Education of moral qualities of preschool children through Russian folk tales - The role of fairy tales in the formation of moral qualities of a child

The role of fairy tales in the formation of moral qualities of a child

A fairy tale plays a very important role in the formation of a child’s moral qualities. And from the very beginning it is necessary to pay attention to the gender approach of the fairy tale. As for gender, all fairy tales contribute to the formation of male and female character traits.

Fairy tales for the formation of human character traits are, for example, “The Three Little Pigs”, “Kolobok”. They show the method of fighting for a person. The fairy tale “The Three Little Pigs” gives a successful scenario for defeating a superior opponent, and the fairy tale “Kolobok” contains the most important warning about the conditions under which you can be defeated and about observing safety rules. Based on these stories, the typology of the enemy and the scenarios for fighting and defeating the enemy can be explained to the boy. In a confrontation with one opponent you need strength, with another - caution and prudence, with a third - a reliable team, with a fourth - a tactical conversation. Stories that have a masculine character contain three important ideas for a boy: firstly, the correct perception of reality, secondly, the concept of the enemy and security, and thirdly, the desire to defeat the enemy. They symbolically give the boy knowledge about the strategy and tactics of fighting the enemy. Strong cover, combined forces, luck, knowledge and exploitation of one's own advantage and the enemy's weaknesses are the ingredients for success. Everything a boy remembers as a child shapes his adult life. Russian folk tales form in future men such qualities as the ability to withstand difficulties, courage, bravery, immortality before the enemy, respect and love for mother (wife).

But fairy tales - “Masha and the Bear”, “Khavroshka”, “Morozko”, “Goose Swans” help to form female character traits. These tales necessarily have a male character. The heroine builds relationships with him in different ways. She either gets involved in an argument, prepares for a happy marriage, or helps him. These tales help a girl understand what it means to be a woman. In these fairy tales, the girl receives certain knowledge about the life of the heroines. The first is to find a worthy partner, that is, choose the best. And the choice is associated with the ability to listen to your heart, which will say: who is worthy, loving, faithful, always ready to help. Accept the help with gratitude, and what you do will come true. Secondly - to create a comfortable environment where she feels calm and protected, where her strength is multiplied to understand and give love, where she can raise children - the continuation of the race. Love and tolerance are the main manifestations of femininity in Russian culture.

But there are stories through which we can develop moral qualities in both boys and girls. They have the same ending and always end with the reunion of the hero and heroine - a wedding. Thus, fairy tales are an effective means of developing personal moral qualities and national character traits.

What kind of our children will be - attentive, caring, kind, compliant, sweet or, conversely, selfish, tactless, aggressive - depends only on us - their parents? In the family, children form their attitude to the world of people, to things, to nature, develop and strengthen their feelings.

How can we raise our children to be kind, empathetic, and considerate people? How to raise a child so that he grows up to be a happy person?

Moral feelings of preschoolers are formed in combination with moral behavior. Be sure to talk to your child after reading the story. During this time, you can reveal the essence of the characters, evaluate their actions, talk about the positive and negative aspects. The choice to read stories aloud depends on what kind of moral feelings you can develop in your child.

Developing a sense of respect for elders is organically connected with the task of creating a culture of behavior in children towards other people. The habit of always being polite, the willingness to actively take care of the older and younger generations, the results of the work of adults in caring for their activities. Linguistic culture and moral values ​​(truthfulness, honesty, modesty, patience, tolerance and conformity) continue to evolve.

Moral education of preschool children through perception and understanding of fairy tales

Bibliographic description:

Berzlyakova, M. V. Moral education of preschool children through the perception and understanding of fairy tales / M. V. Berzlyakova, N. N. Kaygorodova. — Text: immediate // Current tasks of pedagogy: materials of the IX International. scientific conf. (Moscow, June 2018). - Moscow: Buki-Vedi, 2021. - pp. 12-16. — URL: https://moluch.ru/conf/ped/archive/279/14302/ (access date: 12/29/2021).


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, with the world of human relationships and with the entire surrounding world in general begins with a fairy tale. Spiritual and moral concepts, vividly represented in the images of heroes, are reinforced in real life and relationships with loved ones, turning into moral standards that regulate the desires and actions of the child. The use of fairy tales for the formation of moral feelings and universal human values ​​of preschoolers is especially relevant at the present time; there is a distortion of the original meaning of the works, turning fairy-tale actions from morally instructive into purely entertaining. Fairy tales have great potential for harmonizing the emotional sphere and correcting the behavior of a preschool child. The perception of fairy tales has a strong impact on the process of forming moral ideas and creates real psychological conditions for the formation of a child’s social adaptation.

Senior preschool age is a period of active development of moral norms, the formation of moral habits, feelings, and relationships. It is the most crucial stage in the development of mechanisms of behavior and activity, in the formation of the preschooler’s personality as a whole. This is due both to the large changes that occur in the mental and emotional-volitional development of preschool children, in the motivational sphere, in communication with adults and peers, and to the achieved level of moral education. In this regard, the possibilities for moral education of older preschoolers are expanding.

An analysis of scientific literature shows that the problem of moral education of children was the subject of close attention of many eternal classics of foreign and Russian pedagogy: Y. A. Kamensky, J. J. Rousseau, J. Locke, I. F. Herbert, I. P. Pestolozzi, K. D. Ushinsky, L. N. Tolstoy, A. S. Makarenko, V. A. Sukhomlinsky and others. At the same time, the available material on the problem of the formation and development of morality must be comprehended from the point of view of modern socio-economic transformations, happening in society.

According to most scientists, it was during this period that the foundations of such moral qualities as collectivism, patriotism, discipline, truthfulness, goodwill, hard work, integrity, frugality, etc. are laid. The use of folklore, the possibilities of which are inexhaustible, is of no small importance in nurturing certain qualities in a child’s personality. . His folk wisdom influences the emotional sphere of the child when communicating moral concepts to him, and forms stable positive or negative attitudes towards reality.

A fairy tale is an inseparable part of folklore. It is the subject of scientific research by folklorists, literary scholars, psychologists, and teachers. In our study, a fairy tale is considered as one of the means of moral education of preschool children. Ideas sung and preserved in folklore have not lost their meaning to this day. “These are the first and brilliant attempts at Russian folk pedagogy. And I don’t think that anyone would be able to compete in this case with the pedagogical genius of the people.” - wrote K.D. Ushinsky. Many modern scientist-teachers and representatives of the pedagogical community have pointed out the large role that fairy tales play in the formation of the personality of a preschooler. In their opinion, everything that is most valuable, polished over many centuries, can and should be used in the educational work of kindergartens.

The fairy tale shows the life of a person in society, the peculiarities of relationships between people. The transmission of moral behavior in them occurs not through abstract concepts, but through the actions of real characters, whose behavior is significant for the child.

In recent years, many scientific studies have been conducted to examine the possibilities of fairy tales in the education of preschool children, but revealing the features of the moral education of preschool children using fairy tales is clearly not enough.

This allows us to conclude that in the practice of using fairy tales in the moral education of preschoolers, there are many unresolved problems: there is no system of work on the effective use of fairy tales in the formation of moral qualities, moral stability of the personality of preschoolers; The pedagogical conditions for the effective use of fairy tales in the moral education of preschool children have not been identified.

Analysis of literature and pedagogical experience made it possible to identify contradictions between the need to develop moral education in preschoolers and the insufficient use of perception in understanding fairy tales in this process.

The revealed contradiction made it possible to identify the problem of our research: what are the potential possibilities of education and understanding of fairy tales in the development of moral education in children 6–7 years old?

The object is the process of moral education in children 6–7 years old.

The subject is the process of perceiving and understanding a fairy tale as an educational tool.

Purpose of the study: to theoretically substantiate and experimentally test the possibility of moral education in children 6–7 years old through the perception and understanding of fairy tales.

Research objectives:

1. Analyze psychological and pedagogical research on the problem of moral education in preschool children;
2. To identify the level of development of moral education in children 6–7 years old;
3. To substantiate and experimentally test the effectiveness of perception and understanding of fairy tales in the development of the level of moral education in children 6–7 years old.

Research hypothesis: we assume that the development of moral education in children 6–7 years old through the perception and understanding of fairy tales will be successful if we develop and test a model of moral education in children 6–7 years old.

Methodological basis of the study:

– a purposeful process of introducing children to the moral values ​​of humanity (S. P. Baranov, L. R. Bolotina, T. S. Komarova);

– the process of formation of moral consciousness, moral feelings and habits, moral behavior (D. I. Lodzinsky. A. V. Zaporozhets, T. A. Markova, V. G. Nechaeva);

– development and formation of moral qualities of the individual (M. V. Veniaminov. E. V. Bondarovskaya, S. A. Kozlova. T. A. Kulikova).

In accordance with the stated objectives of the study, we conducted a confirmatory experiment.

The purpose of the ascertaining experiment was to identify the level of development of morality in children 6–7 years old:

A. Children's awareness of moral standards.

B. Emotional attitude towards moral standards.

The experiment involved 20 people from a preparatory group of children aged 6–7 years old at MBDOU No. 76 “Scarlet Sails” in Mytishchi.

Children from the school preparatory group, numbering 10 people, made up the experimental group. Children of the preparatory school group, numbering 10 people, are the control group.

Identification of the level of development of morality in children 6–7 years old is included in the following methods: “Finish the story,” which provides examples of situations for the child to consider, and the “Story Pictures” method. The authors of the methods are G. A. Uruntaeva and Yu. A. Afonkina.

Based on the results of the ascertaining stage of the experiment, we compiled a diagram (Fig. 1) the results of studying the level of development of morality in children were divided into three groups:

– 1st group – high level of moral development in children 6–7 years old (10% in the experimental group, 20% in the control group);

– 2nd group – level of moral development in children 6–7 years old (40% in the experimental group, 50% in the control group);

– Group 3 – low level of moral development in children 6–7 years old (50% in the experimental group, 30% in the control group).

Rice. 1. Results of the ascertaining experiment

The purpose of the formative experiment was to develop morality in children through the perception and understanding of fairy tales. Based on this, we developed and tested a long-term work plan for the development of morality in children 6–7 years old through the perception and understanding of fairy tales and made recommendations for the implementation of this work plan.

The plan contained 10 fairy tales aimed at developing such moral qualities. Like kindness-anger, generosity-greed, hard work-laziness, truthfulness-deceit. One fairy tale was read per day in accordance with the long-term plan, educational activities were carried out with the entire group of children. We worked in a circle so we could monitor the children's reactions. As they read, the children were asked questions, and attention was paid to those situations in which qualities opposite to those chosen were manifested.

Table 1

Long-term work plan for the development of morality in children 6–7 years old

They sought to evoke a value judgment towards social phenomena, facts, events, and contributed to the development of moral qualities.

When communicating with children, we avoided an imperative tone, more often expressed confidence in the possibilities, and helped express the children’s thoughts.

In accordance with the objectives of the study, we conducted a control experiment.

The purpose of the control experiment was to identify the level of development of morality in children 6–7 years old.

The main methods, indicators and evaluation system were presented in the ascertaining stage of the experiment.

Based on the results of the control stage of the experiment, we compiled a diagram (Fig. 2).

The results were also divided into three groups:

– 1st group – high level of moral development in children 6–7 years old (50% in the experimental group, 30% in the control group);

– 2nd group - the average level of moral development in children 6–7 years old (50% in the experimental group, 60% in the control group);

– Group 3 – low level of moral development in children 6–7 years old (0% in the experimental group, 10% in the control group).

Rice. 2. Results of the control experiment

We present the comparative results of the ascertaining and control stages in the diagram (Fig. 3).

Rice. 3. Comparative results of the ascertaining and control stages.

Thus. The study proved the effectiveness of perception and understanding of fairy tales in the development of morality in children 6–7 years old.

Key terms
(automatically generated)
: moral education, understanding fairy tales, child, experimental group, control group, preschool age, level of moral development, use of fairy tales, control experiment, moral education of children.

Pedagogical value of Russian fairy tales

The educational value of fairy tales lies in the fact that they capture the best qualities of the Russian working people: Love for freedom, natural intelligence, perseverance, perseverance.

Fairy tales teach children to be proud of their people and love their Motherland. A folk tale usually evokes rich emotions in children, which enhances its educational effect. The intensity of children's experiences is closely related to the content of the plot, the variety of adventures experienced by its characters.

Emotions help preschoolers understand the meaning, the main idea of ​​the work. These qualities of a folk tale characterize it as a highly artistic work for children, which corresponds to the psychological characteristics of the age. The fairy tale speaks to children in the language of art - light, cheerful, understandable and convincing. A fairy tale is not just a fantasy for a child, it is a special reality, the reality of the emotional world. A fairy tale expands the framework of ordinary life for a child; only in a fairy tale form do preschoolers encounter such complex phenomena and feelings as life and death, love and independence, anger and pity, betrayal and cunning, and the like.

The form of presentation of these phenomena, special, fairy-tale, understandable to a child, and the level of manifestations, moral meaning remain real “adults”. These lessons that the fairy tale gives are lessons for life for both young and old. These are unprecedented moral lessons for children that show how fairy tales affect children in ways that adults cannot foresee [1].

Listening to fairy tales, children deeply sympathize with the characters, they have an internal impulse to help, help, protect, but these emotions quickly disappear because there are no conditions for their realization. True, they are like a battery that charges the soul with moral energy. When you read fairy tales to a child, when you look at the pictures with him and comment on them with sincere interest, you understand that this is perhaps more important and, above all, more effective than subsequent work with adult children for several years. This is what creates that wealth - a natural and constant interest in books, in the idea of ​​a correct, beautiful literary language, a taste for the native language, which will later be called innate literacy. Skip this point, and it will take years of special techniques and other pedagogical wisdom to achieve what is now so easily achieved - just read fairy tales to your child.

Fantastic tales filled with wonder and magic always attract children. The child happily immerses himself in the unreal world, actively acts in it, and creatively rearranges it. But this unreal world seems only to us, adults. The child perceives everything that happens in a fairy tale as reality. This is what his inner world requires.

Transforming into fairy-tale heroes, princes and princesses, witches and fairies, children complete tasks much more enthusiastically and joyfully than just Petya, Misha, Galya, Tanya.

The leading pedagogical idea of ​​my work is to sow and cultivate in a child’s soul the seeds of love for native nature, home and family, for the history and culture of the country, with the help of fairy tales. 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.

The fairy tale is understandable to a preschooler; its composition, vivid contrast of good and evil, fantastic and morally defined images, expressive language, 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.

The relevance of the topic I have chosen is as follows: at present, the fairy tale, like many other values ​​of traditional culture, has noticeably lost its purpose. But it is the fairy tale that plays an important role in the moral enrichment of preschool children.

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 such moral qualities as kindness, mercy, and justice. Watching children, I noticed that not all children know how to communicate with each other, some show a tendency towards hostility, reluctance to share toys, and many cannot help a friend in a difficult situation. Children have poorly developed skills of sympathy and empathy. I thought about the problem: how to form moral qualities using accessible, understandable, and most importantly interesting means for preschoolers. I see my task as a teacher as helping children find the right guidelines in our complex world through the active inclusion of fairy tales in their work. The fairy tale raises questions not only about good and evil, but also about the purpose of man and his life path. Thanks to a fairy tale, a child learns about the world not only with his mind, but also with his heart.

In my work I set a goal : to promote the formation of moral qualities of children of senior preschool age through working with fairy tales.

To achieve this goal, I identified the following tasks:

To form an active position of the child in the process of working with a fairy tale.

To promote the formation of moral qualities of older preschoolers.

To foster an interest in fairy tales in children.

Enrich the RPPOS in order to ensure the active activity of preschoolers.

To promote the activation of parents of students as subjects of the educational process.

There are various methods for introducing preschoolers to fairy tales, which I use in working with children. The most common method is reading, i.e. verbatim transmission of the text. The next method is storytelling, i.e. more free transmission of text. The main thing in a storyteller’s presentation is to tell the story expressively so that the children listen.

There are also various techniques for shaping the perception of a fairy tale:

The expressiveness of reading is achieved by a variety of intonations, facial expressions, sometimes gestures, a hint of movement. The next technique is repeated reading. It is advisable to repeat a short fairy tale that aroused interest. From the big fairy tale, you can read the most significant and vivid passages again. This is a selective reading. For example, if after the first reading the fairy tale is already understood by children, you can use a number of additional techniques that will enhance the emotional impact - showing toys, illustrations, pictures, elements of dramatization. The illustrations are shown to children in the sequence in which they are placed in the fairy tale. In this case, it is useful to use plane, finger, shadow theater. Dramatization is one of the forms of active perception of a fairy tale. In it, the child plays the role of a fairy-tale character. It helps to develop such character traits as courage, self-confidence, independence, and artistry. There is also such an important technique as a conversation based on a fairy tale. This is a complex technique, often including a number of simple techniques - verbal and visual. The conversation is introductory (preliminary) before reading and brief (final) after reading. Based on this, we can say that there are different stages of working with a fairy tale:

1) Introducing children to fairy tales - reading, storytelling, conversations about the content, looking at illustrations - in order to develop an emotional attitude towards the actions and characters of the fairy tale.

2) Emotional perception of a fairy tale by children - children’s retelling of the content of the fairy tale, various theaters (tabletop, finger, shadow, flat), outdoor games with fairy tale characters - in order to consolidate the content of fairy tales.

3) Artistic activity - attitude to the hero of a fairy tale in modeling, drawing, appliqué, design. These forms of work allow children to express their attitude towards the heroes of the fairy tale, embody their experiences, develop skills of empathy, sympathy for the fate and actions of the heroes of the fairy tale.

4) Preparation for independent activities - acting out scenes from fairy tales, theatrical games, dramatization of fairy tales, creative play using characters, scenes from fairy tales. These transformations of children into heroes of fairy tales contribute not only to the development of sympathy, but also to an understanding of the moral lessons of the fairy tale, and the ability to evaluate the actions of not only the heroes of the fairy tale, but also the people around them.

Moral categories such as good and evil, good or bad, possible and impossible, must be formed by your own example, as well as with the help of fairy tales. Fairy tales help children see a lot, for example, that friendship helps to defeat evil in such fairy tales as: “The Three Little Pigs”, “Winter House”; the fairy tale “Turnip” and “Teremok” teaches preschoolers to be friendly and hardworking; fairy tales “Masha and the Bear”, “The Wolf and the Seven Little Goats” warn (you can’t go into the forest alone, that it’s dangerous to open the door to a stranger - you can get into trouble, and if this happens, you don’t need to despair, but you need to find a way out of the current situation) . Fairy tales teach parents to obey: “Geese are swans”, “Sister Alyonushka and brother Ivanushka”, “Snow Maiden”, “Ayoga”. Fear and cowardice are ridiculed in the fairy tale “Fear Has Big Eyes”, cunning is ridiculed in the fairy tales “The Fox and the Crane”, “The Fox and the Black Grouse”, “Little Fox and the Gray Wolf”, “Spikelet”. In such fairy tales as “Khavroshechka”, “Moroz Ivanovich”, “The Frog Princess”, “Sivka-Burka”, it is said that hard work is always rewarded. And in such fairy tales as “The Man and the Bear”, “How a Man Divided the Geese”, “The Fox and the Goat”, wisdom is praised, caring for loved ones is encouraged in the fairy tale “The Bean Seed”.

All work on developing moral qualities in preschoolers through fairy tales must be carried out together with their parents.

Stages of work on the topic: initial, main, final and their content: Initial stage. Selection of material necessary for working with children and parents on the topic: “Fairy tales as a means of moral education of children of senior preschool age.” Setting goals and objectives on this topic. Arouse the interest of children and parents in the topic. Arouse interest in children and parents reading fiction together. Develop the creative abilities of children and parents. Determine the knowledge of parents and children about fairy tales. Establish partnerships between children and parents, parents and kindergarten. Main stage.

Joint activities of the teacher with children and their parents: reading fairy tales, retelling them, conversations, theatrical performances of fairy tales, games, exhibitions of drawings, crafts, consultations and questionnaires for parents. Russian folk games - “Vodyanoy”, “Grandma Malanya”, “Wolf and Seven Little Goats”, “Bear the Bear in the Forest”, “Geese and Swans”, “Cat and Mouse”, “Crested Hen”, “Golden Gate”. Didactic games - “Tell a fairy tale using a series of pictures”, “Make up a fairy tale”, “Name a fairy tale”. “Find out the beginning of the fairy tale”, “What comes first, what comes next”, “Which fairy tale are we from?”, “Which fairy tale is the magic thing from?”, “Choose an illustration for the fairy tale”, “Add the picture and find out the fairy tale”, “Add the fairy tale ”, “What’s extra?”, “Find out by description”, “Confusion”, “You are for me - I’m for you”, “Tales about animals”, “Kolobok is rushing home”, “Play out your fairy tale”. Riddles about fairy tales. Finger games based on fairy tales. Physical exercises based on fairy tales. Conversations: “What would you do if you had a magic wand?” “Which fairy-tale character do I resemble?”, “Visiting a book,” “Who draws pictures for fairy tales.” Joint activity of the teacher with children: Introducing children to the fairy tale: “The Fox and the Jug”, “Winged, Hairy and Oily”, “Khavroshechka”, “Bragging Hare”, “Frog Princess”, “Sivka - Burka”, “Finist - clear falcon”, “Ayoga”, “How the fox offended the bull”, “Silver hoof”, “Nightingale and the crow”, “Hedgehog” and others - reading, storytelling, conversations on the content, looking at illustrations - in order to develop an emotional attitude to actions and fairy tale heroes.

Joint activities of the teacher with parents: hold a parent meeting (introduce them to the subject-developmental environment of the group), inform parents about what fairy tales are included in the reading range of children of the 6th year of life. Information is presented in the corner for parents in the form of lists of literary works, indicating what we will read in kindergarten and what is recommended for reading at home.

In the corner for parents there are tips, wishes, consultations: “The influence of fairy tales on the child’s speech development”, “How and when to tell fairy tales”, “Books and theater”, “Reading and playing”, “Drawing a fairy tale”, “How to make friends with book”, “Features of reading fairy tales about animals”, “Fairy tales will help to cope with children’s disobedience”, “The role of fairy tales in the development of a child’s speech”, “Cultivating hard work, obedience and responsibility through fairy tales”, “The influence of fairy tales on the child’s psyche”, “Read me a fairy tale, mom, or which books are best for preschool children to be friends with,” etc. Leisure activities for children on literary topics prepared together with parents will be very useful: the game-quiz “On a visit to a Russian folk tale,” “In the land of a favorite fairy tale.”

Together with parents, replenish the group’s library with new colorful books with fairy tales, coloring books based on fairy tales, and listening CDs.

Together with parents, replenish the theater corner with various types of theater.

Final stage. Involving parents in the design of the site: crafts are made from hemp and waste material - fairy tale characters familiar to children. Conduct theatrical performances and games, entertainment with children and parents. Thus, based on the above, I got the result in my work: children learned to understand the meaning of fairy tales, to distinguish good from evil, good or bad, possible or impossible. Children became less shy and were not afraid to choose any role in the game. The children were interested, they took part in all the activities with pleasure, the children began to love listening to fairy tales performed by the teacher, and looking at illustrations in books. In independent play activities, they now enjoy playing out familiar fairy tales with the help of toys and various types of theater; some students come up with new ones, their own fairy tales. In order for a child to grow up to be a good person, it is necessary to work with him, starting from early childhood. The main means of education is literature for children, fairy tales that turn human hearts to kindness, generosity, conscience, honor and justice. A child's personality begins in childhood. Therefore, the sooner literature, namely a fairy tale, touches the strings of a child’s soul, and not just the mind, the more guarantees there are that good feelings will prevail over evil ones.

Features of the fairy tale as a genre

In order to most effectively use a fairy tale to develop moral qualities in children, you need to know the features of a fairy tale as a genre.

Many fairy tales inspire confidence in the triumph of truth, in the victory of good over evil. Children especially love the optimism of fairy tales and enhance the educational value of these means.

The intensity of the plot, imagery and entertaining nature make fairy tales an effective teaching tool. The pattern of events, external clashes and struggles in fairy tales is very complex. This circumstance makes the plot fascinating and attracts the attention of children to it. Therefore, it is legitimate to assert that fairy tales take into account the mental characteristics of children, especially the instability and mobility of their attention.

Imagery is an important feature of fairy tales, which facilitates their perception by children who are not yet capable of abstract thinking. The main character traits that bring him closer to the national character of the people: Courage, hard work, wit, etc., as a rule, are very clearly expressed in the hero. These qualities are manifested both in events and through various artistic techniques, such as hyperbolization.

The images are complemented by funny narratives. As wise educators, people paid special attention to the fact that fairy tales are fascinating. Usually they contain not only bright and lively images, but also humor. The listener is often amused by fairy tales of all nations. An example of such tales is the fable of the werewolf.

Didactics is one of the most important features of fairy tales. Consequences are used to reinforce didactics. “Doing good” is taught not through general argumentation and teaching, but through vivid images and convincing actions. This or that instructive experience gradually accumulates in the consciousness of the listener.

Working with fairy tales takes various forms: Reading fairy tales, retelling them, discussing the behavior of fairy-tale characters and the reasons for their successes or failures, theatrical performances of fairy tales, holding a competition for storytellers, exhibitions of children's drawings based on fairy tales, and much more.

When a child begins to recognize himself and explore the world around him, he has many questions for adults. Many questions from children confuse adults. It is not easy to explain to a child why things happen the way they happen, and what is “good” and what is “bad.”

One of the hallmarks of a true fairy tale is a good ending. This gives the child a feeling of psychological security. Whatever happens in a fairy tale, everything ends well. It turns out that all the trials that the heroes faced were necessary in order to make them stronger and wiser. On the other hand, the child sees that a hero who has done something bad will definitely get what he deserves. And the hero who has passed all the tests and shown his best qualities will certainly be rewarded. This is the law of life: how you treat the world, it treats you!

A fairy tale enters a child's life from an early age, accompanies him throughout preschool age and remains with him throughout his life. Fairy tales are the beginning of a child’s acquaintance with the world of literature, human relationships and the world in general.

Fairy tales give children poetic and nuanced portrayals of their characters and leave room for imagination. Moral concepts, vividly depicted in the images of heroes, are reinforced in real life and in relationships with loved ones, becoming moral standards that determine the desires and actions of the child.

The fairy tale, its composition, the vivid opposition of good and evil, fantastic and morally unambiguous characters, expressive language, the dynamics of events, special cause-and-effect relationships and phenomena understandable to preschoolers make the fairy tale especially interesting and fascinating for children, an indispensable tool for the formation of a morally healthy personality in children .

MAGAZINE Preschooler.RF

All adults were children at first, only few of them remember this. Antoine de Saint-Exupery.

Every adult comes into his life from childhood. Our life today depends on what it was like. What we can leave as an inheritance to our children depends on this. It is in childhood (and moreover, in early childhood) that the minds and hearts of our sons and daughters are nurtured. We adults need to constantly remember this! It is necessary, apparently, to remember that raising a child begins, first of all, with the self-education of a person, an adult. With his moral qualities, proper communication with people and careful attitude towards the whole huge world that surrounds us and our children.

What is a fairy tale? Where did she come to us from?

And she came to us from the cradle. As soon as the child is born, he already hears her whisper, hears the sounds, the singing of his mother, the melodies of his grandmother. The child is immersed in the cozy warmth of good emotions. The unbreakable connection with the mother continues for more than one year. Our baby is surrounded by love and kindness, and he already hears some elements of fairy tales, jokes, nursery rhymes, and begins to understand the speech of his loved ones. The baby grows up and asks his mother: “Tell me, tell me...What’s next?” And his mother will be happy to tell him that good always triumphs over evil.

Children with bated breath listen to unprecedented stories, look at illustrations of fairy tales, and empathize with their heroes with all their being.

L.S. Vygotsky said that a fairy tale largely contributes to the recovery of emotions and the satisfaction of the spiritual needs of the individual.

Children need fairy tales because they are necessary food for personality development.

Descriptions of miracles, unusual and not always understandable events have a strong emotional impact on the child. They make you think: “Are there any other good forces around me besides my parents?” Such questions are very important for a child - he thinks about his own protection in this world, about the meaning of life.

Fairy tales not only make a child think about important life questions, but help them find answers to them.

Fairy tale characters are identified by children depending on their age and concerns. The child easily enters a fairy-tale setting, instantly turning into the prince or Snow White, and just as freely switches to prosaic everyday life. He intuitively feels that fairy tales are unreal, but at the same time admits that this could happen in reality. The child wants to imitate those around him: strong, brave, dexterous, smart adults, but he does not always succeed. In a fairy tale, it is possible: to emerge victorious from any challenge, for example, to fly to distant lands to the thirtieth kingdom and fight a dragon with three heads. A child’s dreams come true in fairy tales when he listens to her or comes up with his own version. Thus, the child seems to realize his unconscious desires, which are not always fulfilled in life.

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, with the world of human relationships and with the entire surrounding world in general begins with a fairy tale.

Fairy tales present children with a poetic and multifaceted image of their heroes, while leaving room for imagination. Moral concepts, vividly represented in the images of heroes, are reinforced in real life and relationships with loved ones, turning into moral standards that regulate the desires and actions of the child.

V.A. Sukhomlinsky wrote: “A fairy tale is an active aesthetic creativity that captures all spheres of a child’s spiritual life, his mind, feelings, imagination, will . Raising children based on fairy tales is an important problem. Its solution requires serious, thoughtful work, the nature and content of which is determined by the literary work itself, the age of the children, and their level of development.

The first moral habits and qualities are formed, primarily regarding everyday and objective activities.

Opportunities are created to bring the child to an awareness of the need to comply with the norms and rules associated with the specific situations in which he is involved.

In preschool age, the most favorable conditions are created for the moral development of children; during this period, the system of relationships between the child and adults and peers is expanded and restructured, types of activities become more complex, and joint activities with peers arise. The child looks closely at the world of adults, beginning to highlight the relationships between people in it. A preschooler comprehends the world of human relations, discovers the laws by which human interactions are built, that is, norms of behavior. In an effort to become an adult, a preschooler subordinates his actions to social norms and rules of behavior.

The leading type of activity is role-playing play, where the child models behavior, actions, and relationships among adults. It brings to the fore the relationships between people and the meaning of their work. By performing roles, the child learns to act in accordance with the moral standards accepted in human society.

In order for the moral qualities of children to develop through a fairy tale, it is necessary to take into account the age characteristics of children every year. Starting from the first junior group, children gradually comprehend all moral qualities (justice, kindness, mutual assistance, etc.). Through fairy tales, as children grow older, they develop a more extensive, in-depth acquaintance with fairy tales. They get acquainted with magical, everyday, humorous fairy tales, where their characters, heroes, behave completely differently. Conveying the character and qualities with which they are endowed. Based on these ideas, the child develops an image of a fairy tale hero (positive - negative) with the help of moral qualities, the child reasons, proves to himself and others how he would like to see his hero, or what he is.

Moral feelings are based on the ability to respond emotionally to the state (sorrow, joy, etc.) of another person or an animate object or phenomenon. Children learn to empathize by creating images of trees, flowers, objects through fairy tales: for example, “I am a brook, I babble, as if I were talking to the earth or the sun. I'm long - long. I'm covered in glitter. This sun sparkles in me. I flow far, far away, into a deep river. I'm not bored. Above me the sky is blue. There is green grass nearby. And then I’ll meet the river - she’s my mother.” The teacher tells a fairy tale and asks questions: What can the fog and the path talk about? Who can the fog be friends with? Children come up with answers. In the process of such activity, the emotional sphere and imagination develop, horizons expand, speech becomes more active and enriched, children learn to observe nature, admire it with the help of moral qualities, and take care of it.

In order for the moral qualities of children to develop through a fairy tale, it is necessary to create all the conditions for the development of these qualities. It is also necessary to apply methods, forms and techniques in your work.

To form the moral qualities of a preschool child’s personality, I use the following methods in my work:

1. Conversation. When talking with children, I encourage them to think and talk. Asking them two or three questions. I let the guys speak. This allows the teacher to understand what children think and know from personal experience.

The group conducts ethical conversations - planned, prepared sessions with children. For example, “Which fairy tale am I from?” , where, using the example of fairy tale heroes, children’s ideas about such human qualities as kindness, modesty, courage are reinforced, showing them in comparison with negative qualities: cruelty, evil, cowardice, laziness.

With the help of a teacher, children learn to fairly evaluate the actions of their peers, and sometimes adults, and learn to understand what is possible and what is not, what is good and what is bad.

Sample conversation topics: “Always be polite” , “What is good, what is bad and why?” , “Your good deeds” , “What can you do to please your mother?” , "What is friendship?" , “Who do people call brave?” etc.

2. Reading and analysis of works of art, for example V.A. Sukhomlinsky “Why didn’t Olechka pick a flower?” , A. Barto “Helper” . The aesthetic background for the lessons is created by poems, riddles, ditties, included both in the main part and in additional work with children. Literary material is indispensable in the moral education of a child, since it is better for children to evaluate the behavior and actions of others than their own. For the comprehensive development of personality, children are involved in various activities related to fiction. For example, children create their own drawings based on fairy tales and short stories, learn to compose their own fairy tales or come up with an ending to an already known work, and organize exhibitions of works.

Observations of the teacher’s activities during games, classes, and work. The teacher’s smile, nodding or shaking his head, eye contact, facial expressions, joint actions with the child when performing an unpleasant task, joint activities (designing, modeling, coloring, etc.), listening, laughing at the child’s jokes - all this influences the formation moral qualities of the child’s personality.

In the course of my work with children of primary preschool age, I conducted an experiment “How to increase the level of moral qualities of children through a fairy tale . Based on the program of A.N. Veraxa; NOT. Veraksa “From birth to school” and the main educational program of kindergarten No. 56 “Pinocchio” , set for themselves the following tasks:

1. Study and analyze psychological and pedagogical literature, identify the essence of concepts, features, evaluation criteria, possibilities of fairy tales, pedagogical conditions that contribute to the successful moral education of preschoolers.
2. To identify the level of development of moral qualities in children, compliance with pedagogical conditions for the use of fairy tales in the pedagogical process and forms of cooperation with parents.

Based on program objectives and the proposed volume of literary works at the beginning of the school year: B - 9%, C - 13%, H - 5%

The following forms, methods and techniques of educational work were selected:

At the beginning of the school year: B – 9%, C – 13%, H – 5%

1. Reading fairy tales.
2. Discussion of fairy tales, episodes, heroes, etc.
3. Looking at illustrations.
4. Listening to audio recordings of fairy tales.
5. Watching videos of fairy tales.
6. Different types of theaters (tabletop, magnetic, bi-ba-bo, flannelgraph).
7. Dramatization game.
8. Coming up with a new ending to a fairy tale.
9. Drawing fairy tale plots and heroes.
10. Theatrical performances.
11. Solving moral situations (excerpts and fairy tales).
12. Conversations on fairy tales.
13. Evenings of fairy tales.

Method No. 1 “Lay out the pictures” N.B. Fesyukova

Goal: To identify children’s ability to classify actions according to their moral orientation (good-bad)

Material: a set of pictures (10 pcs.) depicting moral situations, for example, a child breaks a tree, feeds a dog, etc.

Methodology: The experimenter asks the child to look at the pictures and choose, putting the pictures to one side, where the child does well and where he does poorly.

Evaluation criteria: high level - easily navigates, accurately determines the situation, briefly comments, copes with 8 - 10 pictures without errors;

Medium - makes mistakes (1 - 2), but corrects them; copes with 5 – 7 pictures;

Low level - does not complete tasks, cannot navigate the proposed situational images, refuses to complete the task; gives the characteristic “all is well” to all or most images.

Method No. 2 Solving situations

Purpose: Studying the awareness of norms and explanatory speech in children 3 – 7 years old.

Material: Situation stories describing a moral situation.

For example:

1. Masha had 2 shoulder blades. She was digging with one, and the other was lying nearby. Olya came up and asked: “Masha, please let me play with your shovel, otherwise mine is broken . Then Masha answered...

During the research experiment, I came to the conclusion that at the end of the school year, children’s level of moral qualities increased through a fairy tale. This is shown by the monitoring results. During the experiment, the low level disappeared, children developed logic and thinking, children independently, without the help of a teacher, can evaluate the actions of fairy tale characters in different situations B – 12% C – 24%, N – 0

Work on developing moral qualities in a preschooler is carried out in close cooperation with parents. Parents are informed about the achievements and problems of their children, I consult with them about the individual characteristics of each child, I identify the origin of factors inhibiting development, and I teach the parents themselves the techniques and methods of moral education in the family. The effectiveness of moral education of preschoolers largely depends on the coordinated work of the preschool institution and the family. The work should be carried out in parallel, complementing each other.

In order to establish close contacts with the family, to ensure unity in the education of moral culture, I use the following methods:

• general and group parent meetings
• consultations
• teacher visits to the families of his pupils
• open days
• mobile folders, stands in parent corners of group rooms

Conducting competitions and game projects within the group and within the preschool.

The more favorable the conditions, the closer they are to optimal, the more successful development begins. Our group and kindergarten have all the conditions for the optimal development of children.

Starting the day in the morning, we introduce children to a fairy tale, while reading fiction, through listening, we encourage children to think, reflect, analyze the actions of the heroes, where the moral qualities of the heroes are highlighted.

In classes on familiarization with fiction, we introduce children to oral folk art, where we gain the opportunity to learn and get acquainted with magical, social and everyday fairy tales. Through fairy tales about animals we get acquainted with the life and history of the Russian people. We use the method of demonstration (illustration) and the verbal method. We widely use and apply moral qualities through proverbs and riddles: “Without labor, you can’t catch a fish out of a pond , “Alone in the field is no warrior , . ”

On our walks every day we use artistic expression, which contains elements of Russian folk art. And also in the Russian folk outdoor games “Lapta” , “At the bear in the forest” , “Chains are forged” , “burn, burn clearly” by the method of demonstration we develop and instill in children all moral qualities. Every Wednesday in our kindergarten in the afternoon there is a theatrical activity, where our pupils themselves, through dramatization, theater, table theater, develop and embody their artistic and creative abilities, through the development of moral qualities. In order to play a role or a character in a fairy tale, by reading, discussing moral qualities, we come to the conclusion of how to play this or that character.

Application Photo 1

In the process of learning social and everyday tales, fairy tales, and tales about animals, children acquire such moral qualities as kindness, mutual assistance, hard work, respect for a friend, and friendship. On the basis of this, the child’s character is formed and formed. Holidays and entertainment, where all children are involved, are of great importance for our children. They sing, dance, read poetry, and show mini-scenes with pleasure. Dressing up in various outfits, costumes, children become animated, take on the role of that character (hero), embodying it through themselves, while facial expressions, movements, and image seem more emotional and expressive. The entertainment was very interesting and educational: “Autumn Festival” , “Visiting a Fairy Tale” , “Travel on a Cloud” , “Christmas Meetings” , “Masten Candy” , where the children learned and became acquainted with the folklore of the Russian people (calls, jokes, jokes, teases)

Application Photo 2

Various forms and methods of work lead to knowledge of the Russian people, to the origins of their origin, the traditions of our ancestors, which are still relevant and in demand today. All these rituals widely express the moral qualities of people (kindness, politeness, mutual assistance, friendship), hard work in everyday life, in land ownership, care for animals, and respect for them.

The teacher himself plays an important pedagogical role in educating the moral qualities of preschool children through fairy tales. The teacher must be ideological and moral in all educational work with children, as well as emotional, expressive, sensitive, with good diction, so that children can clearly and quickly understand speech. He must have such moral qualities as kindness, respect for the child as a person (individual), responsive to the reasonable requests of children, and emotional. The teacher must be able to unite and organize the children's team.

Parents play an important role in nurturing the moral qualities of preschool children. It is in the family that children develop such important moral personality traits as hard work, honesty, responsibility, independence, kindness, and sensitive attitude towards people around them. Parents strive to see their children honest, hardworking, and fair.

Our kindergarten works in depth with parents in this direction. Parents provide great assistance in the upbringing and development of moral qualities in children. They respond to requests and are active participants in events held in the group.

In addition, parents take part in decorating groups for the New Year, making New Year's toys together with their children, and arranging a subject-development environment for conducting role-playing games.

With the help of parents, various types of theaters appeared in the group (finger, cardboard, bi-ba-bo, glove, etc.).

The parents of our group take an active part in various events, quizzes are held on various interesting topics “Fairy tale near us” , “Amazing near metro station.” The parents did a lot of work in making unusual toys, balls, garlands, sweets, and other types of decoration for the New Year. Our parents, together with their children, participate in various folklore festivals, dramatizations, where their own children become animated and want to be like their parents. In dramatization, taking on a certain role, children become liberated, play emotionally and expressively. (Dramatization of fairy tales “Teremok” , “Geese-Swans” , “Visiting a Fairy Tale” ).

At the evenings of family meetings, interesting conversations are held with tea drinking, where the parents of our children, grandmothers, talk about the traditions and images of the Russian people, show their ancient jewelry, costumes that were in their times. The parents brought a lot of different costumes, kokoshniks and other props. In the group in the parent's corner, parents are provided with various consultations: “How to read a fairy tale to children” , “Russian folk wisdom about education” , “Folk lullabies” .

Application Photo 3

Any fairy tale is focused on a social and pedagogical effect: it educates, educates, teaches, encourages activity and even heals. In other words, the potential of a fairy tale is much richer than its artistic and figurative significance. A fairy tale is one of the most important social and pedagogical means of shaping the personality of children.

In the course of work, I advise you to use the following methods when working with children: create a room of fairy tales for the creative development of children, it is good to have magic chests in the group, a self-assembled tablecloth, boots - walkers;

• more actively use Fesyukova L.B., on the development of the moral personality of a preschooler
• in special classes on drawing, music, speech development, give children assignments on moral and ethical topics
• the use of fairy-tale literature that educates the moral qualities of children
• work with parents to develop moral education through fairy tales.

Practice shows that in those families where parents strive to comprehensively educate their children, know how to organize their activities, where an atmosphere of mutual respect reigns, positive results are achieved in the formation of the moral foundation of children’s personalities through fairy tales, through oral folk art, we educate and develop the moral qualities of children.

I want our children to grow up to be kind, honest, decent people. It is so difficult to be a morally decent person in our difficult, troubled times. And I want the child’s soul to always strive for light, goodness and love.

We all come from childhood, we will leave a piece of it for the rest of our lives!

V.A. Sukhomlinsky.

Bibliography:

1. L.B. Fesyukova “Comprehensive classes on moral education”
2. L.B. Fesyukova “Education with a fairy tale” Demonstration material.
3. Magazine “Child in Kindergarten” 2007 No. 6 “The ABC of Politeness”
4. V.A. Sukhomlinsky “On Education”
5. R.S. Bure "Social and moral education of preschool children" .
6. K.D. Ushinsky “Rules for educating a child’s personality”