobedience.”

2. Poster information in the parent’s corner in printed form “The role of fairy tales in the development of children.”

November

1. Consultation for parents in printed form “Features of reading fairy tales about animals”

2. Making, with the help of parents, hats and masks for dramatizations of Russian folk tales about animals.

December

1.Organization of joint creative activities of children and parents in preparing drawings and crafts for the New Year celebration.

2.Parents’ participation in preparing and holding a New Year’s party for children (decorating a group room, making costumes, actively participating in games, competitions, entertainment).

January

Place in the parent's corner a section with tips and suggestions on how to organize a child's reading at home.

Topics: “Your child’s personal library”

“What and how to talk to your child after reading”

February

1. Speech at a parent meeting: “Practical methods and techniques for the spiritual and moral education of children.”

2. Introduce parents to the subject-developmental environment of the group.

March

Consultation for parents in printed form “The role of fairy tales in the development of children”

April

1. Individual consultations and conversations with parents on the issue of the spiritual and moral education of the child.

2. Consultation for parents in printed form “Cultivating hard work, obedience and responsibility through a fairy tale.”

May

Exhibition of joint works (drawings, crafts) of parents and children on the topic:

"Our favorite fairy tales."

Studying methodological literature throughout the year

1. Collection of scientific and methodological articles. Ed. Orel, 2015, ed. O.V.Berezhnova.

2.E.I.Ivanova “Tell me a story.” Ed. Moscow, Education, 2001.

3. Zinkevich-Evstigneeva “Workshop on fairy tale therapy.”

4. M.D. Makhaneva “Theatrical classes in kindergarten.” Ed. Moscow, Sfera shopping center, 2003.

5.Z.A.Gritsenko “Tell the children a fairy tale.” Ed. Moscow, 2003

6.L.B.Fesyukova “Education with a fairy tale.” Ed. Kharkov, 1996

7.E.A.Ulyeva “Fairy tale scenarios for interactive activities with children.” Publishing house Moscow, Vako, 2014.

8. V.V. Malova “Lesson notes on the spiritual and moral education of preschool children.” Publishing center Vlados, 2010

9. O.A. Shiyan “Development of creative thinking. We work according to a fairy tale." Ed. Moscow, Mosaic-Sintez, 2012.

10. Study of articles in the magazines “Preschool Education”, “Preschool Teacher”.

Consultation for parents

“How to make a child friends with a book”

Probably every parent dreams of coming home and at least sometimes seeing their child not in front of a computer monitor, but in front of a book. But not everyone can boast of their children’s love or at least interest in literature.Childhood impressions are the strongest, and all the basic qualities and preferences are laid in us in childhood. Therefore, you need to be very careful not to try too hard to teach your child to read and not discourage him from opening books in the first place.Reading is not a necessity. The child should not associate it with something important, serious and obligatory. It's a pleasure.

If you don’t know which books are best to start with (children’s book publishing is developing very rapidly), use our advice.

1. Illustrations
The child learns about the world and is interested in everything around him. Therefore, keeping his attention with measured reading can be difficult. And your main assistant in this is illustrations. If a book has pictures, the child will definitely pay attention to it. The freedom of choice here is limitless - reissues of works by old masters, drawings by contemporary young artists, realistic images or, conversely, deliberately “childish”... You will definitely find a book that you will be happy to look at with your child.

But special attention should be paid to the popular Swedish writer and artist Sven Nordqvist. He became famous for his simple funny stories about old man Petson and his kitten Findus. The most important thing in his books is the illustrations. They are full of so many details that you can spend hours looking at one picture! These are not just illustrations, these are entire worlds! And, having finished the book, you can come up with your own stories based on Nordkvist’s pictures.

2. Magical and strange

Magical worlds and magical creatures are practically a win-win option to interest a child. True, now almost anyone who knows how to write strives to invent their own world, their own strange heroes with unpronounceable names, as if this is the key to success. But there are many successful examples! One of them is the book by Irina and Leonid Tyukhtyaev “Zoki and Bada”. Zoks are small and very naughty creatures who, more than anything else, love to eat honey and give poor Bada a merry life. Believe me, you will get as much pleasure from this book as a child. The subtitle of the book is “A Guide to Parenting for Children.” Therefore, you will probably recognize yourself in many situations and be able to laugh at yourself from the outside. And the children will laugh at the hilarious zoos and the hapless Bada.

3. In the most interesting place!

Almost all children's books are small in volume. It is very difficult to hold a child’s attention for a long time, we have already talked about this. But this is not a reason to avoid long stories and thick books.
“To be continued...” is one of the most intriguing phrases in the world. A truly interesting story with a sequel can captivate the most desperate book lover and turn family reading into the most enjoyable home ritual. The main thing here is to choose the right story. It should be eventful, but not too eventful, so that it is not difficult for the child to follow the story and remember the characters.
The books by the Norwegian writer Anne-Kat Westley “Dad, Mom, Grandma, Eight Children and a Truck” and “Anton’s Little Gift” are ideal for this. These are simple stories about family life. But ordinary life can also be full of adventures - dad’s truck was stolen, and the children went looking for it, grandmother came from the village, children met a real bear in the forest...
The easiest way to interest a child is to leave the outcome of another mini-story for the next day. Who stole daddy's truck? Will the guys be able to find it themselves? And you won’t have to persuade your child to read a little, he will ask you to do it himself!

Among more contemporary writers, pay attention to Kate DiCamillo. The heroes of her wonderful books are children and animals. They are friends, get into different troubles together and help each other. By the way, such “long-lasting” books are better than short stories also because the child will have time to get used to the characters, which means he will learn to empathize with them.

4. Eternal values
And finally - heavy artillery! Remember everything you loved to read as a child. Take from the distant shelves the well-thumbed collections of Andersen's fairy tales, books by Astrid Lindgren, Viktor Dragunsky, Nikolai Nosov, Eduard Uspensky... Now you can read them again with a clear conscience (and at the same time compare how your current perception of the book differs from how you perceived it as a child, it’s very exciting). More than one generation of children has grown up with these books, so they definitely won’t let you down!

In general, the only way to teach a child to read is to read. Read for yourself, so that he can see that this is a really interesting activity, since adults devote so much time to it. And read with your child. First you to him, and then - in turn. Despite all the advice, the choice of books is not that important. The approach is important. To make family reading enjoyable for everyone involved, read what you really enjoy.

Consultation for parents:

How to make a child friends with a book

A person's intelligence has always been judged by how many books he has on his shelf. And, of course, any intellectually developed parent would want their child to love reading.

How to teach a child to love reading so that in the future he prefers a book to a computer and TV?

Listen to our advice, in which we have collected the experience of teachers and wise parents.

Read for yourself. Of course, none of your actions will have an effect if you do not show your child from your own experience that reading is really interesting. As a rule, in a reading family, children grow up to read. And if, having sat your child down to read, you yourself begin to spend time in front of the TV, do not be surprised if the child does not do the same in your absence, throwing the book into the far corner.
Start collecting children's books. Additional expense item? Not really. Believe me, funds invested in a child’s education provide the greatest returns.
Make reading a habit Insert reading into your daily routine - read for a few minutes a day when the child is calm, attentive, and receptive. Make reading books a mandatory daily tradition and do not change it. This can be not only reading before bed, but also reading books in the middle of the day, at a time when the child is usually calm. First, read short fairy tales or short stories, then move on to continued stories.

Research by British Medical Journal psychologists has shown that children whose parents read books aloud to them have better literacy and language skills by the time they enter school. In addition, by describing events in a story and explaining the meaning of the story, parents thereby encourage the child to be curious, which contributes to the development of social skills and a better understanding of the world around him.

Expressive reading aloud helps develop vocabulary, memory, and speech.
Learn to read specifically for your child. The tone and intonation of reading are of particular importance to the child, so read slowly, pronouncing the words into a chant and placing emphasis in the right place.
It is best to start reading independently at the age of 6-7 years. Buy books with bright pictures for your child. First, rely on your own taste and your childhood memories, then give your child the right to choose his own books. Take your child to the bookstore and ask what book he would like to read. And don’t load your baby with serious literature right away. Let them be comic book magazines to begin with, as long as he chooses them himself and reads them.
Be sure to discuss what you read. Ask your child what he remembers most, which of the characters he liked or disliked, and whether he approves of the ending of the story. After all, the culture of reading involves not just reading a text, but also the ability to analyze it. This advice also applies to the period when the child begins to read independently. It would be nice if you yourself were aware of what he reads about
Even if a child is already quite capable of reading a book in its entirety, do not deny him the desire to listen to adults read to him. Let him read on his own what he likes (for example, fantasy), and you read to him those books that you would like him to love too: books by Mark Twain, Jules Verne, Fenimore Cooper and others.
Include other forms of reading comprehension. For example, after reading the fairy tale about the Nutcracker, take your child to the ballet of the same name. If your child is interested in literature about space, take him to the planetarium more often. Suggest the reverse order: after watching a movie with your child, talk about the book on which the movie was based.
Keep the library open. Keep a small, quickly updated library of durable children's books on a shelf designated for your child to reach at a moment's notice.
Limit your child's exposure to TV and computer. Instead of cartoons, you can offer audiobooks. The child can do his own thing while listening: draw, assemble puzzles, play with construction sets. Tell your child who the author is and the name of the book he is listening to. It is quite possible that he will want to read the next story by the same author in a book himself. It is important to show the child that a book (even audio) is better than cartoons and computer games, because it allows him to control the creation of images, rather than perceive ready-made ones.
Cultivate a caring attitude towards books. First of all, by personal example.
Avoid violence. If you force your child to read by resorting to methods of intimidation and punishment, this can lead to antagonism and the child may begin to hate reading. Never criticize your child or compare with other children: “Masha read 5 books over the summer, but you had difficulty reading one because you don’t really know how to read.”

Consultation for parents

“The role of fairy tales in the development and upbringing of a child”

Children draw a lot of knowledge from fairy tales: the first ideas about time and space, about the connection of man with nature, with the objective world; fairy tales allow the child to see good and evil.

A fairy tale for a child is not just fiction, fantasy, it is a special reality of the world of feelings. A fairy tale expands the boundaries of ordinary life for a child. Listening to fairy tales, children deeply sympathize with the characters, they have an internal impulse to assist, to help, to protect.

In preschool age, the perception of a fairy tale becomes a specific activity of the child (in addition to play and visual activity), which has an incredibly attractive power, allowing him to freely dream and fantasize.

It is difficult to deny the role of fairy tales and works of art in the development of correct oral speech. Traditionally speaking, texts expand vocabulary, help construct dialogues correctly, and influence the development of coherent speech. But in addition to all these, albeit key, tasks, it is no less important to make our oral and written speech emotional, imaginative, and beautiful.

It's not enough to just read a fairy tale. In order for a child to remember it better, you need to help him understand it and experience various situations with the characters. Analyze the actions of the characters, imagine yourself in their place. Then the memorization will be conscious and deep.

To make it easier for a child to remember fairy tales and then tell them, you can use various didactic games. These games also help very well in the development of creative imagination, fantasy, coherent monologue and dialogic speech.

We invite you to consider some of them.

"Meetings of Heroes"

The game helps to develop oral dialogic speech, to better remember the sequence of actions of a fairy tale and its plot.

A fairy tale is read to the child at will. After reading, he is offered images of two heroes from a fairy tale. The child’s task is that he needs to remember what the characters said to each other and voice the dialogue. You can suggest heroes who are not found in the fairy tale. For example, in the fairy tale “Kolobok” the hare and the bear do not meet each other. But what could they say to each other when they meet? Praise the bun for being so smart and cunning or complain to each other about the deceiver.

"Sound engineers"

This game is also aimed at developing oral coherent speech, helping to better remember the sequence of actions of a fairy tale and its plot.

After reading the fairy tale, look at the illustrations for it. Stop at the one you like. Invite your child to “voice” the picture. Let him remember what the heroes said at the moment, what actions they performed. Also for this game you can use fragments of cartoons based on fairy tales of the same name. Turn off the sound and let your child verbalize the events.

"New Tales"

The main objectives of this game are to develop creative imagination and fantasy of coherent speech.

Take a well-known fairy tale. Remember the sequence of events in it, specify where the action takes place, which characters are encountered. And suddenly something became different in the fairy tale: the scene of action changed or a new hero appeared. For example, in the fairy tale “Turnip” we will change the scene and send all the characters to the stadium or to the cinema. What happens if an evil wizard or a butterfly also appears there? There are many options.

"Missed Frame"

Purpose of the game: to teach how to compose a story based on a series of plot pictures, to help the child remember the sequence of events of the fairy tale.

For the game, you can use a series of paintings to tell fairy tales, which can now be purchased in sufficient quantities in stores.

Pictures of one of the fairy tales are placed in order in front of the child. One picture is deliberately removed. The child is given the task of remembering which plot was missed. If he finds it difficult to find the answer, you can put the upside down picture in the place where it should be without breaking the sequence. After voicing the missing plot, you need to tell the whole tale.

"Fairytale chain"

The purpose of this game is to teach how to make sentences based on object pictures. Help the child remember the characters, the object environment, and the sequence of events of the fairy tale.

Choose any fairy tale you have read to play. Prepare separately all the characters and various objects that are found in this fairy tale. To complicate the task, you can add characters and objects from other fairy tales. For example, take the fairy tale “The Fox and the Bast Shot”. The child is offered images of fairy-tale characters and objects, and he determines whether there are such things in a given fairy tale or not. If there is one, it is laid out in a chain and a proposal is made for a fairy tale, using this object or hero. If it is a chicken, then you can remember that the fox took the chicken in exchange for a bast shoe.

Here are just a few interesting games that will help your child better navigate the world of fairy tales. And the priceless time that you will spend with your baby playing cannot be replaced by any other benefits.

When a child learns to work with a fairy tale, will be able to navigate it well, analyze the actions of the characters, evaluate them, he will be able to transfer this model to real life and correct some situation.

Parents should pay more attention to fairy tales. The specific content of each fairy tale can tell parents their own ways of education.

Fairy tales develop a child’s imaginative and logical thinking, his creative abilities, speech, introduce children to the natural world and help prepare them for school.

consultation for parents

“Features of reading fairy tales about animals”

Fairy tales about animals are of great importance for the education of preschoolers.
They are instructive and entertaining, which is why they are often read to children. Tales about animals originated in ancient times and at an early stage of their development were magical in nature. Over time, they lost their magical meaning and approached a small instructive story of an allegorical form. Fairy tales about animals touch on issues of morality and morality. They teach justice, foster a sense of collectivism, and evoke a desire to help the weak.
The uniqueness of fairy tales about animals also determines the peculiarity of their reading.

The name “fairy tale” itself determines the form of reading. A fairy tale is read from a book or by heart, always in a simple, conversational manner. The teacher addresses the children using the common fairy-tale form of storytelling. “I was there...” “Once upon a time...”. A natural, sincere tone is one of the main conditions for reading a fairy tale.
Tales about animals are usually small in volume, their content is extremely simple, close and understandable to children. They are based on reality; the element of fantasy in them is insignificant. It manifests itself in the humanization of animals, which not only speak human language, but also act like people. This feature of fairy tales about animals also requires reading them with intonations common to everyday communication, naturally and simply.

As a rule, fairy tales about animals are built on the principle of antithesis : good is opposed to evil (“The Fox, the Hare and the Rooster”), intelligence is opposed to stupidity (“The Fox and the Goat,” etc. This feature of fairy tales must also be taken into account when reading. Places in which the opposition is made should be highlighted in voice ( greater strength), slowing down the pace, pauses (more strength).
Emphasizing these places enhances the impression of the fairy tale and makes it more understandable for children. Heroes in fairy tales about animals are well known to children. (Cat, fox, rooster, hare, goat, etc.), endowed with typical traits: the fox is cunning, the wolf is evil, the hare is cowardly, the cat and rooster are brave, etc. etc.)

The peculiarity of the depiction of fairy-tale characters also determines the uniqueness of the transmission of their images during reading. The teacher should read fairy tales in such a way that the children immediately understand which hero they are talking about. Thus, the teacher reads those passages where positive characters are talked about affectionately, with approving intonations, trying to evoke a warm attitude among listeners. When reproducing the images of negative characters, dry, hostile intonations must correspond.

The action in fairy tales about animals begins immediately: “Grandfather planted a turnip ...” and develops continuously. One episode gives way to another. Take, for example, the fairy tale “The Fox, the Hare and the Rooster.” The fox has just kicked the hare out of the hut when he meets a dog, the dog runs away - he meets a bear, the bear leaves - a rooster appears, etc.

The plot in fairy tales about animals develops quickly. The composition is not complicated. Repeated repetitions play a big role: for example, a hare, kicked out of his hut by a fox, meets dogs, a bear, a rooster and tells everyone in exactly the same terms about his misfortune: “How can I not cry, my hut was bast, and the fox’s was ice ..."
Multiple repetitions have great semantic meaning. They convey a gradual increase in tension, which in the latter case reaches its highest point and is the climax, after which a decisive turning point in the action occurs. Repetitions excite children, help them understand a fairy tale and remember it, so repetitions must be highlighted when reading. Words that convey increasing tension are best read with long pauses; the last repetition should be pronounced slowly, since it, being the moment of highest tension, alerts the children and prepares them for the perception of what will follow it.

Read fairy tales to children, because children love them so much.

Fairy tales will help cope with children's disobedience

Children's whims... Which parent has not encountered them?! A child refuses to eat, go to bed, put away his toys, doesn’t want to go to kindergarten, often cries and throws tantrums, takes what belongs to others, or constantly fights and quarrels with other children - such problems are encountered at every step. And it depends on us, parents, whether we can overcome them without harming the child and our relationship with him.

Often persuasion, shouting, long lectures and moralizing do not bring any benefit. A lot has been written and said about the dangers of assault, and you yourself, most likely, have more than once become convinced of the ineffectiveness of such methods. What to do? There is a simple but very effective method of dealing with children's whims. Try not to scold the child, do not punish him with your inattention, etc., but instead tell him a fairy tale. These are special psychological fairy tales that will help cope with most of the child’s whims. For a child, such fairy tales are very interesting. In them he sees heroes who face the same problems as he does, and the kid begins to understand how to get out of a difficult situation.

Each fairy tale can be changed depending on the characteristics of your child and the characteristics of the problem situation. You and your child can try to come up with your own story or a continuation of a plot that interests you.

The effect of joint creativity will not take long to arrive. You will not only understand each other better, but also fill your communication with joy and inspiration.

A fairy tale is a fictional story with a happy ending and the inevitable victory of good over evil. Most often, fairy tales contain magic and various adventures that are incredible in ordinary life. The inaccessible becomes accessible, the unreal becomes real.
All children love fairy tales. It is the accessible language of a fairy tale that they understand more easily than the insipid speech of an adult. The role of fairy tales in raising children is multifaceted. They develop imagination and encourage fantasy. They also develop correct speech and learn to distinguish between good and evil.
A fairy tale forms the basis of behavior and communication. Develops imagination and creativity. In preschool age, the leading activity is play; combining a game and a fairy tale, you get wonderful developmental exercises that will also be useful for preschool teachers Tasks:
- Clarify and enrich children’s knowledge about fairy tales;
- Teach children to recognize familiar fairy tales;
- To make children want to help the heroes of fairy tales;
- Develop intonation and speech expressiveness;
- Develop speech, imagination, fantasy, thinking;
- Develop the ability to act in a coordinated manner.

GAME 1. "Whose words?"

Exercise : “Who says these words?”:

“Don’t drink, Ivanushka, you’ll become a little goat” - Alyonushka.

“Don’t sit on the stump, don’t eat the pie” - Masha.

“Who sat on my chair and broke it?” - Little bear.

“Save us, we were eaten by a gray wolf” - Little Goats.

“Catch, catch, fish, big and small” - Wolf.

“Are you warm, girl, are you warm, red one” - Morozko.

“At the behest of the pike, at my will...” - Emelya

"The beaten one is lucky for the unbeaten one" - Chanterelle

“Hut-hut, turn your front to me and your back to the forest...” - Ivan Tsarevich

“I left my grandmother, I left my grandfather, and I’ll leave you, even more so!” - Kolobok

"Sivka-burka, prophetic kaurka, stand in front of me like a leaf in front of the grass." - Vanya (Ivan the Fool)

"What do you want, old man?" - Gold fish

“My light, mirror, tell me and report the whole truth.” - Queen

“But remember, as soon as the clock strikes twelve..” - fairy – sorceress (Godmother)

Municipal budgetary preschool educational institution Kindergarten No. 8 in Donetsk

Discussed

at the pedagogical council

Protocol No.____

from "__"_______2017

Senior teacher

___________________

SELF-EDUCATION PLAN

for the 2017-2018 academic year

Lykova Olga Anatolyevna

Position, education - educator, higher

Pedagogical work experience in preschool educational institutions – 7 years

Self-education topic: « Development of curiosity of children of senior preschool age in familiarization with literary fairy tales»

Target :

identify the formation of interest and need for reading(perception)books through problem solving

Tasks :

1.Increase your own level of knowledge by studying the necessary literature, visiting the Moscow Region, and self-education.

2. Analyze the main theoretical approaches to the conceptcuriosity in familiarizing with literary fairy tales of senior preschool age.

3. Develop a system of work onfamiliarization of older preschool age with literary fairy tales.

5. Create a perspectiveplanon working with children and parents.

6. Prepare diagnostics for the beginning and end of the school year;

7. Systematize and produce didactic games.

8. Create in detaildevelopingenvironment and conduct a selection of artisticliterature.

9. Interact with the library.

10. Prepare (conduct) a consultation for teachers on the topic: “Developing the curiosity of children of senior preschool age in familiarizing themselves with literary fairy tales”; speech at the pedagogical council.

Relevance of the problem

Artisticliteratureas a means of instilling humane feelings inpreschoolers

The relevance of the topic is due to the fact that the advantage of artisticliteratureas a means of cultivating humane feelings - in the emotional assessment of reality. The process of reading books actively affects the feelings and mind of a child,develops his sensitivity, emotionality. InsufficientdevelopmentThese qualities in a child lead to an artificial limitation of his capabilities, to the upbringing of a person who does not feel, does not understand, and blindly follows the learned rules of behavior.

Preschool agecharacterized by great opportunities for moral educationchildren: in differentdevelopingtypes of their activities, some methods are successfully formedconsciousmanaging your behavior, activity andindependence, interest in the social environment. In the initial associations - a society of peers - betweenpreschoolersrelationships are established, which, under the guidance of the teacher, acquire a collectivistic character,childrenthe beginnings of collectivism are formed, a feeling of camaraderie and friendship arises.

The artistic word affects not onlyconsciousness, but also on the child’s feelings and actions. A word can inspire a child, make him want to become better, do something good, helpsrealizehuman relationships,get acquainted with the norms of behavior. The formation of moral ideas and moral experience is facilitated by communicating to children knowledge about the moral qualities of a person.

Emotional responsiveness becomes the basis for the formation of moral values ​​in a child.feelings : satisfaction from good deeds, approval from adults, shame, grief, unpleasant experiences from one’s bad deed, from an adult’s remark, dissatisfaction. INpreschoolChildhood also develops responsiveness, empathy, kindness, and joy for others. Feelings motivatechildrento activeactions : help, show care, attention, calm, please.

The meaning of artistic literature in education children

The meaning of artisticliterature in raising childrenis determined by its social, as well as educational role in the life of all our people.

The art of words reflects reality through artistic images, shows the most typical, comprehending and generalizing real life facts. It helps the childexperience life, shapes his attitude towards the environment. Works of art, revealing the inner world of heroes, forcechildren worry, experience the joys and sorrows of the heroes as if they were your own.

Kindergarten introducespreschoolerswith the best works forchildrenand on this basis solves a whole complex of interrelated problems of moral, mental, aesthetic education.

A child can understand that a work of art reflects the typical features of phenomena as early as 5 years old. Researchers note such a feature of a child’s artistic perception as activity and deep empathy for the heroes of the works.

A work of art attracts a child not only with its bright figurative form, but also with its semantic content.Senior preschoolers, perceiving the work, can giveconscious, a motivated assessment of the characters, using in their judgments the criteria of human behavior in our socialist society that they have developed under the influence of upbringing. Direct empathy for the characters, the ability to followplot development, comparison of the events described in the work with those that he had to observe in life, help the child relatively quickly and correctly understand realisticstories, fairy tales, and by the endpreschool age - shifters, fables. Insufficient leveldevelopmentabstract thinking makes it difficult for children to perceive genres such as fables, proverbs, riddles, and necessitates the need for adult help. One of the important tasks is to formchildren's independencein artistic-speech and theatrical-game activities,developtheir creative abilities.

It is also necessary to educatechildrenselective attitude towards works of art, ability to navigate the world of books. It is necessary to develop the right attitude towards books and reading; develop the skill of joint listening, the ability to answer questions in an organized manner and ask about what has been read, carefully examine illustrations, and relate them to familiar text; develop skills in handling books carefully.

Raised by preschoolers interest and love for the book

The book is a kind and wise adviser, friend and teacher. For us, teachers, these words sound like an immutable truth. And our students are just discovering the wonderful world of reading, book wonders and mysteries. Therefore, our task, first of all, is to structure the work in such a way that the book is present in various areas of the child’s activity, children have the opportunity to communicate with the book every day, and candevelop your literary interests.

What is itcuriosity?

Curiosityit is a tendency to acquire new knowledge.

The program states that the child isolder ageshows intellectual activity, he exhibitscognitive interest.

Curiosity and cognitive interest influence the development of a child. They encourage him toindependentexpanding and deepening knowledge in their area of ​​interest. Influencedcuriosity and educational interests developand the child’s moral and aesthetic feelings are enriched.

One of the means of formingcuriosity in children is children's literature, it affects bothchild's consciousness. Likewise, it helps his feelings to perceive the world around him correctly.

Methods and techniques:

Verbal - reading,storytelling(acquaintancechildren with literary text) . Retelling the text by children. Conversations-questions-answers that help deepen perceptionliterary text.

Visual : demonstration, showing illustrations.

Gaming : didactic, theatrical, moving.

In order to formcuriosity, activity through reading fictionliterature planninguse the followingforms work withchildren :

1. literary quizzes

2. conversations

3. evenings of riddles

4. literary games

5. organization of exhibitions of children's creativity

6. creating a project

Expected Result:

1. Development of literary speech in children, aestheticchild's consciousness, the formation of his worldview. Replenishmentliterary baggage.

2. Involving parents in joint creative activities.

3. Diagnostic results for reading fictionliterature.

Work plan

Practical outputs:

1. Preparing a message. Topic: “Development of curiosity in children of senior preschool age in familiarization with literary fairy tales”

2. Conducting a master class for teachers. Topic: “Drawings and crafts based on fairy tales”

3. Design of a mobile folder. Topic: “What contributes to the development of speech”

4. Exhibition of works, production of the album “Visiting a Fairy Tale”

5. Preparation of a collection of consultations for parents. Topic: “The role of fairy tales in the development of children”

6. Report on the work done for the academic year.

Literature:

1. Gurovich L.M. and others. The child and the book: Book. For the teacher of children. garden - M.: Education, 1992. - 64 p.

2.Gerbova V.V. Introducing children to fiction. Program and methodological recommendations. – M.: Mosaika-Sintez, 2005 – 72 p.

3. A. Mikhailova “Try to write fairy tales”

4. Korotkova E.P. Teaching preschool children storytelling . – M.: Education, 1982.

Long-term self-education plan:

Forms for presenting the results of self-education:

Message at the teachers' meeting.

Creative report.

Work plan for self-education for 2016–2017. on the topic “The role of fairy tales in the moral and spiritual education of preschool children”

Stepanenko Daria Viktorovna

Explanatory note.

Fairy tale enters a child's life with very early age, accompanies him throughout preschool childhood and remains with him throughout his life. Co fairy tales his acquaintance with the world of literature, with the world of human relationships and the entire world around him begins. Fairy tale is one of the most accessible means for spiritual - moral development of the child, which has been used by both teachers and parents at all times. Thanks to fairy tale a child learns about the world not only with his mind, but also with his heart. And he not only knows and expresses his own attitude towards good and evil. Fairy tale presents children with a poetic and multifaceted image of his heroes, while leaving room for imagination. Spiritually – moral concepts vividly presented in the images of heroes are reinforced in real life and relationships with loved ones, turning into moral standards which regulate desires and actions Fairy tale in a way, the poetry of life and the fantasy of the future, a fertile and irreplaceable source nurturing love for the Motherland. These are the spiritual riches of folk culture, by learning which a child comes to know his native land and people with his heart.

Relevance

Currently, we are increasingly seeing examples of children's cruelty and aggressiveness towards each other, towards loved ones. Far from being influenced moral cartoons, children have distorted ideas about spiritual and moral qualities: about kindness, mercy, justice. From birth, the child is aimed at the ideal of the good, therefore, already from himself younger children must be shown moral and the spiritual essence of every action. Such moral categories, like good and evil, good and bad, it is advisable to form both by your example, as well as with the help of folk fairy tales, including about animals. Why fairy tales are so effective when working with children, especially in preschool age?

1. B preschool age perception of fairy tales becomes a specific activity of the child, which allows him to freely dream and fantasize.

2. Perceiving a fairy tale, the child, on the one hand, compares himself with fairy-tale hero, and this allows him to feel and understand that he is not the only one who has such problems and experiences. On the other hand, through fabulous images, the child is offered ways out of various difficult situations, ways to resolve conflicts that have arisen, and positive support for his capabilities and self-confidence. At the same time, the child identifies himself with a positive hero.

Problem

Problem Resolution moral and spiritual education requires searching for the most effective ways or rethinking already known ones. An effective remedy in education moral qualities of the individual preschoolers is a fairy tale. Spiritually moral education– is the formation of a valuable attitude towards life, ensuring sustainable, harmonious development of a person, including fostering a sense of duty, justice, responsibility. Any society is interested in preserving and transferring accumulated experience. Maintaining this experience largely depends on the education system and education Problems of spiritual and moral education of preschool children have always been the center of attention of outstanding teachers, such as V. A Sukhomlinsky, N. S Karpinskaya, L. N Strelkova, etc. They searched for the most effective ways and means of realizing spiritual moral education in preschool educational institutions. In my opinion, one of the means of creating positive spiritual and moral ideas of children, establishing closer contacts between adults and children in the family and in kindergarten is fairy tale. Period preschool childhood is most favorable for spiritual and moral education of a child, because a person carries the impressions of childhood throughout his life.

Goals:

1. Develop and bring up There is a spiritual principle in the soul of every child.

2. Identify and study educational features of Russian folk fairy tales.

3. Formation moral ideas and education of moral qualities of the individual(feelings of mercy, compassion, respect and obedience).

4. Formation of the habit of consulting with your conscience in different life situations.

5. Ensuring the social adaptation of children by introducing them to the cultural tradition of folk fairy tales.

To achieve the goal, I have determined the following tasks:

1. Help children develop spiritual moral values, formation moral qualities in the process of establishing positive interpersonal relationships.

2. Develop children’s ability to distinguish between good and evil, good from bad in fairy tale and life, ability to do moral choice.

3. Contribute education obedience to parents based on love and respect for loved ones.

4. Promote the development of aesthetic taste, the ability to see, appreciate and cherish beauty.

5. Develop the ability to think, compare, analyze actions fairy-tale heroes, learn to evaluate the behavior of yourself and others.

6. Create the necessary conditions for children to become acquainted with Russian folk fairy tales.

7. Select diagnostic materials aimed at monitoring the level moral education qualities of children using the example of Russian folk heroes fairy tales.

8. Help parents understand the value fairy tales, her special role in education today's and especially tomorrow's man.

Children are interested in listening fairy tales. They empathize with positive heroes, tell them, what you should and shouldn’t do, who to ask for advice, and whose advice you shouldn’t listen to.

After reading fairy tales there is definitely a discussion going on. Even older children believe in fairy tale, which means it is easier to teach and bring up. Thus, a fairy tale lived, lives and will live despite persecution and will play a huge role educational role.

Implementation of the program self-education carried out in two directions:

1. Joint activities with children.

2. Interaction with parents.

Working with parents:

1. Conducting parent meetings.

2. Individual consultations and conversations with parents.

3. Decorating a corner for parents on topic: « The role of fairy tales in the spiritual and moral education of preschool children».

4 Participation of parents in entertainment and matinees.

5 Participation of parents in strengthening the material and technical base of preschool educational institutions.

Educational areas:

1. Cognitive development.

2. Speech development.

3. Artistic and aesthetic.

4. Physical development.

5. Social and communicative.

Perspective self-education plan on the topic:

« Fairy tale- as a means of spiritual moral education of preschool children»

Compiled: teacher 1st category

Stepanenko D.V.

September.

1. Selection of the material necessary for work with children and parents topic: « Fairy tale as a means of spiritual moral education": setting goals and objectives for this topic.

2. Parent meeting: « Fairy tale a lie - yes, there is a hint in it": (target: to introduce the subject-developmental environment of the group, to introduce them to entertainment, matinees, theatrical celebrations held throughout the year).

3. Consultation for parents: .

1. Study the topic: « The role of folk tales in the development of children's speech".

Methodical techniques:

Reading to children and retelling of a fairy tale: "The wolf and the seven Young goats", looking at the illustration.

- Consultation for parents: « The role of fairy tales in children's development » , « Fairy tales will help cope with children's disobedience".

2. Replenishment of the group’s library with new colorful books with Russian folk fairy tales, disks.

1. Creating a card index fairy tales for working with children.

2. Use quotes from fairy tales in special moments.

Methodical techniques:

Reading and retelling fairy tales to children: "Goby, tar barrel".

-Didactic game: "Guess fairy tale » .

Consultation: "Features of reading fairy tales about animals » .

3. Mother's Day: organizing a competition for mothers “I love my mother very much”.
4. Conducting an open lesson on the spiritual and moral development of children “IN SEARCH OF A TREASURE CHEST”

1. Study the topic: "Usage fairy tales in working with children. Methodical techniques:

- Didactic game: "Guess which one from fairy tale excerpt read ?»

Board and printed games based on fairy tales(cut pictures, lotto).

In the corner for parents, place a section of advice and suggestions on how to organize a child’s reading at home. Themes: "Your child's personal library", "How and when tell stories«, "Books and Theater".

2. Parent meeting: conducting a master class on topic« Fairytale book » .

3. Exhibition works(children and parents) "Winter fairy tales » .

1. Study the topic: « Fairy tale as a spiritual means - moral development of the child’s personality.”

Methodical techniques:

Reading to children fairy tales: "Three Bears".

Listening to an audio recording fairy tales.

-Consultation for parents: "Read to me fairy tale » .

Individual conversation with the child’s parents at topic: “How to make a child friends with a book”- about the benefits of reading at home.

1. The role of fairy tales in raising children.

Methodical techniques:

Set up a mummering corner.

- Consultation for parents: « Nurturing hard work, obedience and responsibility through fairy tale».

1. Study the topic: "Influence fairy tales on the child's psyche » .

Methodical techniques:

-Didactic game: "From what fairy tale hero » .

Buy folk coloring books for the group fairy tales.

-Consultation for parents: "How to choose a useful a fairy tale for a child » .

Place a book in the corner for parents - layout: “What and how to talk with children after reading”.

1. Theatricalization fairy tales as a means of spiritual moral education of children».

Methodical techniques:

Teach children to beat familiar fairy tales.

Add material to the theater corner.

2. Theatricalization of V. Suteev’s fairy tale “Under the Mushroom”

1. Self-analysis of the self-education plan.

Methodological techniques.

Continue to teach children to beat familiar fairy tales.

2. Exhibition work of children and parents: "Our favorite fairy tales » .

When compiling plan for self-education in your work I used the following literature:

1. Collection of scientific and methodological articles. Eagle 2015 Edited by O. V. Berezhnov.

2. Ilyin I.: "Spiritual world fairy tales » .

3. Zinkevich – Evstigneeva: "Workshop on fairytale therapy » .

4. E. I Ivanova: "Tell me fairy tale » . Literary fairy tales for children. Enlightenment 2001

5. Lancheeva – Repeva: "Another kingdom of the Russians" fairy tales » .