Place of work (name educational institution): MAOU "Cadet School No. 82", Naberezhnye Chelny

Conversation on the topic: “How to be friends correctly”

TARGET:contribute to the formation of skills of constructive interaction in the group.

TASKS:

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.

Help overcome communication barriers. Improve communication skills.

Increase children's self-esteem.

PROGRESS OF THE CONVERSATION

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?

So, friends are those whom we trust, who will not betray us, who will not let us down, who are able to support us in difficult times, sympathize with us and help. We can entrust all our revelations to a friend. Over the course of his life, a person gains and, unfortunately, sometimes loses friends due to various situations. Friendship brings us a lot of joy. Friendships can change as we ourselves grow and change.

Question:Who is a friend? What qualities should he ideally have?

Exercise “My ideal friend”

Target:students' awareness of the qualities that are valued in friendship.

Task:self-analysis by students 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 circles

Questions:

- If your best friend (girlfriend) said what he (she) likes most about you, what exactly do you think he (she) would say?

- And if this person was 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).

The 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.

Don't 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.

Questions:

—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 disintegration? friendly relations?

Discussion of sayings, proverbs and situations

1. The poet Mikhail Svetlov (1903-1964), having written poems, often read them to friends on the phone at any time of the day or night. Svetlov’s friend, awakened once again in the middle of the night by a telephone call, reproached him: “Do you know what time it is?”

“Friendship is a 24-hour concept!” Svetlov answered.

2. Khoja Nasreddin was once asked: “Can you tell me how many friends you have in this city?”

““I can’t say how much now,” Khoja answered, “because I had a good harvest this year and I live in abundance.” And friends are known in trouble.”

3. An Eastern sage was asked: “Why do friends easily turn into enemies, while enemies become friends with great difficulty?” He replied: “It is easier to destroy a house than to build it, to break a vessel is easier than to repair it, to spend money is easier than to acquire it.”

Exercise “What is important for friendship?”

Goals:

consolidation of 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, a few 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.

— In order to have friends you need to be able to communicate. Communication is an art! You need to learn to communicate. 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, behave 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.

— Build your attitude and communication with others “on equal terms”, do not touch what is dear to a person: his clothing style, his hobbies, his loved ones, his ideals and values.

- Be careful with humor. The most dangerous humor is that which is directed at another person. If it's expensive for you good mood yourself and those around you, then before you joke, think about the consequences.

— As for advice, they rarely teach, but often make you angry. Therefore, to those who like to give advice, I would like to say that they should be given only when you are asked for it and only such for which you will be grateful.

- Be attentive to those around you, don’t forget to say hello, don’t forget to congratulate people on holidays, remember the birthdays of the people around you.

And then they will definitely notice you, they will definitely remember you, they will value your communication, they will appreciate and respect you. And each of you will have real friends, permanent friends who will help you in the most difficult life situations.

- Now let's try to remember the code of friendship.

Features of the conversation:

It is more convenient to conduct a conversation when the participants sit in a circle. It is advisable to decorate the office: prepare an exhibition of books on this topic, including fiction, design posters with sayings and sayings about friendship.

1. At the end of each lesson, there must be a discussion of the results. The feelings of the group members are discussed. Students talk about what they liked or didn’t like, what they learned new from the conversation, what surprised or pleased them, what questions they still have.

2. At the end of each lesson, homework is given. Homework options:

— Write a story about your real (or imagined) friend.

— Come up with and write an advertisement: “Looking for a friend” (indicating the qualities that you would like to see in a friend).

- Come up with and write (together with your friends) a friendship motto.

— Interview parents. Sample questions: What is most important to you in a friendship? Do you have real friends? How many years have you known them? Do you know anything about the code or rules of friendship?

3. A lesson always begins with some kind of warm-up exercise, which is aimed at creating a trusting relationship between the participants in the conversation. In the warm-up, you can use elements of psycho-gymnastics or exercises. Examples of exercises:

1. Psycho-gymnastics: “Swap places with all those…”

Target:development of a trusting atmosphere between students.

Task:bring the group together.

Participants sit in a circle with one chair missing. The driver is in the center of the circle, the command is given: “now all those who have...” will change places. Any sign is called: hair color, clothing, birthday, etc. You cannot change with your neighbor on the left and right. The driver must have time to sit on the vacant chair. Whoever is left without a place is the one who drives.

2. Game exercise: "Hello!"

Target:development of trusting relationships between students.

Task:bringing group members closer to each other.

Participants begin to walk around the room. They are invited to shake hands with each person in the group and say “Hello! How are you doing?". You only need to say these words and nothing more. When greeting one of the participants, you can free your hand only after you start greeting someone else with your other hand. In other words, you need to be in constant contact with someone in the group and say hello to everyone in the group.

The game can also be used at the end of the lesson, replacing the greeting with a farewell: “Thank you!” or “Thank you, it was so good working with you today.”

LIST OF REFERENCES USED:

Koblik E. G. First time in 5th grade - M., 2003

Pilipko N.V. Invitation to the world of communication - M, 2001

Seleznyova E.V. I explore the world. Psychology - M., 2002

Snyder Practical psychology for teenagers, or how to find your place in life - M., 1997.

Filippova Yu. V. Communication - Yaroslavl, 2002

Fopel K. Pause energy - M, 2001

Encyclopedia of the Home Psychologist - M., 2000.

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. Short story about the goals of the conversation, about the features of 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 is an interesting person, an interesting personality, each of you 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.

Don't 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 are friends from childhood and school. 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.

An important stage in the psychological examination of newly arrived convicts is an individual conversation. During its implementation, the following tasks are solved: the personal properties of convicts are clarified, the adequacy of their self-image, feedback is given to convicts about the test results, the program is discussed educational work with them. One should take into account the fact that some convicts end up in a correctional facility with a negative psychological attitude. This fact may be due to previous communication between convicts and employees of the police, prosecutor's office, and court; as a result, such convicts may be insincere in their conversation.

Psychologists, working with convicts, must be able to determine the causes of a particular behavior or condition. The unwritten rules of a convict entering a correctional facility are not to trust anyone, not to say anything about himself. Convicts try to hide facts of past, present and desired criminal behavior, important events in their lives, aspirations and fortunes. This information can have a significant role in solving and preventing crimes, preventing suicidal behavior, and conflicts among special forces.

The conversation can transform into psychological counseling, consisting of several meetings during the period of serving the sentence.

The initial meeting should be a simple casual conversation, held in a calm tone. Tact and restraint on the part of the psychologist are mandatory conditions for conducting a conversation, even in the presence of negative and cynical emotional manifestations on the part of convicts, generated by the conditions of restriction of freedom and past social experience of communication.

A confidential, frank conversation can take place thanks to the psychologist’s ability to use communication techniques to establish psychological contact. Natural behavior, the ability to listen carefully, the manifestation of true interest in the affairs and attitudes of the convict, the calm tone of a simple, relaxed conversation, begun with any everyday, life issue, will have success and continuation. At the same time, there is no need to emphasize the difference in social status and official position between the psychologist and the convicted person.

An individual conversation should be conducted in a separate room, in which only the psychologist and the convicted person should be present. The optimal position of the psychologist is from the side, so that the subject sees him with peripheral vision, but does not look at the notes. The convicted person should not be tired, hungry, under the influence of passion, or in a hurry to go somewhere. In the situation of conducting a conversation, all interference must be excluded, the convict must feel quite comfortable.

As a result of the conversation, the psychologist supplements and clarifies the information obtained as a result of studying the personal file. Particular attention is paid to the psychological analysis of the life path of the convicted person, including the following semantic blocks:

Conditions of upbringing and education in the family, the number of children in the family, the profession of the father and mother, relationships with parents and friends. Family composition in the present. Relationships with family members (wife, children). What issues of intra-family relations are of concern to the convicted person? What measures is he going to take to restore normal relations with family members? Does he receive help from his family (material, moral).

Education: where, when, how many classes he completed, why he dropped out of school, whether he wants to continue his education. If “yes” - then where and when, if “no” - then why.

Vocational training, profession and specialty, where and by whom he worked before the conviction, if “no”, then why. Does he want to get another profession, what kind and why. Activities and behavior before conviction, attitude towards work, behavior in everyday life.

Army: where and when he served; military specialty, relationship with colleagues; If you didn’t serve, then why?

Criminal record: how many, when, terms; attitude towards the crime committed; admission or denial of guilt; motives for committing and assessing the fairness of punishment.

The convicted person’s assessment of his character traits, habits, interests, spiritual and physical condition, the presence of conscious personal, including mental, problems and options for overcoming them.

State of health, presence of physical disabilities, alcohol and drug addiction, desire to recover.

The convict’s attitude towards his lifestyle and behavior before conviction, awareness of the need to change them, the nature of the convict’s assessment of his moral qualities; self-assessment of the reasons that led to the commission of the crime, the level of their awareness by the convicted person.

The influence of the fact of conviction on mental condition, degree of contact, communication skills.

Awareness of personal life prospects.

Orientation and life plans in the colony and for the future, the desire to be released on parole, from whom he expects help in the colony, what is meant by it.

Questions asked should be structured in such a way as to take into account individual characteristics convicted

In a conversation, each subsequent question should be posed taking into account the changed situation that was created as a result of the answer to the previous question.

Questions must be accurate and understandable, constructed taking into account the individual psychological and intellectual capabilities of the respondent. They must be both direct and indirect. Their formulation should adhere to the purpose of the study and strive to find out those life situations that played a major role in the criminogenic development of the criminal’s personality. It should be remembered that piling up questions in a conversation is harmful. They confuse the interlocutor’s thoughts, do not give them the opportunity to gather and express themselves more fully, distract their attention, and sometimes even frighten them. The convict is lost, nervous and silent.

Verbal and non-verbal diagnostic methods that must be used in the process of constructing an individual conversation with a convicted person are presented in the appendix.

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 (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: is a 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 various 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: For solutions 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 racial and national characteristics 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 acceptable levels 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. Their cognitive interest in peers of a different race and nationality manifests itself 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.

Conversation one: “Happy is the one who is happy in the family.”

Conversation two: “Are you comfortable at school?”

Conversation four: “On tolerance.”

Conversation five: “There is no limit to perfection.”

Conversation six: “Who is who?”

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INDIVIDUAL CONVERSATIONS WITH STUDENTS

Program mottos:

1. “We are human as long as we want to be better”;

2. Don't forget that every person is looking for joy in life.

And bring back this joy,

instilling optimism in a child’s soul is the task social teacher At school.

Conversation one: “Happy is he who is happy in the family”

Are you happy in your family? What do you like and what do you dislike?

The conversation is based on specific facts (without naming the student’s last name), after tests and questionnaires about the family, which include questions such as: Who is the head of your family? What are the traditions? How do you spend your leisure time? What do you like? What kind of family do you dream of? What kind of family do you want to create yourself (yourself)? How to prepare yourself from childhood for family life? And etc.

After discussing the final conclusions from tests and questionnaires, we create and play out various situations (in high school). For example: 1. At the time of a family quarrel, guests came to you. Your actions. 2. My husband returned from work, the apartment was not cleaned, there was no lunch. My wife was late at work. A quarrel broke out. How to find a way out? And etc.

These mock conversations are of interest to high school students. Such classes are held in the form of a young family club, where the main idea is emphasized that family is not pleasure, but a lot of work. Family is the first school of love. A person does not choose when to be born, in which family to live, but he can create a family of joy in the future. It's his choice.

Conversation two: “Are you comfortable at school?”

Can you say: school is your home? The main goal: to find out what prevents the student from feeling comfortable in the classroom, i.e. has he adapted?

The conversation takes place in the form of a dialogue:

1. Where does the Motherland begin? From the path to school, from friends and comrades in the schoolyard.

2. What new has school brought into your life?

3. How do you understand the motto: one for all, and all for one?

4. Which classmate can you call your friend (girlfriend) and why?

5. What is the difference between a friend and a comrade? We read T. Bulba’s speech about partnership. Let's analyze this text.

What rules should children live by in the classroom? Brainstorming is carried out. Children offer the following rules and wishes:

1. Boys should respect girls.

2. Carry out the instructions given to them by their class leaders or class leader.

3. Don't give nicknames.

4. Don't be rude, don't call people names.

5. Be friendly, etc.

Conclusion and appeal: let's be mutually polite, cultured and attentive. The call is accepted and the rules appear in the classroom corner.

Conversation three: “It all starts from childhood.”

The purpose of this conversation is to awaken in students the desire to be better tomorrow than yesterday, to think about their behavior, about their daily routine, to think about a responsible attitude towards learning, because there are no trifles in life:

It's sad to think

That youth was given to us in vain,

That they cheated on her all the time,

That she deceived us...

(A.S. Pushkin)

We discuss the poet’s thought: childhood is the most wonderful time in a person’s life, but it quickly passes. The basic qualities of a person are laid down from childhood. If you are used to doing all your homework on your own, never being late, never lying, never being rude, you always understand that you were born human.

A survey is carried out in advance:

a) How do you imagine a real person, what qualities do you put in first place?

b) Do you know the rules of conduct? Why do they need to be done?

c) Have you been to your life cases of vandalism against objects and school property?

d) Honestly admit, have you ever had a barbaric attitude towards animals and plants in your life?

e) If you were the Minister of Justice, how would you combat the manifestation of barbaric attitude towards city property?

The most interesting answers are read out and discussed. Students, as a rule, actively discuss these negative phenomena in society. They draw unexpected conclusions: You need to skillfully and with interest organize your leisure time and play sports.

Why do children often end up on the street among teenagers prone to crime? It’s a herd feeling – where everyone goes, so do I. Childhood inexperience. The media brings enormous harm: only crime is published. Where is the media leading the younger generation? What do militants teach? Violence. Violence and the desire to get rich by any means are promoted on television, but we have four armies: “Conscience, honor, duty and dignity.” This needs to be taken into account.

Conversation four: “On tolerance”

“Me, you, he, she – together the whole country!” “We are all sisters and brothers.” “If we are united, we are invincible”...

Goal: To cultivate respect for each other, tolerance, the desire to perceive people of other nationalities as equals in society, having the same rights and responsibilities.

Conversation five: “There is no limit to perfection”

“If the Earth knew about the actions of its inhabitants,

That’s right, I would be amazed: what did we spend our minds on?”

Goal: to make students think about the fact that a person is born to explore the world, to create, to be able to overcome various difficulties and trials of fate, one cannot destroy, suppress another, humiliate someone’s dignity, do not give preference to physical pleasures and needs, because a person is born for in order to advance yourself and your family to perfection at least a little.

Strive, people, only for heights.

What is beauty? It will remain and pass away,

And the craving for beauty will not let you down!

Conversation six: “Who is who?”

Class hour “Who is who?” is held separately for girls and boys.

Target. During the period of maturation, boys and girls strive to find a mate. Help them not to make a mistake, to be guided not only by emotions, but also to listen to the right choice.

Thesis. A family grows out of love, lives by love, children are born in love. When creating a family, young people choose the path they want to follow together. Will the one who walks overcome this difficult road? (For every 1000 marriages we have 800 divorces) Why?

Questionnaires of young men indicate that they would like to see a wife who is smart, conscientious, honest, loving, faithful and devoted, sincere, able to maintain a sense of her dignity, improve her character with sedateness, and be cheerful and hospitable.

A girl is a future mother, and a mother is a difficult mission: you must have the ability for self-sacrifice, incredible patience and tolerance, because loving a specific person can be unbearably difficult. He has his own habits and does not always give in in quarrels or arguments. A girl-wife should be a hundred times wiser than her husband-boy. Humanity exists because there is maternal love.

How does a girl want her husband to look? He must earn good money, love his wife devotedly and faithfully, love children, understand his wife, take into account her opinion, be able to understand her, be a good man, help your wife, have a calm and reserved character.

Does a young man always come to the rescue of a girl when she is offended, does he show chivalrous qualities, does he go in for sports in order to be strong and justify the concept of “being a man”. “Being a man” means taking on an equal share of care for the family, a share of labor, being able to preserve what surrounds you, multiplying only the good in the family, living for your family, preserving it like God - for happy is the one who is happy in family.

Our socio-psychological service is in a creative search for methods and means to help form the socialization of a student’s personal qualities, understanding that each of us is a “product” of the degree of social development of the individual. We need to help students who are registered at school to find their place in life, teach them the ability to live in a team, society and be happy.