“Formation of tolerance in children of senior preschool age in preschool settings”

MAGAZINE Preschooler.RF

Prepared by: teacher Vanzha Irina Nikolaevna Nefteyugansk Municipal autonomous preschool educational institution of the city of Nefteyugansk “Kindergarten No. 20 “Cinderella”

Recently, discussions have often arisen about a tolerant world, the so-called world without violence and cruelty, in which the main value is the unique and inviolable human personality. Tolerance must be cultivated through the development of good habits, manners, a culture of interpersonal communication, and the art of living in a world of unlike people.

A modern cultured person is not only an educated person, but also one who has a sense of self-respect and is respected by others. It is important to develop in the younger generation the ability to build relationships in the process of interacting with others on the basis of cooperation and mutual understanding, willingness to accept other people, their views, customs and habits as they are. The task of a modern educational institution is to ensure that students emerge from its walls not only with a certain amount of knowledge, skills and abilities, but also independent people who have tolerance as the basis of their life position.

Tolerance is interpreted, first of all, as respect and recognition of equality, rejection of domination and violence, and the diversity of human culture, norms, and beliefs. Tolerance is the willingness to accept others as they are and to interact with them on the basis of agreement. First of all, it assumes reciprocity and an active position of all interested parties. Tolerance is an important component of the life position of a mature person, who has her own values ​​and interests and is ready, if necessary, to defend them, but at the same time respects the positions and values ​​of other people.

In preschool childhood, a child acquires the foundations of personal culture, its basis, corresponding to universal human spiritual values. The formation of the basis of personal culture means that the child becomes familiar with general human values, and not with what may be considered valuable by a certain circle of people in a certain region and at certain points in time, and becomes familiar with the universal means of human life.

Methodological developments for instilling in children such moral values ​​as respect for another culture and its bearers, which contribute to the development of mutual understanding, tolerance, openness and friendliness, are currently insufficient.

Let us take a brief look at the characteristics of preschool age.

Preschool childhood is a time of achievements and problems not only for one little person, but for the whole society as a whole. At this age, children develop the skills of respectful and friendly behavior during relationships with representatives of different cultures, the ability to perceive the environment as the result of cooperation between people of different nationalities and different ethnic origins. They have a positive effect on a person, transform him, elevate him, and return him to a more harmonious state.

Preschool childhood is a very short period in a person’s life, only the first seven years. But they have lasting significance. During this period, development is more rapid and rapid than ever. From a completely helpless being who can do nothing, the baby turns into a relatively independent, active person. All aspects of the child’s psyche receive a certain development, thereby laying the foundation for further growth.

One of the main directions of mental development in preschool age is the formation of the foundations of personality. The child begins to become aware of his “I” , his activity, activity, and begins to objectively evaluate himself. A subordination of motives is formed: the ability to subordinate one’s immediate impulses to conscious goals. The child learns, within certain limits, to control his behavior and activities, anticipate its results and control its implementation. The emotional life of a preschooler becomes more complicated: the content of emotions is enriched, higher feelings are formed. A small child does not know how to control emotions. His feelings arise quickly and disappear just as quickly. With the development of the emotional sphere in a preschooler, feelings become more rational and subordinate to thinking. But this happens when the child learns moral standards and correlates his actions with them. The development of the emotional sphere is facilitated by all types of child activities and communication with adults and peers.

A preschooler learns to understand not only his own feelings, but also the experiences of other people. He begins to distinguish emotional states by their external manifestation, through facial expressions and pantomime. A child can empathize, sympathize with a literary character, act out, convey various emotional states in a role-playing game.

New objects that evoke vivid cognitive feelings in children are animals and birds.

It is necessary to study the development of the emotional sphere of a preschooler, which creates the basis for the meaningful assimilation of psychological and pedagogical knowledge, and subsequently will ensure the effectiveness of their application. The development of the emotional and sensory world of a preschool child, when he feels protected and free in his judgments, requires further improvement in the organization of the pedagogical process in a preschool institution. An adult helps the child create the necessary positive image of a future event; for example, a kindergarten teacher may ask to tidy up the room after playing or tell the children how pleased they will be to see their room clean.

Many new feelings arise in preschoolers in connection with new living conditions. This is, first of all, life in a kindergarten group, where the initial forms of collectivist relations develop between children. Children usually begin to realize the need to communicate with peers and the need to play together after the age of 4.

The need for joint activity, correctly used by the educator, can become the beginning of the formation of higher human feelings.

Research by A.I. Arzhanova, V.A. Gorbacheva, I.R. Klyuchareva, A.V. Bulatova, T.A. Repina, M.I. Timoshenko, N.I. Lysenko, contrary to the statements of some foreign psychologists (E. Baldwin, E. Claparède, J. Selli), show that a child under 7 years of age does not at all manifest himself as an egocentric person who is supposedly blind and deaf to the life and experiences of other children. Children 3-4 years old show touching care for their mother.

However, while wildly rejoicing at the arrival of their grandmother, children sometimes amaze adults with their callousness and callousness, not reacting to the grave grief that the whole family is experiencing.

Such inconsistency is typical of children’s unstable and not yet sufficiently substantiated feelings. Preschoolers cannot yet distinguish the degree of significance of events.

In preschool age, provided there is a well-organized children's team, the initial forms of truly comradely and friendly feelings arise. According to M.I. Timoshenko and A.V. Bulatova, friendships are established between many children of the older group. The child gets bored without a friend, helps him, shares toys and sweets with him, stands up for his friend if he is offended. By fixing children's attention on those who need help and care, the teacher encourages children to help people and develops sensitivity and caring as a character trait in six- and seven-year-old children. Among the moral feelings that begin to form in preschool age, cultivating a sense of patriotism is of particular importance. Acquaintance of preschool children with the life of their native country, with its heroes, inventors, commanders, and writers forms in the child a sense of pride and love for his country. Children do not immediately understand which concept is broader - a country or a city, but they develop a careful and vigilant attitude towards everything native, which is always the best and the most noble. But it is very difficult for a six- or seven-year-old child to understand the diverse phenomena of life.

By the end of preschool age, moral criteria become significant for children. A six- or seven-year-old child explains that one should not fight because it is a shame to offend a friend.

Thus, the basis of children's moral feelings is knowledge. However, as long as the evaluative attitude towards various facts and phenomena of reality remains at the level of the information acquired by the child about good and bad, it is still impossible to talk about any educated feelings. The specificity of feelings lies in the fact that the unity of reflection and a person’s relationship to reality is especially convincingly manifested in them. This unity is just beginning to form in preschool children.

No matter how good, understandable and colorful the stories that adults read to children are, no matter how ardently and sincerely the teacher expresses his evaluative attitude towards the good and bad actions of individual characters, the most significant thing in the formation of moral feelings is their direct manifestation in real practical actions and the actions of children. And the teacher finds many such things that are accessible to five- and seven-year-old children, useful to society and joyful for the children themselves. This includes helping adults in cleaning the territory of the kindergarten, caring for flowers, flower beds, trees and animals in the living area, decorating the room for the holiday, and helping younger brothers and sisters and parents around the house.

In the education of moral feelings, an organic connection is necessary between knowledge (correct ideas and concepts), evaluative attitudes (good, bad, noble) and practical actions, on the basis of which moral habits are developed: respectful and polite attitude towards people, careful handling of things, organized behavior. In the practice of daily activities and various interactions of a child with peers and adults, not only his knowledge is accumulated and assessments are formed. Children enrich their practical experience of communicating with people and experience of moral behavior.

The education of tolerance must begin in preschool age; it is this age that is sensitive for the formation and development of many moral qualities, primarily tolerance. The foundations of a tolerant culture for a preschool child are understood as a universal value that reflects the moral basis of children’s behavior in society, communication and interaction with people of different nationalities and cultural groups.

The leading goal of the general education program “From birth to school” (edited by N.E. Veraksa and others) is to create favorable conditions for a child to fully experience preschool childhood, form the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, for studying at school, ensuring the safety of life of a preschooler.

In the program, the tasks of introducing preschool children to moral standards are implemented from the age of 2 through play activities, in which the first interest in play activities of peers is manifested. Through familiarization with elementary generally accepted norms and rules of relationships with peers and adults, contribute to the accumulation of experience in friendly relationships with peers. The themes “I am a man in the world” , “My home” , “People’s toy” . Long-term planning in solving problems of social and personal development of children is manifested through the complication of topics in accordance with the age of the children. Thus, for children 3 years of age, the following topics are recommended: “Me and my family” , “My home, my city” , “Acquaintance with folk culture and traditions” .

In the program, an integrative approach to solving educational problems is the main one and is presented for each age period of preschool childhood. The tasks of the educational field “Socio-communicative development” are solved in all other areas. But the very concept of tolerance and interethnic tolerance is not included in the program.

In the general education program “From birth to school” (edited by N.E. Veraksa and others), an approximate comprehensive thematic planning for all age groups has been developed. Issues related to the formation of interethnic tolerance, I begin to consider with an acquaintance with the peoples inhabiting our planet, are offered in the preparatory group for school (6 - 7 years old) through the topic . ” It is planned to expand ideas about the art, traditions and customs of the peoples of Russia in the topic “Folk culture and traditions” . The topic “Acquaintance with folk culture and traditions” is presented in all age groups, but the authors of the program propose to introduce the concept of other peoples only in the preparatory school group.

The program is based on the approximate basic general education program “Childhood” by T.A. Babaeva, A.G. Gogoberidze, section “In play, a child develops, learns about the world, communicates” , “A child enters the world of social relations” , but modified taking into account the characteristics of the educational institution, the age and level of training of children, the non-standard nature of individual learning and upbringing results.

A distinctive feature of the program is the designed system for the formation of tolerance, which defines organizational and pedagogical conditions, ways and means of implementing complex educational activities, consisting of target (goals, objectives, principles, approaches, areas of activity), content (main and specific factors of formation tolerance), operational-effective (forms, methods, means, developing subject-spatial environment of education), evaluative-regulatory (levels and criteria for the formation of tolerance) components.

The program is designed for children 5-7 years old. The model of tolerant education was developed by the teaching staff; the content of the educational process is based on the use of innovative pedagogical technologies.

The basis of the modified educational program “I and the world around” is the program of V.I. Loginova “Childhood” , section “The senior preschooler enters the world of social relations”, but modified taking into account the characteristics of the educational institution, the age and level of training of children, the mode and time parameters of the activity, the non-standard of individual results of education and upbringing.

Presents one of the options for designing the content of the preschool level for the formation of tolerance, taking into account the state standard.

The program is provided with an approximate content plan with an appendix, which includes approximate lesson notes on cognitive development, a collection of outdoor games of the peoples of the world, a collection of communicative games, fairy tales of the peoples of the world, an approximate outline of a parent meeting, etc.

A special selection of literature will help the teacher deepen knowledge of the problem of developing tolerance in children of senior preschool age.

It is advisable to begin the formation of tolerance from senior preschool age, since it is this age that is sensitive for the education of morality and tolerance; it is at this age that the foundation is laid for the further development of the child’s personality.

A child begins to form his or her attitude toward a person of a different nationality from about 4 years of age, based on elementary manifestations of universal human feelings and unbiased knowledge, while the uniqueness of the national only emphasizes the significance of what is universal. Typically, children of older preschool age do not come into conflict with people of other nationalities. At the same time, manifestations of a different attitude were noticed: ridicule, mockery, fear, etc. They are based on the following factors:

– childlike spontaneity;

– limited life experience;

– childish tactlessness;

– lack of ideas about people of other nationalities and their culture, communication with them, etc.

In the formation of tolerance in preschool children, it is necessary to rely on playful methods of education, since play is the main activity of preschool children.

The foundations of tolerance are laid in preschoolers during work in the classroom, during leisure time, in independent play activities, and various excursions, in particular visiting city libraries, the museum of ecology and local history. And also - this is a huge daily work of teachers. One of the important links in instilling the basics of tolerance in preschoolers is the interaction between teachers and children’s parents. The importance of the family in the formation of a child’s tolerant consciousness and behavior cannot be overestimated. Parents are the first and main educators of children, and it is impossible to develop tolerance in a child, like any other quality, if they are not allies of teachers in solving this problem. The interaction between teachers and parents is based on the principles of mutual trust and respect, mutual support and assistance, patience and tolerance towards each other. The work of educators with parents to develop tolerance in children should be carried out taking into account the characteristics of family relationships.

The problem of educating the younger generation in the spirit of tolerance is more relevant now than ever, since it is due to changes in recent decades in the economic, political, and cultural life of the country.

In older preschool age, one should develop knowledge about state symbols (flag, coat of arms, anthem), introduce the concept of “Motherland” (the place where a person was born, where his relatives live), “capital” (the main city of the state, the seat of government), “state” (territory; border that shows where the state ends; people, their language; army for protection from enemies during war; culture; money); origin of the name of our country.

Children develop the idea that all people on Earth are one family, and the Earth itself is our common home.

In order for the work on developing tolerance in preschoolers to be fruitful, it is necessary to involve a wide range of events and different types of activities for preschoolers:

1. holding holidays and other mass forms in order to introduce children to the culture and traditions of their people and the peoples of the world; theatrical activities of preschoolers according to scenarios based on fairy tales of the peoples of the world;
2. role-playing games for preschoolers, the main goal of which is the development and practical application by children of methods of tolerant interaction;
3. Russian folk outdoor games, such as “Burn, Burn Clearly” , “Boyars” and others;
4. holding holidays, such as Maslenitsa Christmas , in accordance with the folk calendar;
5. study of folk holidays of the closest neighboring countries, Scandinavian folk holidays; holidays of the peoples of the East and Muslim countries;
6. introducing children to the traditions of peoples of different countries;

7) acquaintance with the traditions of celebrating the New Year, May 1, April 1 in different countries;

games-activities created on materials from various fairy tales in order to solve problems of interpersonal interaction in fairy-tale situations;

9) composing fairy tales and stories by the children themselves; fairy tale dramatizations.

If we take all the programs together, we can identify the main criteria for assessing tolerance, which includes the following parameters:

• the presence of ideas about the family, family and kinship relationships;
• availability of knowledge about Russian and foreign writers, poets, composers; knowledge of fairy tales of different nations;
• presence of ideas about the diversity of peoples of the world; about some features of their appearance, national clothing, typical activities;
• level of knowledge about the history of the city in which one lives, attractions, main streets;
• the level of knowledge about the origin of man on Earth, about countries, people inhabiting them, traditions, games, about great people of the world;
• knows how to analyze different situations of communication and interaction between children and adults (in life, in pictures, in books). Shows respect for elders, sensitivity, politeness, compassion;
• level of ability to manage your feelings and mood;
• knows how to help another person; negotiate, establish non-conflict relationships with peers; be friends, do not offend peers and younger children, accept them as they are;
• understands and accepts another culture; shows interest in the life events of children of different nations;
• the level of speech activity in the process of expressing thoughts about your dreams, plans for the future, how to prepare for school; stories about your achievements, comparing results; analyzing your own actions and the actions of other people.

To determine the level of development of tolerance, you can carry out, for example, the game diagnostic technique of M.I. Lisina; use observations, test exercises “Fairy Tale” (K. Taylor), “Secret” (Ya. L. Kolominsky); study children's creative works, etc., at the beginning of the year, at the end of the year, and determine the percentage for each criterion (high, medium, low).

Thus, the problem of tolerance can be classified as educational and it is necessary to begin work in this direction from preschool age, since it is then that the value foundations of the worldview are laid, namely:

• ability to empathize
• moral standards
• moral criteria
• initial forms of comradely and friendly feelings.

So, the education of tolerance in children of senior preschool age will be carried out most successfully if the following pedagogical conditions are implemented in the educational process of a preschool educational organization:

• use of various forms and methods of teaching with elements of communication technologies
• construction of a subject-spatial environment of the group, allowing the application of existing ideas about methods of communication and behavior in various life situations
• cooperation between teachers and parents, taking into account the educational potential of the family.

Bibliography

1. Abakumova, I.V. On the formation of a tolerant personality in multicultural education [Text]/ I.V. Abakumova // Questions of psychology. - 2009. - No. 3. — P. 78 — 82.
2. Asmolov, A.G. On the meaning of the concept of tolerance [Text] / A.G. Asmolov // Century of Tolerance: Scientific Journalistic Bulletin, 2009. - 8-18.
3. Asmolov, A.G. Historical culture and pedagogy of tolerance [Text] / A.G. Asmolov //Memorial. 2009. - No. 24. — P.61-63.
4. Gershunsky, B.S. Tolerance in the system of value-target priorities of education [Text] / B.S. Gershunsky // Pedagogy. - 2009. - No. 7. — P. 3 — 12.
5. Glebkin, V.V. Tolerance and the problem of understanding [Text] /V. V. Glebkin //On the way to tolerant consciousness. - M.: Smysl, 2007. - 356 p.
6. Glozman, J.M. Communication and personal health [Text]/ Zh.M. Glozman. - M.: Pedagogy, 2007. - 206 p.
7. Novoselova, S.L. Preschooler's game: textbook [Text]/ S.L. Novoselova. – Moscow: Education, 2009. – 286 p.
8. Obukhova, L.F. Age-related psychology. Textbook [Text] / L.F. Obukhova. - M.: Pedagogical Society of Russia, 2009. - 442 p.
9. Ozhegov, S.I. Dictionary of the Russian language [Text]. / Ed. Shvedova N.Yu. – M.: Rus. Yaz., 2011. – 917 p.
10. Federal State Educational Standard for Preschool Education[Text]. - M: UTs Perspektiva, 2014. - 32 p.
11. Hassan, B.I. Conflict resolution and negotiations. [Text] / B.I. Hassan. Krasnoyarsk-Moscow, 2011. – 456 p.
12. Shalin, V.V. Education and formation of a culture of tolerance [Text] / V.V. Shalin. //Story. - 2007. - No. 11. — P. 8 — 10.
13. Yulina, N.S. About the pedagogical methodology of teaching peacefulness by M. Lipman. http: //philosophy. ru/library/vopros/33. html
14. Yarskaya, V.N. The modern world and the problem of tolerance [Text] / V.N. Yarskaya // Bulletin of psychological, social and correctional rehabilitation work, 2006. - No. 1. - P. 65.

Entertainment for Tolerance Day in kindergarten in the senior group. Scenario

Entertainment in kindergarten in the senior group on the topic: “Dances of the peoples of the world”
Description of the material : I offer you an entertainment scenario for children of senior preschool age (5-6 years old) on the topic: “Dances of the peoples of the world.”
create conditions for children to develop the concept that people are not alike, but they are all equal; It is aimed at creating conditions for the ability to highlight the characteristic features of a person’s appearance; create conditions for instilling respect for children and adults. Scenario of entertainment in the senior group on the topic: “Dances of the peoples of the world”
Educational area: “Social and communicative” Integration of educational areas: “Cognitive development”, “Artistic and aesthetic development”, “Physical development”, “Speech development” Children’s age: 5 -6 years old Method of organization: group Purpose: -to create conditions for the formation in children of the concept that people are not alike, but they are all equal; create conditions for the ability to highlight the characteristic features of a person’s appearance; create conditions for instilling respect for children and adults. Objectives: educational:
- to form in children a cognitive interest in the history of other peoples of the world, races, their homes, their cultures;
- introduce the concept of “tolerance”; educational:
- cultivate tolerance and respect towards representatives of other nationalities and races, regardless of social origin;
- a friendly attitude towards the traditions and customs of people of other nationalities; — positive emotions in the process of introducing children to the culture of the peoples of the world; - emotional interest in listening to poetry, expressing your emotions. developing:
- develop an understanding of planet Earth and the life of people on the planet, the ability to find the distinctive features of people living in different countries and parts of the world;
- development of communication abilities as the main feature of a person with a tolerant consciousness. Preliminary work: - individual work with children: learning poems; - working with children using a map and a globe; - looking at paintings, illustrations, watching films about the life of people on our planet, learning folk outdoor games. Materials and equipment: - phonograms for dances - national costumes
Progress of the entertainment:
Children enter the hall to the song “My Russia has long braids” (perform the song independently) Presenter: Today our meeting is dedicated to the holiday - Tolerance Day. On November 16, the world celebrates International Day of Tolerance. The concept of “tolerance” has its own history. Once upon a time, a long time ago, about 300 years ago, Talleyrand Perigord lived in France, he was a prince. Talleyrand differed from everyone else in that under different governments he remained the same Minister of Foreign Affairs. He was very talented in many ways, but he was valued for his ability to take into account the mood of others, for his respectful attitude towards everyone without exception, for his ability to always find a way out of any situation in such a way as not to infringe on the interests of others. Hence the name of the holiday - Tolerance Day. Tolerance – tolerance, sympathy, understanding. Host: Good and evil. Where does this come from in a person? When does he become angry? Perhaps he is born this way? And does good exist in the 21st century? After all, they say that we have become angrier and callous. But I am sure that most people retained love and faith in their souls. Child: Let the sky be blue, And the sun be clear! Let man not be evil, and let the world become beautiful! Tolerance means that people all live together! And our hearts are warmed by: Kindergarten, our home and life! (Children sit on chairs) Presenter: Tolerance is also pride in one’s people, respect for the traditions and religions of other peoples. We all live in Russia, perhaps the most multinational country. And for all of us, Russia is the Motherland! Child: Dew consists of dewdrops, Fog is made of droplets of steam, Sand is made of the smallest grains of sand, Russia is made of Russians. We are together: Volga residents, Ural residents, Pomors and steppe residents - Like the fingers of a large and strong hand. Dance “Quadrille” (children dressed in costumes: red sundress, blouse, cap) (Phonogram “Once upon a time Russians”).
“Great bulls!”
- the children say hello Child: Ukraine and Russia are nice friends, Without consent and friendship - they can’t! Here and there the people are Slavs of difficult fate! And they live with everyone in peace and love! Ukraine and Russia are like two sisters, Beauties - friends, bright and simple! We urge all adults: “Don’t split up your ethnicity. Love Ukraine and Russia reverently.” Dance "Cossack!" (children are dressed in costumes: a sundress, a wreath) (Phonogram “You pidmanula me”)
“Salaam alaikum” - the children greet.
Child: Let time fly by with the wind, But I will remember forever, Baku, the wonderful city of the sun, the capital of oil and labor. ... The Caspian dawn is blazing, And the light morning fog... I will save your breath, wonderful land, Azerbaijan!!! Dance “Lizginka” (children dressed in costumes). (Phonogram “This is the Caucasus”) Child: We are gypsies in this world, It’s our destiny to sing and dance. We are gypsies, free as the wind, But the wind cannot be chained! We are gypsies, and who doesn’t know that we love dashing horses, After all, a horse helps to rush off Towards the wind and dreams! We are gypsies, and our share is: Guitar, song, dance, Gypsies - in a circle, and those who are more beautiful will dance here, now for you. Lache dyves! - the children say hello Dance “Gypsy” (children dressed in costumes) (Phonogram from the movie “The Camp Goes to Heaven”)
Children in chorus: “We are different, but we are together!”
General round dance (Phonogram “Looking into the blue lakes performed by E. Shavrina)
Children stand scattered throughout the hall.
In a clear sky, an arc blooms after rain. Everyone knows our group – our group “Rainbow”. A rainbow has no halves, And if it’s a wave, then it’s a wave, And there are no half dewdrops, That’s how Russia is one! Happiness to you all, peace and joy! Literature used: 1. Stepanova P. How to educate tolerance?//Public education.2001 No. 9, 2002, No. 1, 2002 No. 9 2. Vorobyova O.Ya. Pedagogical technologies for teaching tolerance in preschool educational institutions 3. Vinogradova A.M. Education of moral feelings in preschoolers // Moscow 1988 4. Antonova T.V. How to help a child enter the modern world // Moscow 1995

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