Games that develop the moral and volitional qualities of the child's personality
Mar 17, 2018
Kids behave differently until they get used to kindergarten. Some quickly become accustomed to the new environment, others for a long time are confused, frightened, or aggressive, while others openly resist the instructions of an adult, shout and capricious, demanding the fulfillment of their desires. Such outwardly dissimilar deviations in behavior testify to the underdevelopment or deformation of the moral-volitional sphere of the individual. Most often, this is due to improper education in the family, when the child is either pampered, constantly cared for, or allowed to do whatever he wants, or, on the contrary, they lock their freedom with endless prohibitions and threats of punishment. No less harmful and contradictory demands on the child by different family members.
An important task of the educator is to overcome these negative manifestations, which spoil the life of both the child and those around him. You can not just talk with your parents. It is much more important to organize the child's activities in such a way that his behavior is rebuilt. The activity that brings the kid pleasure, helps in his upbringing much more than direct demands to correct, obey the adults.
We offer games aimed at developing moral and strong-willed personality traits. In the younger preschool age, these qualities include: the ability not to be afraid of difficulties, the ability to mobilize their efforts to achieve the goal;the ability to comply with the order, not interfering with others, and also to share toys, to make pleasant to peers, to help them.
This section contains mostly mobile games with rules. They create conditions that require the child certain volitional efforts necessary to achieve personal success. In addition, these games encourage the baby to have friendly relations with surrounding adults and peers. Each game teaches children the consistency of the movements that are the means of achieving the game goal. Such conditions are created in which the child can evaluate the behavior of all participants in the game, including his own. This allows the educator to form a friendly relationship between the children in the group.
These games contribute to increasing the activity of the child's consciousness, which, of course, affects his behavior. They are offered in order of increasing complexity of the teaching task, and each game is a step of strong-willed and moral development.
The first two games( "Dogonalki" and "Shaggy Dog") teach children to overcome indecision, shyness, fear of a new, unknown. Helping them in this support peers. For example, holding hands, the kids all go together to the "dangerous line".The emotional uplift that they experience in this case is also a support for overcoming fearfulness.
In subsequent games the pupils do not act simultaneously, but in small groups, in turn. To get an active role, now you have to wait a little, which teaches children to be considered not only with themselves, but with others. Action on the signal requires the baby more effort, because you need to be able to restrain yourself. The role for imagined behavior in games is also played by an imaginary situation. A means of performing game roles, the movement.
Games "Empty place" and "Who will reach the flag before?" Contain elements of the competition, which requires the child to mobilize his efforts.
In the final games of the section( "Ai, gugu", "Saluki-zaschalochki", "I brought you a gift"), kids learn to help each other. Sometimes you have to give your peer what you like most. And this is very difficult, especially for kids. The adult needs to create during the game such an environment that the pleasure received by the child from his good deed, defeated other feelings.
Performing in turn different attractive actions and watching others, children learn to evaluate them, notice the mistakes of their peers. On this basis, there arises the ability to evaluate and their actions.