Location: class.

Target: help to master different ways of behavior in conflict situations

Tasks: 1. Teach children how to get out of conflict situations.

2. Teach how to resolve conflicts without harming yourself and others.

Outline of the conversation:

1. Gathering children, creating mini groups
2. Introduction to the topic of conversation
3. Conducting a conversation
4. Summarizing

Conversation script

In the classroom, the teacher divides the children into two mini groups, in which the conversation will be conducted simultaneously (by a psychologist and a social educator). If possible, children arrange themselves around the teacher, creating a circle.

Exercise “Compliments” (5 minutes)

Children stand in a circle and throw a ball to each other, while saying compliments - sentences that begin with the words: “What are you...! or “What are your...!”

Game "Tease" (5 minutes)

The teacher names various objects; children, in a chain or in the form of a game with a ball, name the “purpose” of a given object, using the suffixes “l”, “k”.

For example: “dog” - biting, chasing, tail wagging...; scissors - cutter, opener, breaker, prick, etc.

Discussion of “Tease” (5-7 minutes)

Now you teased objects for fun, in the game. But it often happens that children tease each other not in make-believe, but in reality. Why do they do this?

Reading an excerpt from E. Uspensky’s poem “Red”:

If a boy caulks,

Is it the boy's fault?

What was born red-haired, freckled?

But, however, from an early age

There's no way for the boy

And the malicious guys shout:

Ginger! Ginger! Freckled!

Killed grandpa with a shovel! –

But he didn’t beat his grandfather,

And he loved his grandfather...

How do you think this boy feels when he is teased?

Does teasing help you make friends or make peace?

It turns out that the one who teased wants to quarrel, become friends, or offend the other. The other one is really offended, a quarrel arises, and sometimes it can end in a fight... What other reasons could there be for a fight?

Test “Are you a conflict-ridden person?” (10 minutes)

In life, controversial situations often arise, or, in other words, conflicts. Different people behave differently in such situations: some try to extinguish the conflict and solve the problem peacefully; others, on the contrary, flare up like matches, and the conflict also flares up and becomes even greater.

To find out what kind of character you have, let's take a test.

The teacher reads the questions, the children mark the answer “yes” on small pieces of paper with a “plus” sign, the answer “no” with a “minus” sign.

Survey questions:

1. When someone argues, I usually intervene too.

2. I often criticize others.

3. I don't like to give in.

4. If someone jumps the queue, I reprimand him.

5. If they serve food that I don't like, I get indignant.

6. If I'm pushed, I always fight back.

7. If my team wins, I can make fun of the opponent.

8. It’s hard to call me obedient.

9. When people take my things without asking, I can get very angry.

10. I am easily offended.

Then the number of positive responses is counted:

0-2 – you have a peaceful character;

3-5 – you usually try to avoid conflicts;

6-8 – you often have problems with communication;

9-10 – you have an explosive character, you create conflicts yourself.

Physical education minute (3 minutes)

Game “We are similar to each other” (5 minutes)

The children again stand in a circle, each in turn naming how he is similar to his neighbor (not only in appearance, but also in character, hobbies, and individual facts of his “biography”).

It is advisable that children do not repeat themselves and come up with similarities based on various characteristics.

Summing up the conversation “Ways to resolve conflicts” (15 minutes)

Why should we learn to resolve conflicts peacefully?

What do conflicts bring more: harm or benefit?

What to do if the cause of the conflict is different tastes and interests? (For example, various artists, football teams, etc.)

Before the end of the conversation, a situation analysis is carried out:

Lara wanted to play outside, but her mother did not allow her to go out until the girl cleaned the room. Describe Lara's feelings and thoughts; and what did her mother feel and think?

Maya and Lyusya are friends, but today Lyusya walked into class and walked past Maya without saying hello. Describe Maya's feelings and thoughts.

Vitya was playing with a ball in the room, touched a vase and broke it. Dad took the ball and punished the boy. Describe Vitya’s feelings and thoughts.

The conversation was a success if the children understood that during communication conflicts may arise, the resolution of which requires different ways behavior.

THEATER DAY

The Wolf and the Lamb

(parody on the school stage)

Characters: presenter, director, 1st reader, 2nd reader, Wolf (living puppet doll), Lamb (living puppet doll), Wolf puppeteer, Lamb puppeteer.

Stage decoration: a screen with two puppeteers above it, flowers, clouds, the sun.

In the hands of the puppeteers (children) are the strings with which they control the work of living “puppets” - the Wolf and the Lamb. Children play the roles of dolls in front of the screen.

Leading: Our guest is the famous talking puppet theater with its new production director, whose work we will see. Today the theater has its premiere, and your attention is offered to a dramatization of the famous fable by the famous fabulist.

Director: Sooooo, should we start the show?

Puppets, on stage! We are waiting for you!

May luck accompany us -

We'll start playing Krylov!

1st reader: The powerful are always to blame for the powerless:

We hear countless examples of this in history,

But we don't write history,

But this is what they say in fables.

2nd reader: On a hot day, a lamb went to a stream to drink;

And something must happen,

That a hungry Wolf was prowling around those places.

He sees a lamb and strives for the prey;

But, to give the matter at least a legal look and feel,

Wolf /loudly, “wolf-like” growl/: How dare you, impudent one, with an unclean snout

Here is pure muddy my drink

With sand and silt?

For such insolence

I'll rip your head off!

Lamb /fearfully/: When…

Director /interrupting the work of puppets and puppeteers/: Alas, but something is wrong!

Stop! Stop! You two, wait!

How can a fable go here?

After all, you’re not standing like that!

You, my Wolf, stand here with your bass, to the left;

Then our dear Lamb will take a place to the right.

And we can continue the fable again,

So would you like to start?

The Wolf and the Lamb, their puppeteers, change places.

Lamb: When the brightest Wolf allows,

I dare say that down the stream

Wolf: That's why I'm lying!..

Director /interrupting/: Stop, stop! Another replacement!

I found a secret for the fable.

You need to tell him louder

And the Wolf is clearly playing too much -

This doesn't suit him.

Apparently he forgot about the kennel.

He only knows his wolf nature

But we will correct this sin too

And we will direct the fable in the right direction!

Wolf/quietly, timidly/: worthless! Never heard of such insolence in the world!

Yes, I remember that you were still last summer

Here he was somehow rude to me:

I haven't forgotten this, buddy!

Lamb/loudly, confidently, almost angrily, imitating the Wolf/

Wolf: So it was your brother.

Lamb: I have no brothers.

Wolf: So this is a godfather, or a matchmaker,

Or, in a word, someone from your own family.

You yourself, your dogs and your shepherds,

You all want me harm

And if you can, then you always harm me;

But I will deal with you for their sins.

Director: Stop! This has clearly gotten better!

Something was still missing.

But, if we evaluate it critically,

I remember the fable will end tragically.

We know the end of Krylov's fable!

But this is not the end of the matter!

Where is humanity? Where is the kindness?

Only terrorism is nakedness.

Have you thought about what is in Krylov’s fable?

Don't mess things up again!

We will correct the text of the fable a little,

We will direct it in a humane direction.

Let's make the Lamb a hero.

What else is there to stop for?

Humanism will take a place in it,

And an intelligent viewer will understand everything.

/the dramatization begins again, but with new text/

1st reader: The powerful are always to blame for the powerless,

Sometimes, despite the fact

Something for him, perhaps a godfather or matchmaker.

However, sometimes you hear something else,

When a weakling turns on a strong one,

Wishing sometimes without a fight

Suddenly take it and end up in big bullies.

And now we say a word about such people,

Well, the moral is already ready:

“Ay, Moska! Without a doubt you are strong

Why are you barking at the Elephant!”

2nd reader: One hot day our poor Wolf

I went to the stream to drink.

And something must happen,

That a hungry lamb was prowling around those places.

Suddenly he sees a Wolf and rushes for the prey.

Wanting to justify his daring plan,

That's why he screams...

Lamb/loudly and impudently/: How dare you, impudent one, with an unclean snout

Here by the stream my drink is muddied

With sand and silt?

For such insolence

I'll rip your head off!

Wolf /fearfully/: When the Lamb allows me,

I dare to convey that down the stream sometimes.../loudly and impudently/: th,

stom/ku/: Pommily, for the famous fable of the famous fabulist whom we will see.

From the lordship of his steps I drink a hundred;

And he deigns to be angry in vain;

There is no way I can make him drink worse.

Lamb: That's why I'm lying!

Oh, you worthless, impudent fellow!

Are you meowing like a kitten?

Do you remember, here you are in the past was in the summer,

And then you were impudently rude to me?

I haven't forgotten this, buddy!

Wolf: For mercy, I’m not even a year old yet.

Lamb: Oh, come on, I know your breed very well.

Wolf spawn is your everything -

You all want me harm.

And if you can, then you always harm me.

But no, your end is near now -

Your registration is waiting in my stomach!

Wolf: What are you, Lamb, forgive me,

It's not my fault, let me go!

Why, tell me, all this noise?

I'm your old matchmaker and godfather.

We need to make peace with you, -

Why mock a person?

Lamb: But no! Let's shut up, puppy, -

You'll learn your lesson soon!

In general, I'm tired of listening...

Wolf: Would you like to tell me what you want to eat?

So you can pinch the grass,

So that... no one dies!

Lamb: Grass is a wonderful food

But what should we do with you then?

Well, no, it's the end of you, my friend!

Director: Said our Lamb

And he dragged the Wolf into the nearest forest!

/At this moment the Wolf, who is being “dragged” by the Lamb, turns to his

to the puppeteer and sharply, loudly, angrily, really “like a wolf,” shouts to him/

Wolf: Why are you still holding on? I know it myself:

Now I'm dying in a fable!

/points to the director/ His idea is my destiny!

Why did he fly here?

/all participants hide behind a screen, the director remains and calls everyone to bow/

In the teacher's notebook

Poems and songs.

One, two, dash, four, five, Cried at night

And the trees and bushes remembered the maples,

Both flowers and leaves. How green they were...

Trains and steamships, From the yellow birch

All-terrain vehicles on the road, too

In the garden there are chicks in a nest, dripping.

Everything, everywhere and everywhere. So it's birch

I cried...

LITTLE COUNTRY

There are behind the mountains, behind the forests, the hour of our meeting is destined for me

School ______. In my starry country.

There are people with kind eyes there waiting for me a handsome boy

Life there is full of love. On a golden horse.

There are miracle teachers there,

There is no evil or grief there, autumn rain is pouring outside the window,

The firebird still lives there. I’m sitting in my house.

And gives light to children. I believe in you, my salvation,

School _________.

I'll tell you and show you, here it is, here it is!

Small country, small country...

There, my soul is light and clear, and there is always spring.

I always dream about this country

And a bright moment will come,

I'm on a winged chariot

I'll take my flight.

SONG OF A CAL MAMMOTH

Across the blue sea, to the green land, I want to get to the land quickly,

I'm sailing on my white ship. “I’m here, I’ve arrived!” I’ll shout to her.

On my white ship, I will scream to my mother,

On your white ship. I'll scream to my mother.

Neither the waves nor the wind scare me, - Let mom hear, let mom come,

I'm swimming to the only mother in the world. May my mother definitely find me!

I'm floating through the waves and the wind, because this doesn't happen in the world,

To the only mother in the world. So that children are lost.

SONG OF A FIRST GRADER

Load more and more of us Load more and more of us

For some reason they did. For some reason they did.

Today at school is first grade - Today at school is first grade -

Like an institute. Like an institute.

The teacher asks us: I go to bed at twelve,

With “X” tasks. There is no strength to undress.

Candidate of Sciences - and he would like to immediately become an adult,

Cries over a task. Take a break from childhood.

It's only the beginning,

It's only the beginning,

Or there will be more, oh-oh-oh!

And we have a problem -

Essay again.

Leo Tolstoy at my age

I didn't write that.

I don't go anywhere

I don't breathe ozone.

I'm busy at work

Synchrophasotron.

OUR TEACHERS

Proud of friendship Years after years pass,

Our school family. We finish class by class.

School teacher, With your kind hearts

We are all sons for you! You guide us through life.

FIRST CALL

The sun is bored in the sky, the songs of the merry birds have fallen silent,

Yellow leaves are flying, the day has become cooler.

And on the street he meets for the first time today in schools

Autumn of joyful children. The bell will ring in the morning.

IF THERE WERE NO TEACHER...

If there were no teacher,

It probably wouldn’t have happened

Neither poet nor thinker,

Neither Shakespeare nor Copernicus.

And to this day, probably,

If there were no teacher,

Undiscovered Americas

Remained unopened.

And we wouldn’t be Icari,

We would never have soared into the sky,

If only we had made efforts

The wings were not grown.

Without him there would be a good heart

The world was not so amazing.

That's why it's so dear to us

Our teacher's name.

Look at me, it's begun academic year,

That's how happy I am! The clock ticked

I’m already in first grade, but the question oppresses me -

I wear a school uniform. Is the holidays coming soon?

Our school is not simple,

Teaches the boys a lot

Here the guys are in English,

As they say in Russian.

Mathematics is solved

Integrals take everything.

What an opportunity

Our name is ____ school.

Every Small child

Knows a lot from the cradle,

He is also a future writer,

Both a scientist and a lawyer.

And today they call

He's just a student.

We are not just children now,

We are now students.

And now on our desks

Books, pens, diaries.

If you want to build a bridge,

Watch the movement of the stars

Drive a machine in the field

Or lead the ship upward -

Do a good job at school

Study conscientiously!

So that as a doctor, a sailor

Or become a pilot,

First of all, we must

Know mathematics.

And there are no professions in the world,

You will notice, friends,

Wherever we need it

Mathematics!

Grammar, grammar -

Science is very rigorous.

Grammar textbook

I always take it with anxiety.

She is difficult, but without her

Life would be bad!

Don't compose a telegram

And don't send a postcard,

Even my own mother

Happy birthday can't be wished.

On an autumn day, when at the threshold

The cold has already begun to breathe,

The school celebrates the holiday -

A holiday of wisdom, knowledge, labor.

School! Listen with your heart

In these sounds that are dear to us.

Everything related to youth, childhood

We owe it to our native school and our teachers.

Target: to determine the uniqueness of children’s ideas about the nationalities of Russia, the national and cultural characteristics of the lives of their peers in the “near abroad”, and also to study the interest of preschoolers in ethnic problems.

Questions for children:

· Did you know that people of different nationalities live in Russia?

· What nationalities (races) do you know that live in Russia?

· What is your nationality (race - skin color)?

· Are there relatives of a different nationality in your family? Which?

· Do your parents have friends of a different nationality (race)? Which?

· Are there children of a different nationality (race) among your friends? Which?

· What can you tell us about them?

· Would you like to meet children of a different nationality? Why?

· Would you like to play with children of a different nationality (race)? Why?

· What games would you play with children of a different nationality (race)?

Methods for processing and analyzing children’s answers to conversation questions No. 1-2

During the conversations, children's answers to questions from the standpoint of manifestation of ethno-tolerant attitudes are recorded and scored.

Ø Manifestation of the cognitive component of ethnotolerance (children’s ideas, their completeness, consistency, desire to acquire new knowledge...).

· 1 point - ideas are absent, sometimes erroneous or fragmentary, unsystematic, the child does not show a desire to expand them.

· 2 points - ideas about the racial, national and cultural characteristics of the people of the world are absent or very fragmentary, ideas about the national composition of the inhabitants of Russia and the nationalities of their relatives and friends are in the formative stage, formalized, not conscious, obtained exclusively from everyday experience, not systemic , the child shows a situational desire to expand his knowledge, sometimes asking answer questions to the experimenter.

· 3 points - ideas are more complete, not sufficiently systematized, based on personal experience and the experience of watching television programs, films, and less often - literary experience; the child strives to gain new knowledge by asking the experimenter questions, finding out from him the validity of his opinion, challenging him to discuss certain issues, and expressing his personal opinion.

· 1 point – there is no interest in ethnic issues, a restrained negative attitude towards people of other races and nationalities is often manifested; the child does not want to meet and play with foreign children.

· 2 points - the attitude towards a peer of a different race and nationality is indifferent, interest is not stable, changes under the influence of the external situation, personal desires and needs; in general, the child does not show a clearly expressed desire to meet and play with foreign peers, but at the same time cannot motivate his position.

· 3 points – interest in representatives of different ethnic groups is expressed quite clearly and intensifies in the process of communication with the experimenter on this issue; the child shows a desire to get along with different people good conflict-free relationships, organize joint activities with children of other nationalities (to meet and play with peers of other nationalities), while motivating and justifying their position.

Experimental situation “Choose a friend to play with”

(adapted method by E.I. Nikolaeva, M.L. Povedenok)

Target: identify older children preschool age Peculiarities of emotional attitude towards children of another nationality (race).

Stimulus material: images of children of different races (Caucasian, Negroid, Mongoloid), various nationalities (British, Chinese, Egyptians, Indians, Africans, Russians, Armenians, Georgians, Ukrainians).

Submitting a task: represents game situation, in which the child is presented with images of children of different races (each pair has a boy and a girl) and is asked to choose the one with whom he would like to play.

Stage 1: the child is asked to choose 1-2 drawings from the set. For each choice the following questions are asked:

· Why was this child (pair of children) chosen?

· What do you like about it?

· What don’t you really like?

· What kind of character do you think he has?

· How does he behave?

· Do you think he likes to play? What games does he like?

· Would you like to play with him?

· What would you like to know, ask this child?

· How will you treat this child if he comes to visit us?

· Would you like to become friends with this child?

Stage 2: The child is offered a set of drawings of children of different nationalities dressed in national costumes. Questions from the previous series are asked sequentially.

Experimental situation “I need your advice”

Target: To study the peculiarities of ideas among children 5-7 years old about the need for a respectful, friendly attitude towards children of other nationalities and knowledge of ways to establish friendly relationships with them.

Submitting a task: the teacher comes to the group and tells the child that a boy appeared in a neighboring kindergarten who came from another country, he speaks Russian poorly, no one wants to play with him, all the children laugh at him, they offend him and do not talk with him, so this boy is very sad and does not want to go to kindergarten. The next question is asked: “What can I advise the children from the group this boy is in?”

In case of difficulty, the teacher asks the child the following questions:

· Is it possible to do this with a child who comes from another country?

· Why can't you laugh at this child?

· How should one behave in the presence of a child who does not understand Russian well?

· How should we treat children who come to us from other countries, children of a different nationality (race).

Methods for processing and analyzing task materials see after three experimental situations.

Experimental situation " True story»

Target: To identify the level of formation of ideas in children 5-6 years old about a respectful, friendly attitude towards children of a different race and the ability to establish friendly relationships with them.

Stimulus material: To solve a problematic situation, a collage is proposed based on the content of the teacher’s story, which schematically depicts the heroes of the situation: in the center is an African-American girl, on the right are the children who offended the girl (-), and on the left are the children who became friends with her (+). In each group of children there is a silhouette “without a face”, with which the child can correlate the place that he would occupy in a given situation.

Submitting a task: The teacher tells the child the situation: “Imagine that last night you walked with your mother on the playground. There were a lot of children, everyone was having fun... (depending on the season) they were sliding down the slide, playing in the snow and having fun. And suddenly a girl appeared on the playground who had black curly hair and dark skin. Several children decided to make friends with her and began to play, sharing their toys, and other children began to offend her, did not want to talk to her, laughed at the girl because she was not like all the other children. Look, I drew a picture about this incident (show).”

· Could this story happen in real life?

· Which group of children would you be in? Show “your place” in this situation. Why would you be among these children?

· Why do you think some children began to run around the black girl, while others began to protect her and play with her, and were not against making friends with her?

· What did those children say who offended the black girl?

· How do you think other children protected a girl who was different from others?

Methods for processing and analyzing materials from experimental situations(“Choose a partner to play”, “I need your advice”, “A true story”).

During the discussion of experimental situations, children's answers to questions from the standpoint of the manifestation of ethno-tolerant attitudes are recorded and scored.

Ø Manifestation of the cognitive component of ethnotolerance (children’s ideas, their completeness, consistency)

· 1 point - there are no ideas about the need for a respectful, friendly attitude towards children of other nationalities and no knowledge of how to establish friendly relationships with them.

· 2 points – the child has fairly formalized ideas about the need for a respectful, friendly attitude towards children of other nationalities; considers playing together as the main way to establish friendly relationships with them.

· 3 points – ideas about the need for a respectful, friendly attitude towards people and children of other nationalities, as well as knowledge of ways to establish friendly relationships with them, are formed at the initial level; the child more consciously approaches the issue of establishing friendly relations with children of other races and nationalities, considering not only play important for this, but also meaningful communication, while expressing a desire to learn another language himself or to help a foreigner master the Russian language.

Ø Manifestation of the emotional component of ethnotolerance (interest in representatives of different ethnic groups, desire to organize meaningful joint activities with children of other nationalities).

· 1 point – the child refuses to communicate and play together with children of different races and nationalities, gives them a negative emotional assessment, and cannot determine his attitude towards children of other races and nationalities.

· 2 points – interest in a partner for play and communication is based on a generally positive attitude towards peers; the child does not show a strong desire “in general” to learn “about the life and interests” of children, and is more interested in information about the games and toys of children of different races and nationalities; shows a desire to meet “other” children, play, show off their games and toys.

· 3 points – interest and desire for joint activities with children of different ethnic groups is expressed more clearly, manifested in the desire to learn more not only about games, toys, holidays, but also about nature, history, culture, language and other ways of communication in other countries, and also about the racial and national characteristics of foreign children.

Ø Manifestation of the behavioral component of ethnotolerance (practical skills of communication and interaction with representatives of other races and nationalities).

· 1 point – practical skills are not developed and are manifested only in statements about the need to observe the rules of polite communication as directed by adults.

· 2 points – the ability to organize communication and joint games is in its infancy, manifests itself fragmentarily, and is determined by the child’s personal interests; There are no skills to act in a conflict situation, the child strives to seek help from an adult.

· 3 points – the ability to communicate and interact with children of other races and nationalities is in its infancy, expressed in speech-reasoning about the norms and rules of interaction, mastered with the help of adults; the ability to act in a conflict situation of interethnic communication is developed at the initial level and is determined by the child’s general tolerant attitudes or previously heard explanations from adults.

The results of the analysis of children's answers are entered into a table.

The cumulative analysis of the results is carried out according to the following criteria:

· the leading level of manifestation of ethnotolerance (perceptual, cognitive, emotional-evaluative, behavioral);

· manifestation of the cognitive component of ethnotolerance (ideas, their completeness, consistency, desire to acquire new knowledge...);

· manifestation of the emotional component of ethnotolerance (interest in representatives of different ethnic groups, the desire to establish good, conflict-free relationships with them, organize meaningful joint activities with children of other nationalities...);

· Manifestation of the behavioral component of ethnotolerance (practical skills of communication and interaction with representatives of other races and nationalities).

At the same time, we can consider the content components of the manifestation of tolerance in preschoolers at the following levels :

· perceptual level - perception of the appearance of a person of another race, another culture;

· cognitive - relatively stable cognitive interest in his personality, ethnocultural characteristics;

· emotional-evaluative - emotionally positive or negative judgments and attitudes towards people of different socio-cultural groups;

· behavioral - the desire and ability to establish benevolently mediated and non-mediated contacts with others.

In accordance with them, 3 groups of preschool children are identified.

Children with low levels of ethnic tolerance, which manifests itself primarily at the perceptual level, that is, they focus exclusively on the external characteristics of people and peers of other nationalities, focusing attention on their “difference from us.” This is precisely what he often explains about his lack of understanding in this area and his restrained negative attitude towards others.

Children with an acceptable level show ethnotolerance at the perceptual and cognitive level, which is expressed in the presence of fragmentary, unconscious knowledge about the racial, national and cultural characteristics of people, obtained from everyday experience. Their attitude towards peers of a different race and nationality is indifferent, their interest is not stable, and changes under the influence of the external situation, personal desires and needs. This group of preschoolers shows a generally friendly attitude towards “other” adults and children, sometimes with a certain amount of condescension. The ability to establish friendly contacts is at the stage of primary formation. In a conflict situation, children do not strive to establish dialogue on their own, preferring to turn to adults for help, often noting the generally accepted requirements for communication put forward by them or anticipating their negative reaction.

In children with an optimal level of ethnotolerance(in the absence of systematic work) attitudes appear at the perceptual, cognitive and emotional-evaluative levels and in the elements of the behavioral component. These children’s knowledge about national, racial and cultural characteristics is formalized, not deep and not systematized. They are interested in communicating with adults on this topic, they are happy to answer questions, look at pictures, ask questions themselves, and participate in the discussion of ethnic problems more consciously. Cognitive interest towards a peer of a different race and nationality is manifested in them quite clearly; it is relatively stable, but not always motivated. When answering questions, children in this group focus mainly on external ethnic differences. Their attitude towards foreign peers is based on knowledge of moral universal values ​​and socially accepted rules of behavior. Preschoolers take a more conscious approach to the issue of establishing friendly relations with children of other races and nationalities; they are committed to communication, mutual understanding, and want to “play” and “be friends” with them. In conflict situations, they strive to establish dialogue, but find it difficult to offer specific ways to resolve the situation. Children often rely on the requirements of positive interaction with all people, mastered with the help of a teacher.

In general, the first direction of diagnosis contributes to the study of the characteristics of the manifestation of ethnotolerance in children of senior preschool age.

The purpose of the second direction of diagnosis: to study the uniqueness of the attitude of adults (educators and parents) to the education of ethnic tolerance in children aged 5-7 years.

Tasks:

1. Determine the attitude of adults (educators and parents) towards the manifestation of ethnotolerance towards people of different races (nationalities).

2. Determine the attitude of adults (educators and parents) to the problem of educating ethnotolerance in children 5-6 years old in a kindergarten.

3. To study the knowledge of adults (parents and educators) about the need, tasks, means and methods of instilling ethnic tolerance in children 5-6 years old in kindergarten.

To implement them, the following tasks are carried out: a survey of parents and teachers, a survey of parents and a conversation with teachers.

EDUCATION AND SCIENCE OF THE REPUBLIC OF KAZAKHSTAN

FAO "National Center for Advanced Studies "Orleu"

IPK PR for Astana

TOPIC OF INDEPENDENT WORK

Prepared by: Zaremba M.A.

mini-center teacher

nursery garden “No. 35 Fairy Tale”

Astana-2018

Plan summary ethical conversation"My family"

Preparatory group.

Program content:

- Develop children's communication skills and expand their understanding of family.

Learn to navigate family relationships.

Give an idea of ​​the moral side of human relations.

Develop the ability to reasonably evaluate your own actions and the actions of other people.

Foster love and caring attitude towards family members.

Preliminary work:

Collective and individual conversations with children about family, looking at family albums, learning proverbs about family.

Reading stories by N. Nosov, L. N. Tolstoy, Dragunsky and others.

Integration of educational areas: Cognition, Physical development, Communication, Socialization, Reading fiction.

Material and equipment: family photos, box, pouch.

Methodical techniques:

I Introductory part

1.Reading a poem.

(Guys, now I’ll read you a poem, and you listen carefully, and tell me the topic of our conversation)

Family is a word that will tell us a lot.

The family will show us the path of life from birth.

And everyone, no matter what the moment was with her,

There are no more magical, dearer moments.

Family is with us always and everywhere,

It means a lot in every destiny.

1.2 .Didactic game"Family »

Guys, I want to play a game with you called “Family”, I will give you large cards with pictures of mom, dad, grandmother, grandfather, brother, sister, aunt and uncle. We will put small cards with objects on which it is written what the relatives are doing in a bag. Each of you, in turn, will take 1 small card from the bag and say what the relative with whom he has the large card will do. For example: “Grandma will play hockey with me today!” If this has never happened in your life, the card is returned to the bag; if it has happened, it is placed on a card with a picture of the grandmother. Then the next player draws a small card from the bag, and so on. The game ends if there are no more small cards.

II Main part

2.1. Target message.

Guys, today we will talk about family. A family is a small unit of society.

2.2. A story, a conversation between a teacher and children about family.

Now let's talk about family. What do you think a family is?

A family is a mother, father and their children.

Family is the most precious thing a person has. As long as there is friendship in the family, everyone holds on to each other, it turns out to be a circle within which love, respect, and kindness reign. But suddenly a quarrel arises in the family, the children did not listen to their parents, someone was offended by another family member, and already the circle friendly family disconnected. And all the goodness, respect and love began to flow out through this hole. Let us treat our family members with respect, respect our elders, and help our younger ones.

2.3.Children telling proverbs about family

Guys, what proverbs do you know about family? Tell us them.

A family is strong when there is only one roof over it

No parents - no patrons.

Mother's heart better than the sun warms.

Good children are the crown of the house, and evil ones are the end.

It's warm in the sun, good in mother's presence.

The whole family is together, and the soul is in place.

What is the treasure for if there is harmony in the family?

The whole family is together - and the soul is in place.

He who honors his parents lives happily ever after.

Well done, you know so many proverbs.

2.4. Physical education lesson “My family”

Guys, we stand near our chairs, now we will warm up a little, repeat the movements and words after me.

One two three four!

Who lives in my apartment?

(Clap for the count.)

One two three four five -

(Clap for the count.)

Dad, mom, brother, sister,

Murka the cat, two kittens,

My goldfinch, cricket and me -

That's my whole family!

(Alternate stroking (massage) of all ten fingers.)

Well done, take your seats.

2.5. Teacher reading the fairy tale “The Magic Family”

Guys, now listen to a fairy tale about a magical family.

In one magical family there lived a boy, Petya Volshenikov. One day his mother told him:

- Take a damp cloth and wipe your boots, and then polish them with shoe polish so that they shine like new!

And Petya:

Don't want!

- Petya,” my mother was surprised, “why don’t you listen to me?”

- And now, Mommy, I will never listen to you at all!

- Well then,” said mom, “I won’t listen to dad either!” He’ll come home from work and ask: “What are we having for dinner? Lay out a self-assembled tablecloth!” - and I told him: “No self-assembly! I put it in the wash! There is nothing to eat at home! And in general, now I don’t listen to you!”

- “And then,” said dad, “I won’t listen to grandfather!” So he asks: “Have you vacuumed the magic carpet? Did you screw in a magic lamp in the kitchen?” - and I told him: “I don’t want to and I won’t!” I don’t listen to you anymore, grandpa!”

- “That’s it,” said grandfather, “great!” Then I won't listen to grandma! I won’t water an apple tree with golden apples! I won't feed the firebird! I won’t change the water in a goldfish’s aquarium!

- Ah well! - said the grandmother. - Well, that means I don’t listen to Petya anymore! Just let him ask you to knit him an invisibility hat! No hats!

And now our boots will always be unpolished, the tablecloth will not be laid, the apple tree will not be watered, and our hat will not be knitted at all! And nothing! And okay! And let it go!

And then Petya shouted:

- Mother! Let me listen to you again! Always always!

And Petya began to obey his mother.

And mom - dad.

And dad is grandfather.

And grandfather - grandmother.

And grandma is Petya.

And when everyone listens to each other, this is a real magical family!

III Final part

3.1. Reflection.

Guys, what did we talk about today? - about family. What is family? - This is a small cell of society.

Well done guys, you were very active throughout the conversation.

Conversation with 4th grade students with elements of training on the topic: “How to be friends correctly”

OBJECTIVES: To find out students' views on this issue. Introduce students to the Code of Friendship. Help children realize what qualities are important in friendship. Provide students with guidelines for establishing, maintaining, and maintaining friendships. Contribute to the formation of skills of constructive interaction in the group. Help overcome communication barriers. Improve communication skills. Increase children's self-esteem.

EXPECTED RESULT: Students analyze their relationships with people around them, adjust and introduce novelty into these relationships. Students' awareness of the importance and necessity of friendly relationships.

MATERIALS: Ball or toy. Code of Friendship. Sheets of paper, pens or pencils. Materials for the exercise “What is important for friendship?” The conversation is designed for 2 lessons, 1 time per week. Possibly carried out during classroom hours. The whole class participates in the conversation without prior preparation.

PROGRESS OF THE CONVERSATION: Getting to know each other. A short story about the purpose of the conversation, about the features of the upcoming meetings. Formulation of the problem. Exercise “What I love to do most and what I would like to learn”

Goals: Creation of trusting relationships in the group. Formation of children's positive attitude towards each other. Increasing children's self-esteem.

Objective: To provide students with the opportunity to get to know each other better. “You have been studying at school together for a long time. Each of you - interesting person, an interesting personality, everyone contributes to the affairs of the class, to intra-class relationships. As you pass the ball (or toy) to each other, say your name and tell a little about what each of you likes to do and what you do best. And also tell me about what you would like to learn.” Discussion on the topic of the lesson. Question: What is friendship?

“Friendship” (dictionary) is a close relationship based on mutual trust, affection, and common interests. “Friendship” (dictionary) is an intrinsically valuable relationship, which in itself is a benefit, since friends help each other selflessly. “Friendship” (dictionary) is individually selective and based on mutual sympathy. It is known that friends can be permanent or temporary. We call temporary friends buddies. Questions: - How are buddies different from friends? How many true friends can a person have? Question: Who is a friend? What qualities should he ideally have? Exercise “My ideal friend”

Goal: students’ awareness of the qualities that are valued in friendship.

Task: students’ self-analysis of their views on the qualities necessary in friendship. Students are asked to write in groups the qualities that a friend needs. “A friend is someone who…” Joint discussion of the results.

Discussion in a circle. Questions:

If your best friend said what he/she likes most about you, what exactly do you think he/she would say?

If this person were asked to say what he doesn’t like about you, what do you think he would say?

What do you think is most important in friendship?

What can interfere with friendship?

Introduction to the code of friendship (rules of friendship).

Code of Friendship, developed by domestic sociologists and psychologists:

Everything is tested by time, over the years! If there is a person next to you with whom you communicate regularly for 3 - 5 years or more, with whom you have common interests, mutual understanding, common views, common memories, if you can always turn to him with your questions and problems and you know for sure that there will be no refusal - this means that you have a friend!

Friendship must be treasured, cherished and protected! Know that it is always easy to quarrel, but making peace and forgiving is very difficult. It's better to discuss than to argue.

Never compare your new friend with other or former friends! If you do this, it means that you are dissatisfied with something. And discontent leads to distrust. Mistrust is the horse of friendship.

Remember that everyone is different! Each has its own advantages and disadvantages. Don't try to change your friend - it's not fair to him.

Friendship is a mutual process! This means that you also need understanding and attentiveness towards your friend.

Don't treat your friend the way you wouldn't want them to treat you.

Friendship involves trust and sincerity. Therefore, be sincere with your friends! Remember the saying: “What goes around comes around, so comes around.” A person always gets suspicious for being suspicious, for lying - a lie, for openness - openness.

The Code of Friendship, developed by European psychologists and sociologists:

Share news about your successes.

Offer emotional support.

Volunteer to help when needed.

Try to make your friend feel good in your company.

Return debts and services provided.

You need to be confident in your friend, trust him.

Protect a friend in his absence.

Be tolerant of the rest of his friends.

Don't criticize your friend publicly.

Maintain trusted secrets.

Do not be jealous or criticize your friend's other personal relationships

Don't be annoying, don't lecture.

Respect your friend's inner peace and autonomy.

What do these two codes of friendship have in common? What is the difference?

What rules do you think are especially important to follow to strengthen and maintain friendship?

Do you think failure to follow what rules can lead to the breakdown of friendships?

Exercise “What is Important for Friendship?”

Goals: consolidating acquired knowledge about friendship, forming new relationships with people around you.

Task: expand your ideas about friendly relationships.

Rank the following statements in order of importance to you. What is important for friendship:

Let each other copy tests and homework.

Protect each other from offenders.

Come up with interesting games together.

Be able to sympathize, support, console.

Treat each other with sweets.

Be able to tell each other the truth, even if it is not very pleasant.

Be able to give in to each other.

Visit each other often.

Always say only nice words to each other.

Be able to share news.

To help each other.

Be able to listen to each other and understand.

Be able to be tolerant of your friend's other friends.

Don't quarrel with each other over trifles.

Sincerely rejoice at each other's successes.

Questions: - Why do you think you can often hear the following phrases from guys: “I don’t have a real friend,” “I can’t find friends,” “It’s difficult for me to be friends,” and so on?

Where can a person find friends?

Of course, friends can be found anywhere. But I would like to note that best friends– these are childhood and school friends. At school it is easier to find a person with whom you will be interested, with whom you will have common plans, common views, common interests, common problems and affairs. It is easier for you to understand each other.

Do you think there are age limits for friendship?

Research and surveys have established that there are no age restrictions. But still, most people are of the opinion that a friend should be the same age or a little older or younger than you.

In conclusion, some useful tips:

Don't be too critical of the people around you. To establish relationships, it is very important what impression you make on the people around you. People always see you as you present yourself.

To make friends you need to be able to communicate. Communication is an art! In this regard, do not be critical, suspicious, gloomy and suspicious. If you are always energetic, moderately open, and calm, you are attractive to others.

Conduct yourself in such a way that people have reason to treat you with respect and see you as a strong and attractive person. Try not to think badly of anyone. Give yourself an exam: try for a week not to slander or gossip about anyone, either out loud or to yourself. It's quite difficult! But it turns out that if we ourselves do not think badly of anyone, then it seems to us that everyone also thinks only good things about us.