The formation of the moral-volitional sphere is an important condition for the comprehensive education of the child's personality. How a preschooler is brought up morally and volitionally depends not only on his successful schooling, but also on the formation of a life position. Underestimating the importance of educating volitional qualities from an early age leads to the establishment of incorrect relationships between adults and children, to excessive guardianship of children, and this can cause laziness, lack of independence in children, self-doubt, low self-esteem, dependency and selfishness. To be able to manage one's behavior, to subordinate it to the norms and rules established by society, to overcome the difficulties encountered - this is an incomplete list of requirements for a future citizen of society. To cope with them, he needs to have such moral and volitional qualities as organization, responsibility, independence, perseverance, discipline. In the education of children's moral and volitional qualities, games can be of great help, and above all, games with rules, in which children obey the rules of the game, learn to restrain their desires, and overcome difficulties. These games encourage children to have friendly relationships with adults and peers around them.

We offer games aimed at educating the moral and volitional qualities of the child.

Run to me

Target: to cultivate organization, to develop in children the ability to perform movements on a signal, to move in a team without pushing. Children practice walking and running in a straight line.

Equipment: chairs according to the number of children playing.

Age: 3–4 years.

Game progress: children sit on chairs near one of the walls of the room. The teacher goes to the opposite wall and says: "Run to me." The children run towards him. The teacher greets them warmly, opening his arms wide. When the children gather around the teacher, he invites them to take a walk. Children roam freely. “Run home,” says the teacher. Children run to the chairs and sit on them.

Where did they call

Target: to cultivate discipline, learn to fulfill the requirements of the educator, develop endurance.

Equipment: chairs for each child, bell (bell).

Age: 3–4 years.

Game progress: children sit in a circle. One of the educators playing as intended becomes the center of the circle. At the signal of the teacher, he closes his eyes. The teacher gives one of the children a bell and offers to call. The child in the center of the circle should, without opening his eyes, indicate with his hand the direction (turn to face the place where the sound comes from). If he points correctly, the teacher says "it's time", and the guessing child opens his eyes, and the one who called raises the bell and shows it. If the driver made a mistake, he closes his eyes again and guesses again. Then the teacher appoints another driver. The teacher makes sure that the driver does not open his eyes during the game, so that the children do not call too loudly.

Find the flag

Target: to educate organization, discipline and perseverance: to teach to fulfill the requirements of the educator, the desire to achieve the goal, to develop observation, endurance.

Equipment: chairs for each child, flags for all players (1 pc.).

Age: 3–4 years.

Game progress: children sit on chairs in different places in the room. At the signal of the teacher, the children close their eyes, and the teacher, meanwhile, hides the flags (according to the number of children). “It’s time,” the teacher says, the children open their eyes and go to look for the flags. The one who found the flag sits down in his place. When all the children have found the flags, they walk along the room, holding the flag in their hand. Ahead of the column is the one who first found the flag. At the signal “to their places”, the children sit on the chairs, and the game begins again. The teacher makes sure that the children open their eyes only at the signal "it's time" and take only one flag. The game is repeated 2-3 times.

Find an item by description

Target: to cultivate discipline, endurance, the ability to fulfill requirements in a timely manner, to develop observation, resourcefulness, the ability to find an object according to its most characteristic features.

Equipment: ball, car, doll, bucket, dog and other toys.

Age: 3–4 years.

Game progress: Pinocchio comes to visit the children. He invites the children to play. The teacher, together with Pinocchio and the children, examine the items that are selected for the game. At the same time, the teacher pays attention to the appearance of objects, their shape, color, what they are made of, what they are needed for. Then he invites the children to turn away, at this time he quickly lays out all the objects in different places and says: - All our toys fled. Now we will find them. And Pinocchio will help us. He will first talk about the toy that you must find the very first.

Pinocchio describes the ball - round, rubber, can jump and roll on the floor. Children guess. Pinocchio invites one child to find the ball. After the child finds and brings the ball, Pinocchio describes another object. The game continues until all the toys are returned to their place. Pinocchio notes active, attentive, resourceful children. Then he offers to play with toys, because now they know how to play with them.

Fold the picture

Target: to cultivate perseverance and independence - the ability to make efforts for a long time to achieve the goal and achieve it, the ability to overcome difficulties and achieve results - to develop will, perseverance, determination.

Equipment: 2 boxes with pictures. One contains whole pictures depicting various objects: vegetables, fruits, toys, plants. In another box - the same pictures, but only cut into four equal parts vertically or diagonally.

Age: 3–4 years.

Game progress: the teacher, together with the children, examines the pictures, then shows part of the picture and asks which picture this piece is from. The children are called. The teacher superimposes part of the picture on the whole, then offers to pick up other parts to this picture. The teacher distributes to each child one part of the picture and offers to add the whole picture. The game can be made more difficult by introducing an element of competition. Whoever puts the picture together first wins. You can complicate the game both in terms of the number of parts (the picture can be cut into 6 parts), and in terms of content (there is not one object in the picture, but a small plot). The teacher makes sure that the children independently bring the work they have started to the end.

Through the stream

Target: educate organization - the ability to clearly follow the rules of the game, to overcome obstacles encountered on the way.

Equipment: two cords, planks.

Age: 4–5 years.

Game progress: two cords are laid along the site at a distance of 1.5–2 m from one another - this is a stream. Children are on the beach. They must cross the brook on the pebbles (on the planks) to the other side without getting their feet wet. The planks are laid in such a way that the children, moving to the other side of the stream, jump from one pebble to another. At the same time, 3-4 children cross the stream, the rest sit on chairs and watch them. Who stumbled and got his feet wet, goes to dry in the sun - sits on a chair. After everyone has crossed the stream, the game resumes. The game can be repeated 2-3 times. The teacher makes sure that the children follow the rule - whoever sets foot in a stream is considered a loser.

Who is more likely to collect

Target: to educate children in endurance and discipline, speed of reaction to the word of the educator. Strengthen the ability to group vegetables and fruits.

Equipment: 2 baskets for fruits and vegetables, toys - models of vegetables and fruits.

Age: 4–5 years.

Game progress: Educator. Addressing children, reminds them that they already know many vegetables and fruits. Invites the children to arrange competitions: who will harvest the crop sooner. Here in this basket (an apple is drawn on it) you need to collect fruits, and in this one (a cucumber is drawn) - vegetables. Whoever believes that they have collected everything will raise the basket. We will all check later if we have forgotten anything in the garden or in the garden. The teacher lays vegetables and fruits on the floor with the children. Choose two teams of 2-3 people. One team is gardeners, the other is vegetable growers. At the signal of the teacher, the children harvest in the appropriate baskets. Name the winning team. The other teams are then chosen and the game continues. At the end, you can arrange a competition for the winning teams, identify the fastest, resourceful guys, and give them a prize.

Sort fast

Target: to bring up responsibility for the task assigned - to understand the significance and necessity of fulfilling this task, to be ready to be held accountable for the task assigned.

Equipment: 30 pieces of paper, on which geometric shapes are drawn. Of these, 10 leaves are yellow with painted triangles, 10 are green with painted circles, 10 are red with squares, 3 boxes for each geometric figure.

Age: 4–5 years.

Game progress: the teacher suggests putting cards with drawn figures in different boxes: in one box - circles, in another - squares, in the third - triangles. These cards will be necessary for the lesson, you need to be careful, you can’t make mistakes. At the end of the work, check if anyone has made any mistakes. The teacher evaluates the result of the work done. You can see by the clock how long it will take the child to put the cards in their places.

Every thing has its place

Target: to educate children in organization: to be able to fulfill the goal set by the teacher, to rationally use time to complete the task, to restrain impulsive impulses.

Equipment: different items in the room.

Age: 5–6 years old.

Game progress: the teacher invites the children to notice where they lie, stand, hang various objects, and then leave the room. The teacher collects 7-10 small items on the table, invites the children into the room and offers to return each item to its permanent place.

Note: such a game is also possible. The teacher swaps the items. The task of the players is to return things to their original places.

Who will move the ball faster

Target: to cultivate organization, the ability to follow the rules of the game, the ability to control one's actions, to observe discipline, the ability to coordinate one's interests with others.

Equipment: balls according to the number of children playing, hoops.

Age: 5–6 years old.

Game progress: Players line up in three or four columns. A hoop of large diameter is placed in the center of the site, and small balls according to the number of players are placed in it. At the signal of the teacher, the children standing in the column first run to the hoop. They take one ball at a time and stand at the end of their column. The second player starts running after the first player crosses the line marked in front of each team. The team that completes the task faster wins.

Don't stay on the floor (on the ground)

Target: to cultivate discipline (the ability to refrain from actions that run counter to the requirements of discipline), endurance, dexterity and courage. Develop the ability to act on a verbal signal, quickly navigate in an environment (find a free elevation and climb it).

Equipment: stairs with steps, boards placed on elevations, benches, low boxes, chumps.

Age: 5–6 years old.

Game progress: in various places of the site (room), closer to its boundaries, objects 25-30 cm high are placed, on which children must climb. The catcher is selected. They put a bandage on his hand. Children are placed in different places of the playground. To the beat of a tambourine, children walk, run or jump around the playground, depending on the pace or rhythm of the sounds that the teacher gives. The catcher takes part in the general movement. At the signal of the teacher, "catch" all the children climb the placed objects (elevations). The catcher catches those who did not have time to jump on the dais. Those caught sit aside. After the game has been repeated 2-3 times, the catches are counted and a new catcher is selected. The total duration of the game is 5-7 minutes. In the game, children follow the following rules.

1. You can’t run around the room after the word “catch” - you have to climb onto a hill.

2. You can take any place.

3. You can catch only after the word "catch".

During the game, the teacher should ensure that the children jump off the platform with both feet and land softly, bending their knees. Children should scatter throughout the playground away from objects. Which they must climb.

Wolf in the ditch

Target: to develop courage and dexterity in children, to instill discipline and organization.

Equipment: chalk, wolf hat.

Age: 5–6 years old.

Game progress: two parallel lines are drawn in the middle of the site, at a distance of 80-100 cm from one another - this is a moat. A goat's house is outlined along the edges of the site at a distance of 1–2 steps from its border. The teacher appoints one player as the Wolf; the rest are Goats. All Goats are located on one side of the site (near the house). The wolf gets into the ditch. At the signal of the teacher “the wolf in the ditch”, the Goats run to the opposite side of the site, jumping over the ditch, and the Wolf at this time tries to catch (touch) them. Caught he leads (to the right or left) to the corner of the moat. Then the teacher again says: “The wolf is in the ditch”, the Goats run across to the other side, jumping over the ditch. After three or four runs (according to the condition), all the captured Goats return to their home and another Wolf is appointed (selected) (but not from among the captured goats). The duration of the game is 5-7 minutes. You can repeat this game 4-5 times.

Rules of the game:

1) Goats do not run out of the house before the words "wolf in the ditch";

2) A wolf can catch goats only in a moat;

3) The goat is considered caught if the Wolf touched it or if it fell into the ditch with at least one foot.

The duration of the game is set depending on the number of runs (i.e., the number of jumps made by the Goats) - approximately 12-16 jumps. In this case, the lines should radiate at an angle so that children who find it difficult to jump can still jump over. To complicate the games, instead of one Wolf, you can choose two.

Find and shut up

Target: to cultivate organization - the ability to follow the goal, rationally use the time set for the task, the ability to speed up the pace of work, develop endurance, observation, quick wit, endurance.

Equipment: chairs for all players. Bear toy.

Age: 6–7 years old.

Game progress: children sit on one side of the playground facing the teacher. The teacher invites all the players to stand up, turn their backs and close their eyes. And at this time he hides a little bear cub. Then, at the signal of the teacher “ready”, the children open their eyes and begin to search for the bear cub. The one who found the toy should go up to the teacher, quietly say in his ear where he saw him, and sit down in his place. The game continues until all the children have found the teddy bear. At the end of the game, it is noted who found the toy first. The game can be repeated 3-4 times. Make sure children follow the rules:

1) you can’t open your eyes until the teacher says “ready”;

2) noticing the toy, the player should not take it, but only inform the teacher in the ear of the place where the toy is hidden;

3) the one who spied does not participate in the search for the bear cub.

Sly Fox

Target: educate discipline, organization, teach to follow the rules of the game, develop endurance, observation.

Equipment: playground or gym.

Age: 6–7 years old.

Game progress: The players stand in a circle at a distance of one step from each other. Outside the circle, the Fox's house is outlined. The teacher asks the players to close their eyes. The children close their eyes, and the teacher goes around the circle (behind the children) and touches one of the players, who becomes the Sly Fox. Then the teacher invites the players to open their eyes and carefully look at which of them is the Sly Fox, if she will give herself away with something. The players ask in chorus 3 times (with small intervals) - first quietly, and then louder: "Cunning fox, where are you?" While everyone is looking at each other. When all the players (including the Sly Fox) ask for the third time: "Sly Fox, where are you?", the Sly Fox quickly goes to the middle of the circle, raises his hand up and says: "I'm here!". All the players scatter around the site, and the Fox catches them. Caught, that is, the player whom she touched with her hand, the Fox takes to her house. After the Fox has caught 2-3 children, the teacher says: "In the circle." The players again form a circle, and the game resumes. The teacher makes sure that the Fox starts catching the children only after the players ask for the third time where the Sly Fox is. If the Fox gave herself away ahead of time, then a new Fox is appointed. A child who runs out of the playground is considered to be caught.

Connect the parts - you get the whole

Target: to educate children in independence, the ability to perform work without outside help, to receive moral satisfaction from independently performed actions, but obediently, carefully accept the offer of the educator.

Equipment: 2 identical colorful pictures, scissors, an envelope.

Age: 6–7 years old.

Game progress: The teacher suggests cutting one picture into 2 parts. It is not difficult to make a picture from two parts. Then offer to cut the resulting parts and, looking at the whole picture, make the same from the cut parts. Repeat the task several times: each time you get more and more parts, and it becomes more and more difficult to make a picture out of them. Cut the picture into pieces and put the whole in an envelope.

Burners

Target: to educate organization and discipline - to teach children to restrain impulsive impulses, control their actions, develop endurance in children, orientation in space.

Equipment: gym or outdoor playground.

Age: 6–7 years old.

Game progress: The players line up in pairs. A line is drawn in front of the column at a distance of 2-3 steps from the players. One of the players, catching, stands on this line. Everyone standing in the column says:

Burn, burn bright
To not go out.
Look at the sky
The birds are flying
The bells are ringing!
One, two, three - run!

After the word “run,” the children in the last pair run along the column (one on the right, the other on the left), trying to grab hands before the catcher. The catcher tries to catch one of the pair before the children have time to meet and join hands. If the catcher manages to do this, then he forms a new pair with the caught one and stands in front of the column, and the child left without a pair becomes the catcher. If the catcher fails to catch one of the pair, he remains in the same role. The game ends when all players run once. The teacher makes sure that the children do not run out of the column before the word “run”. The runners must pair up in front of the line on which the catcher stands. You cannot return to the column without pairing up. The number of participants should not exceed 15-17 people, otherwise the children will have to stand motionless for a long time. The game can be repeated 2-3 times.

Pass - get up

Target: to educate children in organization and discipline, a sense of camaraderie, to develop dexterity, attention.

Equipment: two big balls.

Age: 6–7 years old.

Game progress: The players are built in two columns at a distance of two steps from one another. In each column they stand from each other at a distance of arms extended forward. A line is drawn in front of the columns. The teacher puts two balls on the line in front of the first standing in the columns. At the signal of the teacher to “sit down”, everyone sits down, cross-legged. At the signal “pass”, the first in the columns take the balls and pass them over their heads behind those sitting, then they stand up and turn to face the column. The one who received the ball passes it in turn back over his head, then also gets up - so to the last in the column. The column that passes correctly and does not drop the ball wins. When both columns stood up (with their backs to the line), the teacher gives the signal to “sit down”. Everyone sits down again and the game continues. The game can be repeated 3-4 times, after which the teacher calculates which column won the most number of times. Children strictly follow the rules:

1) you can only pass the ball over your head and in a sitting position;

2) you can get up only after the ball is passed behind the person sitting;

3) who failed to receive the ball (the ball rolled away) runs after him, sits down and continues the game.

The teacher should take into account that there should not be more than 6–8 children in the column, and the number of players playing in both columns should be the same. For each win, you can give the column a flag and, ending the game, sum up the number of flags in each column.

3. Games that develop volitional regulation

"Speak on cue"

Purpose: regulation of speech, development of self-control.

Now you will simply communicate with the child, asking him any questions. But he should not answer you immediately, but only when he sees a prearranged signal, for example, arms folded on his chest or scratching his head. If you asked your question, but did not make the agreed movement, the child should be silent, as if they were not addressing him, even if the answer is spinning on his tongue.

Note. During this conversation game, additional goals can be achieved depending on the nature of the questions being asked. So, asking the child with interest about his desires, inclinations, interests, attachments, you help him pay attention to his "I".

In this game, the child needs to be attentive and be able to overcome motor automatism, controlling his actions.

Put on some dance music. While it sounds, the child can jump, spin, dance. But as soon as you turn off the sound, the player should freeze in place in the position in which the silence found him.

Note. This game is especially fun to play at a children's party. Take advantage of this to train the child and at the same time create an atmosphere of relaxedness, as children are often embarrassed to dance in a serious way, and you offer them to do it in the game, as if in jest. You can also introduce a competitive motive: those who did not have time to freeze after the end of the music are eliminated from the game or are subjected to some kind of comic punishment (for example, toast a birthday man or help set the table).

"Princess Nesmeyana"

Purpose: the formation of elements of self-control.

Everyone is familiar with the complaints of children that someone else interferes with their concentration and makes them laugh. In this game, they will have to overcome this unfortunate circumstance.

Remember such a cartoon character as Princess Nesmeyana. It was almost impossible to cheer her up, she did not pay attention to anyone and shed tears day and night. Now the child will be such a princess. Crying, of course, is not worth it, but he is strictly forbidden to laugh (otherwise, what kind of Nesmeyana is this?). In the same cartoon, as you know, there was a worried father who promised the princess as his wife and half the kingdom in addition to the one who would cheer her up. Such potential suitors, eager for the royal treasury, can be other children. They surround the princess (who can be played by either a boy or a girl) and try their best to make her smile. The one who turns out to be so successful in this matter that he makes Nesmeyana smile wide (teeth will be visible) is considered to have won this contest of suitors. In the next round, this person changes places with the princess.

Note. It is better to establish some restrictions among the "suitors" (they are not allowed to touch the princess) and for Nesmeyana (she must not turn away or close her eyes or ears).

4. Communication games

"Siamese twins"

Purpose: development of concentration of attention, group cohesion.

Ask your child if he knows who Siamese twins are. If he has not heard about this, tell him that it is very rare, but it still happens that not just two children are born at once, but children who have grown together. So that the child's imagination does not paint him a terrible picture on this topic, comfort him that modern medicine is able to separate them and they live like everyone else. But in ancient times, doctors were not yet able to perform such operations. Therefore, the Siamese twins lived all their lives not only soul to soul, but also having an almost common body. Find out the opinion of the child, is it difficult to live like this. In what situations did they need to show consistency in joint actions?

After the emotional attitude to the problem is expressed, get down to business. Tell your child that for sure such brothers or sisters became just geniuses of communication, because in order to do at least something, they had to coordinate everything and adapt to each other. Therefore, you will now play Siamese twins to learn how to communicate well.

Take a thin scarf or handkerchief and use it to tie the hands of children standing next to each other facing you. Leave your hands free, the kids will need them. Now tell the players that they have to draw a general drawing on one sheet of paper. You can draw only with the hand that is tied to the partner. Give the children crayons or crayons of different colors, one in their non-free hand. Set the theme of the picture yourself or invite the children to choose.

Warn the players that the jury (that is, you or other adults) will evaluate not only the quality of the resulting picture, but also the course of the work itself: were there any disputes and conflicts between the players, whether they took the same part in the work (which is easy to assess by the number in the picture the colors that the child used to draw), whether the children discussed the plot of the drawing, the order of drawing, etc.

Note. After the drawing is completed, discuss with the artists whether it was difficult for them to work and whether they enjoyed creating the picture together. You can unobtrusively dwell on the mistakes in cooperation made by children. However, do not forget to note the positive aspects of their communication before that.

"Through Eyes"

Purpose: development of cooperation between children, development of patience and attention, development of communication skills.

In this game, children also have to create a big picture. But at the same time, their cooperation will not be equal, as in the previous game.

Note. Having finished the drawing, as in the previous game, discuss with the children not only the result obtained, but also the drawing process itself.

"Revived Toys"

Purpose: development of non-verbal communication skills, development of self-control.

Ask your child what he thinks is happening at night in the toy store. Listen to his versions and offer to imagine that at night, when there are no buyers, the toys come to life. They start to move, but very quietly, without saying a word, so as not to wake the watchman. Now draw yourself some kind of toy, such as a teddy bear. Let the child try to guess who it is. But he should not shout out the answer, but write down (or draw) on a piece of paper so as not to give out toys with noise. Then let the child show any toy himself, and you will try to guess its name. Please note that the entire game must be played in absolute silence. When you feel a decline in interest in a child, then announce that it is dawn. Then the toys should fall into place again, thus the game will be over.

Note. In this game, the child acquires the skills of non-verbal (without the use of speech) communication, and also develops self-control, because when he guessed what kind of toy you are depicting, he so wants to immediately say about it (or even better shout), but the rules of the game do not allow do this. When he himself portrays a toy, efforts must also be made not to make sounds and not prompt an adult.

"Talking Through Glass"

Purpose: training non-verbal thinking, focuses the child's attention on another person.

This game is similar to the previous one, but it will no longer be necessary to depict individual words, but sentences without words.

Help your child imagine that he is on the fifth floor of the house. The windows are tightly closed, the sound does not penetrate through them. Suddenly he sees his classmate down the street. He tries to convey something to him and frantically gesticulates. Let the child try to understand what information they are trying to convey to him. When you, as a classmate, try to portray the proposal you made, you can use not only facial expressions, gestures and movements, but also improvised means. For example, if you want to convey to a student behind glass that there will be no lessons today, then you can portray this not only with joy, but also by pretending to throw out your portfolio. If the child cannot guess what you are showing, then let him shrug his shoulders. Then try to show the same in some other way. If he has some answer ready, then in this game you can say it out loud. If the child correctly guessed only part of the sentence, then you can repeat the correct part, and let him guess the rest again. Switch roles next time. Characters trying to tell you something from the ground can also change: imagine a grandmother, a neighbor, a teacher, etc.

Note. Thus, this game develops the ability to understand other people, to be attentive to their various behavioral manifestations.

Medical, pedagogical. Successful rehabilitation is possible provided that it is carried out at the age of 5-6 years. Practical recommendations for teachers of a hyperactive child A school program for the correction of hyperactive children should rely on cognitive correction to help children cope with learning difficulties: 1. Changing the environment: · study the neuropsychological features ...

Skills to manage cognitive and behavioral responses in these situations, teaching strategies for self-reinforcement and overcoming symptoms of hyperactivity. 4.3 The role of teachers in the correction of children's hyperactivity In the organization of assistance to hyperactive children and their parents, the participation of teachers - educators, teachers is also necessary. The implementation of a number of psychological recommendations allows you to normalize ...

First of all, it is necessary to change the environment of the child in the family, school and create favorable conditions for correcting the symptoms of the disorder and overcoming the lag in the development of higher mental functions. Treatment of children with Attention Deficit Hyperactivity Disorder should include a complex of methods, or, as experts say, be “multimodal”. This means you have to participate...

Parents should work closely with teachers, psychologists and the doctor. CONCLUSION In the process of completing the thesis, a theoretical analysis of psychological literature was carried out on the problem of studying the characteristics of readiness for schooling in hyperactive children and an empirical study of the characteristics of readiness for schooling in preschoolers with signs of this ...

Introduction

Theoretical aspects of the development of will in preschool children

1. The concept of "will"

2. Development of volitional action through games at preschool age

2. Experimental study of the formation of volitional qualities in preschool children and the influence of outdoor games on their development (on the example of children of senior preschool age)

1. Description of the course of the study

2. EXPERIMENTAL RESULTS AND DISCUSSION

List of sources used

Appendix

INTRODUCTION

In modern psychology, childhood is assigned the role of the most important period of a person's life, during which the foundations for the further development of his personality are laid, the main potential and direction of this development are revealed. In numerous studies, preschool age is defined as sensitive to the development of basic mental functions, which become a kind of foundation for the further development and formation of a person. That is why the study of the factors and stages of development of a child's personality during preschool childhood is especially important for modern psychological science (Elkonin D.B., 1957, 1966; Piaget J., 1966, 1970, 1975; Bozhovich L.I., 1968; Wenger L.A., 1974; Bugrimenko E.A., 1978; Vygotsky L.S., 1982, 1983, 1984; Zaporozhets A.V., 1986; Lisina M.I., 1983, 1997; Kravtsova E.E. , 1991; Kozharina L.A., 1992; Nepomnyashchaya L.I., 1992; Kravtsov G.G., 1994; Nemov R.S., 1997; Mukhina V.S., 1999; Smirnova E.O., 1990 , 2003, 2004).

The volitional qualities of a preschooler's personality are best formed in the leading activities. This is a game, teaching, communication and work, with the dominance of the game over other activities in the psychological development of the child.

Therefore, it is very important at preschool age to create all the necessary and favorable conditions for the improvement of strong-willed character traits in various games that require perseverance and will on the part of the child to achieve the goals set in the game.

A positive role in the development of the will at preschool age is played, for example, by games - competitions of the child with other children and with adults.

Object of study: development of will in preschool children.

Subject of study: the role of outdoor games in the development of volitional qualities in children of senior preschool age.

The aim of the work is to study the influence of outdoor games on the development of volitional qualities in children of senior preschool age.

In accordance with the object, subject, purpose of the study, the following research tasks were set:

· consider the concept of "Will";

· to characterize the features of the development of volitional action through games at preschool age;

· conduct an experimental study of the formation of volitional qualities in preschool children and the influence of outdoor games on their development (on the example of children of older preschool age).

Hypothesis: the use of outdoor games favorably affects the development of volitional qualities in children of older preschool age.

Research methods:

· study and analysis of psychological and pedagogical literature;

· questioning and diagnostic methods;

· experimental methods (pedagogical experiment);

· methods of mathematical and statistical data processing.

29 children of kindergarten No. 71 (aged 5-6 years) participated in the experimental part of the work. At the first stage of our study, we studied volitional manifestations in children. The preschoolers were offered the outdoor game "Drag and drop in pairs", as well as five series of various exercises. At the second stage of the experiment, in the system of outdoor games, we used relay race games, such as "Two Frosts", "Wolves in the Den", "Geese-Swans", "Who came up", "Whose team is faster", "Cockfight".

Practical significance and novelty of the work: it consists in a purposeful study of the influence of outdoor games on the development of volitional qualities of preschoolers of senior school age.

The structure of the work: the work consists of an introduction, two chapters (corresponding to the objectives of the study), a list of references.

THEORETICAL ASPECTS OF WILL DEVELOPMENT IN PRESCHOOL CHILDREN

1 THE CONCEPT OF "WILL"

In the history of philosophy and psychology, the problem of will is presented in two main variants: as the problem of self-determination and the problem of self-regulation (V.A. Ivannikov). Within the framework of the problem of self-determination, the concept of will is used to explain behavior that is determined not by cash, actual situational factors, but by abstract, ideal, speculative representations of the subject, that is, activity coming from the person himself (Aristotle, L.I. Bozhovich, G.F. V. Hegel, W. James, K. Levin, S. L. Rubinstein, V. I. Selivanov, D. N. Uznadze, A. Schopenhauer, N. Ash). The second approach in the psychology of will, associated with the problem of self-regulation, considers will as a form of mental regulation of actions and various mental processes and states (M.Ya. Basov, A.V. Bykov, L.M. Vekker, L.S. Vygotsky, E P. Ilyin, V.K. Kalin, T.I. Shulga). Thus, the concept of will is one of the most general and undifferentiated concepts in psychology, in which the problems of determining behavior, choosing and generating actions, their implementation, overcoming external and internal obstacles, regulating actions and various mental processes and states are merged.

Also, the will is understood as the conscious regulation by a person of his behavior and activities, expressed in the ability to overcome difficulties in achieving the goal.

Will is a form of mental reflection of reality that allows a person to overcome obstacles, achieve a subjectively set goal, allowing a person to regulate his actions and mental processes, to realize the ability to volitional regulation.

Will is a property of a person, which consists in his ability to consciously control his psyche and actions. It manifests itself in overcoming obstacles that arise on the way to achieving a consciously set goal. The positive qualities of the will, the manifestations of its strength ensure the success of the activity. Will - a person's conscious regulation of his behavior and activities, expressed in the ability to overcome external and internal difficulties in the performance of purposeful actions and deeds. Will is the ability of a person to control his behavior, to mobilize all his forces to achieve his goals. Will is the conscious actions of a person based on his personal worldview. Will is the ability of a person to act in the direction of a consciously set goal, overcoming internal obstacles (i.e., his immediate desires and aspirations).

In general, as you can see, the will can be understood in different ways. Firstly, will is a general thing that induces to any action, that is, in principle, a conscious desire. (It should be noted that the will is not exactly desire. R. May wrote that "it is only half the truth to say that the will is a product of desire; ... desire will never manifest itself in full force, except in conjunction with the will") secondly, the will can be regarded as something that allows a person, on the contrary, to control his desires, to translate them into reality. "Will is the conscious regulation by the subject of his activity and behavior, which ensures the overcoming of difficulties in achieving the goal ...". This understanding of the will is associated with the concept of self-control, which, in turn, is associated with a system of motives and goals. Will is necessary to maintain the activity of the subject, or to suppress it. Consideration of the will in this perspective is close to the concept of freedom in existential psychology in the sense that a person who “applies” the will must, as it were, break away from the momentary situation and either turn to his attitude towards himself, his values, or turn to imagination, logic and simulate the consequences of the proposed action. In a more general sense, the will is presented by S. L. Rubinshtein. It probably includes both the first and second meanings of will. Rubinstein writes: “actions regulated by a conscious goal and attitude towards it as a motive are volitional actions.” This definition allows you to clearly limit the concept of will from the concept of desire, the concept of motivation. In this definition, there is a separation from the momentary situation in the form of an attitude towards the goal, its awareness. The relationship between motive and purpose is also important. In the case when the goal and motive coincide, at least in the mind of the subject, the subject consciously completely controls his activity, it is not spontaneous, there is a will in the activity. "Will is the ability of a system to set a goal and make efforts to achieve it."

As the main concept describing the range of volitional phenomena, most domestic psychologists use the concept of volitional action (V.A. Ivannikov, E.P. Ilyin, V.K. Kalin, A.N. Leontiev, V.I. Selivanov, P. V. Simonov).

A significant contribution to the development of the problem of will in Russian psychology was made by V.I. Selivanov, who assigned a leading role in the formation of the will to the social environment in which the life of the individual takes place. A single line of research into the development of volitional regulation from primary preschool to student age is presented in the works of T.I. Shulgi and A.V. Bykov. In their research, the authors consider volitional regulation as a complex, hierarchically organized functional structure formed by three links: motivational-incentive, performance, and evaluative results. Each link in the functional structure of the volitional regulation of the personality is formed by a specific set of components and has its own sensitive periods of development. A significant number of studies in domestic psychology is devoted to the study of the development of individual volitional qualities in the process of mastering various types of activity (educational, professional, sports, etc.).

Volitional qualities in domestic psychology are understood as volitional properties of a person as stable characteristics of his activity and relations with the real world (V.A. Ivannikov). E.P. Ilyin proposed a three-level vertical structure of volitional qualities, which includes neurodynamic personality traits, volitional effort and motivational factors. In the studies of E.P. Ilyin and his colleagues, special attention is paid to the neurodynamic prerequisites for the formation of various volitional qualities: courage (N.D. Skryabin), determination (I.P. Petyaykin), patience (E.P. Ilyin, E.K. Feshchenko), etc. .

The essential components of volitional action are the emergence of motivation, awareness and struggle of motives, decision-making and execution. Volitional action is generally characterized by purposefulness, as a conscious orientation of a person to a certain result of activity. The first stage of volitional action is associated with initiative, which is expressed in setting one's own goals, independence, manifested in the ability to resist the influence of other people. Decisiveness characterizes the stage of the struggle of motives and decision making. Overcoming obstacles in achieving goals at the stage of execution is reflected in a conscious volitional effort, which involves the mobilization of one's forces.

The most important acquisition of preschool age is the transformation of the child's behavior from "field" to "strong-willed". The main characteristics of the “field” behavior of a preschooler are impulsiveness and situationality. The child acts without thinking, under the influence of spontaneously arisen experiences. And the goals and content of his activity are determined by external objects, components of the situation in which the baby is located. So, having seen the doll, the child starts feeding it. If a book came into his field of vision, then he immediately throws the doll and begins to enthusiastically examine the pictures.

At about 3 years of age, in connection with the development of personal action and self-awareness, the pre-preschooler develops personal desires that cause his activity, which are expressed in the form: “I want” or “I don’t want.” Their appearance marks the beginning of the formation of the will, when situational dependence in behavior and activity is overcome. Now the child receives relative freedom from the situation, the ability to “rise” above it. Behavior and activity at preschool age change not only in content, but also in structure, when a more complex organization is formed.

2 DEVELOPMENT OF VOLITIONAL ACTION THROUGH GAMES IN PRESCHOOL AGE

In preschool age, the formation of volitional action occurs. The child masters goal-setting, planning, control. Volitional action begins with setting a goal. A preschooler masters goal setting - the ability to set a goal for an activity. Elementary purposefulness is already observed in the infant. He reaches for the toy that interests him, looking for it if it goes beyond his field of vision. But such goals are set from the outside (by the subject). In connection with the development of independence, the baby already in early childhood (at the age of about 2 years) has a desire for a goal, but it is achieved only with the help of an adult. The emergence of personal desires leads to the emergence of "internal" purposefulness, due to the aspirations and needs of the baby himself. But in a pre-preschooler, purposefulness is manifested more in setting than in achieving a goal. Under the influence of external circumstances and situations, the baby easily abandons the goal and replaces it with another.

It should be noted that the volitional qualities of a preschooler's personality are best formed in the leading activities. This is a game, teaching, communication and work, with the dominance of the game over other activities in the psychological development of the child.

We note that the game is one of the most remarkable phenomena of life, an activity that seems to be useless and at the same time necessary. Involuntarily enchanting and attracting to itself as a vital phenomenon, the game turned out to be a very serious and difficult problem for scientific thought. Various researchers and thinkers pile one game theory on another - K. Gross, F. Schiller, G. Spencer, K. Buhler, Z. Freud and others. Each of them seems to reflect one of the manifestations of the multifaceted, iridescent phenomenon of the game.

A game, insofar as we are talking about the games of a person and a child, is a meaningful activity, i.e. a set of meaningful actions united by the unity of a motive. The common notion that play is only functioning stems from the fact that the act of play is not done for the sake of the practical effect it has on the object being played. Nevertheless, the human game is by no means just the functioning of systems that have matured in the body and not a movement that occurs only because an excess of unspent energy has accumulated inside the body. Play is an activity; this means that the game is an expression of a certain relationship of the individual to the surrounding reality. The game of the individual is always closely connected with the activity on which the existence of the given species is based. In animals, it is associated with the basic forms of instinctive life, through which their existence is maintained; for a person “game is a child of labor”.

It is also worth noting that the game is of great importance for the development of will in preschool children. Therefore, at preschool age, it is most important to create favorable conditions for the improvement of volitional character traits in various games that require perseverance and will on the part of the child to achieve the goals set in the game.

A positive role in the development of the will at preschool age is played, for example, by games - competitions of the child with other children and with adults.

In a preschooler, goal setting develops along the line of independent, proactive goal setting, which also change in content with age. Younger preschoolers set goals related to their personal interests and momentary desires. And elders can set goals that are important not only for them, but also for those around them. As L.S. Vygotsky emphasized, the most characteristic of volitional action is the free choice of a goal, one’s behavior, determined not by external circumstances, but motivated by the child himself. The motive, encouraging children to activity, explains why this or that goal is chosen.
From about the age of 3, the child's behavior is increasingly driven by motives that, replacing each other, are reinforced or come into conflict.
At preschool age, the ratio of motives to each other is formed - their subordination. The leading method is singled out, which separates the behavior of a preschooler, subordinating other motives to itself. We emphasize; that the system of motives is easily broken under the influence of a strong emotional impulse, which leads to the violation of well-known rules. For example, a kid, in a hurry to see what gift his grandmother brought, forgets to say hello to her, although in other situations he always says hello to adults and peers. Based on the subordination of motives, the baby has the opportunity to consciously subordinate his actions to a distant motive. For example, make a drawing to please your mother at the upcoming holiday. That is, the behavior of the child begins to be mediated by the ideal presented model (“How happy mom will be when she receives a drawing as a gift”). The connection of motives with the idea of ​​an object or situation makes it possible to attribute the action to the future. The subordination of motives occurs on the basis of their struggle. In early childhood, the struggle of motives and, consequently, their subordination is absent. The preschooler simply obeys a stronger motive. An attractive target immediately causes him to act. The preschooler, on the other hand, is aware of the struggle of motives as an internal conflict, experiences it, understanding the need to choose.

Let's take an example. A nanny sometimes comes to Dasha N. (5 years 3 months). The girl treats her well, always greets her joyfully and does not forget to say goodbye. Once, when the nanny was leaving, Dasha did not go out to see her off, hid, looked out into the corridor and ran away again. When the nanny left, mom asked Dasha why she didn't say goodbye to the nanny. The girl explained: “I pushed Rosa Vasilievna. I was ashamed to approach her. And now I’m ashamed ... I’m ashamed that I didn’t say goodbye to her. ”

The subordination of motives in a preschooler, as shown by the studies of A.N. Leontiev, initially takes place in a direct social situation of communication with an adult. The ratio of motives is set by the requirement of the elder and is controlled by the adult. And only later subordination of motives appears when it is required by objective circumstances. Now the preschooler may strive to achieve an unattractive goal for the sake of something else that is meaningful to him. Or he may give up something pleasant in order to achieve something more important or avoid something undesirable. As a result, individual actions of the child acquire a complex, as it were, reflected meaning.

Pasha N. (5 years 7 months), running past, pushed Maxim D. (6 years). Maxim caught up with Pasha and pushed him too. In another situation, Maxim D. saw that Serezha D. (6 years 7 months old) was beating the baby. He approached the offender, began to push, repeating: “Do not touch the little ones!”

Thus, the child's behavior turns into extra-situational personal, loses its immediacy. It is directed by the idea of ​​the object, and not by the object itself, that is, an ideal motivation appears, for example, a moral norm becomes a motive.
The preschooler's motives are impulsive and unconscious. They are mainly associated with objective activities and communication with adults.
The expansion of the boundaries of a preschooler's life activity leads to the development of motives that affect the spheres of attitude to the world around him, other people and himself. The motives of a preschooler become not only more diverse, they are recognized by children and acquire different motive power.
Children aged 3-7 have a pronounced interest in the content and process of new activities: drawing, labor, design, and especially play. Game motives retain a significant motivating force throughout the entire preschool age. They suggest the child's desire to "enter" an imaginary situation and act according to its laws. Therefore, in a didactic game, knowledge is acquired most successfully, and the creation of an imaginary situation facilitates the fulfillment of the requirements of an adult. In preschool childhood, children develop an interest in new, more important, more "adult" activities (reading and counting) and the desire to perform them, which is caused by the formation of the prerequisites for educational activities. At the age of 3-7 years cognitive motives develop intensively. According to N.M. Matyushina and A.N. Golubeva, at the age of 3-4 children often replace cognitive tasks with games. And in children 4-7 years old, persistence is also observed in solving mental problems, which gradually increases. In older preschoolers, cognitive motives are increasingly separated from play ones. The consciousness of a preschool child, especially those who have reached the senior preschool age, is already quite developed. Therefore, starting from this age, it is important to ensure that the volitional behavior and, accordingly, the volitional qualities of the child are formed and strengthened on a completely reasonable basis. Otherwise, it may happen that the will actually turns into stubbornness or intractability, into the capriciousness of the child.

At the senior preschool age, cognitive motives come to the fore in the didactic game. Children get satisfaction from solving not only play, but also mental tasks, from the intellectual efforts with which these tasks were solved. In the sphere of self-attitude, the preschooler sharply increases the desire for self-affirmation and recognition, which is due to the need to realize their personal significance, value, and uniqueness. And the older the child, the more important for him is the recognition of not only adults, but also other children.

Let's take an example. Maxim D. (5 years 11 months old) was sledding down a hill. Having rolled down once again, he stopped near two boys of 7-8 years old. When they saw Maxim, they smiled, and one of them said: “Look, what a roll has come to us.” Maxim immediately jumped up, ran to his mother and began to hurriedly say: “Let's get out of here. I don't want to ride anymore!" "Why do you want to leave?" Mom asked. “They called me a bun,” the boy replied with resentment in his voice. The motives associated with the child's claim to recognition are expressed (at the age of 4-7 years) in competitiveness, rivalry. Preschoolers want to be better than other children, always achieve good results in activities.

For example, children draw. The teacher takes Olya’s drawing (5 years 4 months) and says: “Look how beautiful Olya’s drawing is!” “Beautiful,” confirms Ksyusha O. (5 years 6 months) and continues: “Only she copied my Christmas tree.”

By the age of 6-7, the child begins to relate more adequately to his achievements and to see the successes of other children. If the motives associated with the child's claim to recognition among adults and children are not satisfied, if the child is constantly scolded or not noticed, given offensive nicknames, not taken into the game, etc., he may exhibit antisocial forms of behavior that lead to a violation of the rules . The child seeks to attract the attention of other people with the help of negative actions.

Let's show an example. Seryozha P. (5 years old) has recently been going to kindergarten and still doesn't know how to do much. He especially fails at drawing. The boy beautifully selects a combination of colors, but he lacks technical skills. For five lessons, the teacher, analyzing children's work, emphasized Serezha's failures and constantly praised the drawings of Lena, who was sitting next to him. Once, after another positive assessment of Lenin's drawing, Seryozha said: “So what, I can do that too!” - and sharply pulled the drawing towards him. The drawing is torn.

Older preschoolers strive to maintain positive relationships with peers and perform common activities. Moreover, the motives for communication with comrades in children of 5-7 years old are so strong that the child often gives up his personal interests in order to maintain contacts, for example, he agrees to an unattractive role, refuses a toy.

Let's take an example. Maxim D. (5 years 4 months) became friends with Oleg V. (6 years). The children played together all the time. Once Oleg's brother Vanya (8 years old) joined them. He sought to attract the attention of the younger ones, showed them various toys and, in the end, began to pour water on Maxim. Maxim, after several attempts to evade the jet of water, sprayed Vanya himself. Vanya's mother saw this, made a remark to Maxim and took the brothers to another play area. His mother approached Maxim. “Maxim, did you quarrel?” she asked. The boy replied: "Vanya was the first to pour himself ... But I'll go and apologize anyway." - "But you're not to blame!" “So what if it’s not your fault. I'm sorry anyway. I want to be allowed to play with Olezhka.

The preschooler's interest in the world of adults is expanding, more clearly than in early childhood, the desire to join it, to act like an adult, is manifested. These unconditionally positive motives can lead to a violation of the rules of behavior by a child, to actions that are condemned by elders.

For example, the father of five-year-old Gosha A. painted the window. Without finishing the work, he went to another room to talk on the phone, and when he returned, he saw that Gosha had “painted” not only the window sill, the battery, the wall next to the window (“To be beautiful”), but also himself.

Given the high motivating force of motives associated with the desire to be like an adult, it is necessary to show the baby where and how to show their “adulthood”, entrust him with some harmless, but serious and important business, “which without him no one can do well” . And when evaluating his act, at first glance obviously negative, it is necessary first of all to find out the motive that caused it.

Throughout the preschool age, the motives for rewards and penalties that are associated with. the desire to maintain positive relationships with adults “to be good” make pedagogical assessment effective. For children 3-4 years old, these motives are most effective. Older preschoolers successfully overcome their own personal aspirations, not only for the sake of receiving encouragement or avoiding punishment, but also for moral purposes.

The most important acquisition in the motivational sphere of preschoolers, along with the subordination of motives, is the development of moral motives. At 3-4 years of age, moral motives are either absent or only slightly affect the outcome of the struggle of motives. At 4-5 years old, they are already characteristic of a significant part of children. And at the age of 5-7 years, moral motives become especially effective. By the age of 7, moral motives become decisive in their motivating force. That is, social demands turn into the needs of the child himself. But throughout the entire preschool age, the following features of the struggle of motives persist. As before, the child performs many impulsive actions under the influence of strong emotions. For an older preschooler, affect suppression is possible, although with difficulty. It is difficult to overcome the motives associated with organic needs, the conflict arises most clearly between public and personal motives, the choice between them is acutely experienced by the child.

A preschooler is able to make an effort of will to achieve a goal. Purposefulness develops as a strong-willed quality and an important character trait.

EXPERIMENTAL STUDY OF THE FORMATION OF VOLITIONAL QUALITIES IN PRESCHOOL CHILDREN AND THE INFLUENCE OF MOBILE GAMES ON THEIR DEVELOPMENT (BY THE EXAMPLE OF OLDER PRESCHOOL CHILDREN)

1 DESCRIPTION OF THE STUDY PROGRESS

Improving the volitional regulation of behavior in older preschoolers is associated with their general intellectual development. Therefore, it is practically impossible to educate the will of a child in isolation from his general psychological development. A significant role in the psychological development of the personality, in the formation of its properties and the enrichment of its internal content, as well as moral and volitional qualities, is given to the game. It is known that the age feature of a preschooler is a general lack of will. Therefore, a properly organized game activity of a child contributes to the formation of such strong-willed qualities as responsibility, perseverance, perseverance, determination, endurance.

Experimental work on the formation of volitional qualities of a personality in the process of playing activity was carried out with a group of preschoolers of kindergarten No. 71 in Kazan. There are 29 people in the group.

The study consisted of several stages.

At the first stage of our study, we studied volitional manifestations in children. Preschoolers were offered outdoor games. This was done in order to create conditions that require from the child certain volitional efforts necessary to achieve personal success. In addition, these games revealed the goodwill of children in relation to adults and peers. Each game helped to determine how developed the children's coordination of movements, actions, which are a means of achieving the game goal, as well as volitional qualities: endurance, perseverance, perseverance.

The game "Tugging in pairs."

The players were divided into two teams and lined up near the middle line, one team facing the other. Behind each team, another line was drawn two meters away. The players firmly grasped the right hands, the left one on the belt or behind the back. On a signal, the participants pulled the players of the other team over the line behind their backs. The game continued until all players were drawn in one direction or another.

The team that managed to win won.

The analysis was carried out according to the scheme:

Is the child able to maintain and achieve the goals set by adults.

Whether he knows how to independently set a goal and be guided by it in activities, achieve results. Reasons why the goal is not achieved.

Does the child know how to restrain his emotions (do not cry if it hurts) and immediate desires (to help the guards, the teacher, when you want to play; do not shout, but wait for your turn).

When choosing exercises, a number of generally accepted requirements were taken into account (correspondence to age capabilities, accessibility for children, simplicity and clarity of examination), as well as the presence of objective and subjective difficulties; compliance of the results of the exercises with the main features of the studied qualities of the will. Such signs were considered the ability to concentrate attention for a long time on achieving the set goal, the ability to mobilize one's capabilities to overcome difficulties, and the desire to achieve positive results. In this regard, the following results of performing various exercises were used as the main quantitative indicators of volitional qualities - the maximum duration, the number of repetitions, the height and length of the jump, the throw distance, etc.

For comparison with each other (in terms of the effectiveness of assessing the studied qualities of the will) of various exercises, the coefficient of variation) was used, which is a dimensionless quantity and does not depend on units of measurement.

The search experiment consisted of five series, in which 16 physical exercises of different directions were subjected to experimental verification. In the first series, a group of short-term and one-time exercises of a speed-strength nature was subjected to verification and analysis, the performance of which required short-term efforts from children (7 exercises). In the second series, two short-term exercises of a speed-strength nature of varying degrees of complexity were considered. In the third series, two exercises of a static nature were analyzed. In the fourth series, repeatedly repeated and long-term exercises were studied: lifting a stuffed ball, jumping over the ball, squatting, running. The fifth series was devoted to the analysis of one exercise of the previous series, in new conditions - in a competitive environment. Before performing all the exercises, the children were given a single instruction to do the exercise “to failure”. The volume, duration and intensity of the exercise were determined by the child arbitrarily. Exercise conditions for all children were standardized.

It should be noted that on the basis of the analysis carried out earlier, it can be concluded that, in general, the system of work on the formation of volitional qualities of preschoolers through the game is important to educate volitional qualities: independence, perseverance, responsibility. Without them, successful schooling is impossible. These qualities are brought up not only in the classroom, but also in other activities. The capacity for volitional tension is created through constant exercise. An effective means of educating the will is household work. The need for it arises in kindergarten and at home, its vital necessity is clear to the child. To participate in it, children must master certain skills, skills in handling tools, must understand its purpose, plan and control their actions, and make efforts. Thus, this work brings up the qualities necessary for the child in any activity, including educational.

A child of senior preschool age can: participate in cleaning the apartment, wash and wipe toys, wash doll clothes, their socks, iron small things, help adults prepare food, help set the table and clear the table, wash tea utensils. An older preschooler can learn how to make his bed, and this will become his constant duty. He can take care of his clothes and shoes. With systematic work, the child quickly masters the skills necessary to perform this work. Household work is pretty monotonous. Therefore, many children, who at first willingly engaged in this work, soon lose interest in it. Sometimes parents claim that their children enjoy sweeping the floor. However, it turns out that they do this not systematically, but when they want to do it. But if sweeping the floor becomes his permanent duty, then not every child will be so willing to do it without reminders. And if the child remembers his duties, diligently brings the matter to the end, then we can say that he has a sense of responsibility, that he can be persistent. Essential in characterizing the child's volitional actions is their motive: why does he persist, what prompts him to do the work? Motives can be different: both socially directed and selfish.

How should the work of children in the family be organized and how should it be managed so that it contributes to the education of perseverance and responsibility? First of all, you are adults, you must determine what household duties your child will perform. If earlier he did not have duties, then it is necessary to introduce them gradually. At first, it is better to do the work with the child. Then you can give him a part of the overall work for independent implementation. It is necessary to take into account the peculiarities of his nervous system and physical capabilities. When giving instructions to the child, explain to him the purpose of the upcoming work. Parents often make the mistake of giving a task without indicating its end result. This complicates the possibility of self-control and evaluation of results, reduces the purposefulness of actions and a sense of responsibility in children. It is necessary to systematically control adults over the activities of the child, even if he already has a good command of labor skills. Adult control affects the nature of the child's actions, prevents mistakes. The child is motivated to overcome difficulties by the approval of his parents, his expression of joy about his successes, praise, the manifestation of trust, support in case of failure, the provision of necessary assistance, a reminder of how he coped well with difficulties. But you can't over-praise a child. The upbringing of responsibility is facilitated by a discussion in the family circle about how the child worked, what he did well, what he did not succeed in and why.

Children, starting a business, are not able to foresee the difficulties that may arise on their way, to assess their strengths, skills, knowledge. If they do not receive the necessary assistance in a timely manner, they may lose interest in the case and abandon the goal. Therefore, the task of adults is to provide the child with some help, to arouse in him the desire to overcome difficulties and achieve results.

Therefore, in preparation for the second stage, we analyzed various outdoor games. Thus, the purpose of the second stage was the formation of the following volitional qualities in preschoolers: discipline, independence, perseverance, endurance, determination, perseverance, responsibility.

The program of outdoor games for the development of volitional qualities in children of senior preschool age is presented in Appendix 1.

As can be seen from the table presented in the appendix, our program included three blocks:

In organizational terms, the work looked like this: gaming sessions were held 2 times a week for 40 minutes each.

Outdoor games for the development of decisiveness, perseverance, perseverance, speed and dexterity were played by running games (“Two Frosts”, “Wolves in the Ditch”, “Geese-Swans”), in which children, after a quick run with dodging, jumps, jumps, could rest . Games with rhythmic walking and additional gymnastic movements, which required organization, attention, endurance, coordination of movements from the players, contributed to overall physical development (for example, the game "Who fit"). Outdoor games require the participants to possess certain gaming skills and organized behavior, and also contribute to the formation of strong-willed qualities. Sports entertainment was held, which included relay races in pairs.

Whose team is faster. The participants were divided into two teams. The players of each team formed pairs, standing with their backs to each other and grabbing each other with their elbows. At a signal, the couples ran to the turntable, located 8-10 meters away, rounded it, and returned back. After the first pair crossed the start line, the second pair started running, and so on. The team that finished the relay first won.

"Cockfight". The players were divided into two teams and stood in 2 lines one against the other. A circle with a diameter of 2 m was drawn between them. The captains sent one “rooster” into the circle. "Roosters" stood in a circle on one leg, bent the other, hands held behind their backs. On a signal, the “roosters” tried to push the opponent out of the circle with their shoulder or force him to stand on both legs. Whoever succeeded - got a point for his team. When all the "roosters" took part in the game, the points were counted. The team with the most points won.

With the help of relay games, children developed such strong-willed qualities as perseverance, perseverance, responsibility, determination, independence, endurance, discipline. In the relay “Which team is faster”, some children could not show perseverance, perseverance while running in pairs with their backs to each other and grabbing each other with their elbows. They let go of their hands, pushed each other, did not reach the crossing of the start line. This couple was returned back, with an emphasis on perseverance, determination, perseverance. In the relay, there were cases when they showed indecision, violated the rules of the game. The games showed how important it is for children to have such a quality as perseverance and perseverance. We tried to create conditions under which the child could evaluate the behavior of all participants in the game, including his own. These games developed determination in children. If at the beginning of the game the children doubted, showed indecision, then at the end they could already do the opposite - show determination, take part in the game.

So, we conducted a system of games aimed at developing the volitional qualities of the individual. Preschool children were created such conditions that formed in them the ability not to be afraid of difficulties, the ability to mobilize their efforts to achieve the goal in the game; the ability to take turns without disturbing others, not to shout or break the rules of the game. The participation of children in the games we proposed contributed to their self-affirmation, developed perseverance, the desire for success.

2 EXPERIMENTAL RESULTS AND DISCUSSION

A comparison of the exercises of all series showed that the most effective for assessing purposefulness and perseverance were repeatedly repeated long-term exercises of the fourth series. If for the first group of exercises the coefficient of variation varied within 0.08-0.27, for the second - 0.28-0.41, for the third - 0.54-0.56, then for the fourth group it was significantly higher - 0 .67-0.93. Although in the fifth pear of exercises, the coefficient of variation also turned out to be relatively large 0.64-0.82, but compared with the previous group, due to additional motivation, the average values ​​​​of the indicators (for example, running time) significantly increased and the emotional arousal of children significantly increased, so the use of these exercises in practice were more difficult.

The results obtained in the formative experiment made it possible to draw a conclusion about the greatest efficiency of repeatedly repeated long-term exercises as control ones, as well as the possibility of using similar exercises as the main means of developing purposefulness and perseverance in the process of motor activity of older preschoolers.

The results of the study were placed in table 1.

So, from Table 1 it can be seen that in many children decisiveness and independence prevail, such strong-willed qualities as perseverance, perseverance, and endurance are poorly developed.

Table 1

The results of the study of volitional qualities of preschoolers (discipline, independence, perseverance, endurance, determination, perseverance, responsibility)

№ Surname and name of the child What volitional qualities are formed in the child +____7Burtseva Regina__++____8V. Anastasia+__++++9Oleg Gudochkin+_+_+++10Alexander Gudkov__+++_+11Valentin Evstegneev++++++_12Alexander Zharkov___+__+13Valery Zubarev_++_+++14Igonin Stanislav+_+_ +_15Krasnova Louise+_+++++16Krasnova Diana_+__+++17Lukina Anastasia___+__+18Morozova Julia+++_+__19Morozov Dmitry__++_+_+20Marakin Alexander___+__+21Markina Alina___+___22Odintsova Tatyana+_ +++++23Odintsov Denis_+__+__24Pakhomov Alexandra_+__+__25Paranina Victoria++___++26Farrukhov Eldar_+_+_+_27Khuzina Yvette___+___28Chursina Aneta+_+_++_29Schepetkov Evgeny+__++++_

It should be noted that some children do not have sufficient discipline and responsibility. So, we have identified the following levels of formation of volitional manifestations in children:

High level - the child independently sets a goal and is guided by it in activities, knows how to restrain his emotions and immediate desires. The child has formed such strong-willed qualities as discipline, independence, perseverance, endurance, determination, perseverance, responsibility.

Medium - the child independently sets a goal, but is not guided by it in activities, does not know how to restrain his emotions and immediate desires. The child has formed only some volitional qualities: responsibility, endurance, independence.

The child does not know how to independently set a goal, be guided by it in activities, does not know how to restrain his emotions and immediate desires. The child is not fully formed strong-willed qualities.

We got the following: 4 children showed a high level of formation of volitional manifestations; 15 - medium and 10 children - low level. high level - 14%; medium - 52%; low - 34%.

Various outdoor games were held with the children in the kindergarten.

After the second stage of the experiment, we conducted a re-diagnosis of preschoolers, which showed the following results:

· 16 - medium (previously 15);

Let's show it as a percentage:

· high level - 24%;

average - 55%;

low - 21%.

Thus, we see an improvement in the results of children with re-diagnosis, which indicates that our experimental work was a success.

game volitional preschool purposefulness

Will Characteristics:

1.Conscious mediation.

2.Mediation by the inner intellectual plane.

.Relationship with the motive "should".

.Communication with other mental processes: attention, memory, thinking, emotions, etc.

The system of work on the formation of volitional qualities of preschoolers through the game is important to educate volitional qualities: independence, perseverance, responsibility. Note that without these qualities, successful schooling is impossible; accordingly, their development is of great importance for a preschooler.

The program developed by us in the course of our work allows us to form in older preschoolers the ability not to be afraid of difficulties, the ability to mobilize their efforts to achieve the goal in the game; the ability to take turns without disturbing others, not to shout or break the rules of the game. That is, the participation of children in the games we proposed contributed to their self-affirmation, developed perseverance, the desire for success. Thus, the hypothesis was confirmed. The introduction of outdoor games into the system of preschool education makes it possible to form discipline, independence, perseverance, endurance, determination, perseverance, and responsibility in older preschoolers.

CONCLUSION

Thus, volitional actions are consciously controlled actions aimed at overcoming difficulties and obstacles in achieving the set goals. The key characteristic of volitional action is the struggle of motives. The characteristics of the will include: conscious mediation, mediation by the inner intellectual plane; relationship with the motive "should"; connection with other mental processes: attention, memory, thinking, emotions, etc.

The intensity of volitional effort depends on the following qualities (factors): the worldview of the individual; moral stability of the individual; the degree of social significance of the goals set, etc.

Will can be understood in different ways. Firstly, will is a general thing that induces to any action, that is, in principle, a conscious desire.

"Will is the conscious regulation by the subject of his activity and behavior, which ensures the overcoming of difficulties in achieving the goal ...".

In a more general sense, the will is presented by S. L. Rubinshtein. It probably includes both the first and second meanings of will. Rubinshtein writes: "actions regulated by a conscious goal and attitude towards it as a motive - these are volitional actions."

A child without the help of an adult will never learn to control his behavior, to look at himself from the outside. He can realize his activity and himself in it only in communication and joint activity with an adult. The development of the will occurs in all types of activities where the child must restrain his impulses and achieve the goal. So, when mastering physical culture and dance movements, one must strictly follow the model or example given by adults, suppressing unnecessary movements. Illustrative examples help the baby act in accordance with the requirements. Arbitrariness also develops when children are given the task of inventing and demonstrating a new movement.

Didactic and outdoor games are of great help to preschoolers in the ability to manage themselves. Rules become a fulcrum that helps the child to understand, control and evaluate their actions. Didactic games often proceed as joint. Therefore, in them, the baby has the opportunity to compare himself with his peers, to look at himself through their eyes, which greatly facilitates self-management, makes it meaningful. In games, children overcome momentary desires and even some internal difficulties. For example, despite the fear of being caught, the baby does not run away until the signal to run is sounded. Such games are especially important in the development of will and arbitrariness in younger and middle preschoolers, but they do not lose their significance even at an older age.

During the experimental part of the work, we were convinced that the introduction of a system of outdoor games allows us to develop volitional qualities in preschool children.

We have developed and proposed a program for the formation and development of volitional qualities in children of senior preschool age, which included three blocks:

.Games for the development of determination, perseverance, perseverance, speed and dexterity (running games (“Two Frosts”, “Wolves in the Ditch”, “Geese-Swans”);

.Games with rhythmic walking and additional gymnastic movements for the development of: organization, attention, endurance, coordination of movements (which also contributed to overall physical development) - (Games: “Who fit”, “Whose team is faster”, “Cockfight”;

.Relay games for the development of such qualities as: perseverance, perseverance, responsibility, determination, independence, endurance, discipline (Relay "Whose team is faster".

Game lessons were held twice a week for 40 minutes. After the second stage of the experiment, we conducted a re-diagnosis of preschoolers, which showed the following results:

· 7 children showed a high level of formation of volitional manifestations (previously there were 4);

· 16 - medium (previously 15);

· 6 children - low level (previously 10 children).

Let's show it as a percentage:

· high level - 24%;

average - 55%;

low - 21%.

Thus, the hypothesis was confirmed. The introduction of outdoor games into the system of preschool education makes it possible to form discipline, independence, perseverance, endurance, determination, perseverance, and responsibility in older preschoolers.

Based on the work done, I formulated the following recommendations for the development of volitional qualities in preschool children.

Carefully monitor how the child shows independence, notice and support any signs of it in every possible way.

2. If the child declares “I myself” and clearly claims to do something on his own, without interference from the people around him, then you should not actively interfere in his affairs, except, of course, in cases where the child can unwittingly harm yourself or damage something of value. But even in these cases, the intervention of an adult in the affairs of the child should not be intrusive and, if possible, imperceptible to the child himself.

The independence of the child should be especially welcomed when the child tries to do something as best as possible, while showing initiative and perseverance, desire and readiness to overcome obstacles. Encouragement should take place even if the child tried to do something himself, but he did not succeed. The main thing is that in the mind of the child himself, the rewards he receives are associated precisely with diligence, and not only and not so much with the high appreciation of his abilities by adults.

In the practice of pedagogical communication with a child, rewards should dominate over punishments, which in turn plays an important role in the development of his volitional qualities. This practice of communication creates favorable conditions for strengthening the motive for achieving success, associated with the will.

It should also be borne in mind that a truly developed will is based on the mind and consciousness of a person, i.e. is based not on a blind, unconscious, intellectually uncontrolled force such as stubbornness, but on conscious, rationally made decisions. Even in a reasonable person, his decisions are put into practice by an effort of will.

The consciousness of a preschool child, especially those who have reached the senior preschool age, is already quite developed. Therefore, starting from this age, it is important to ensure that the volitional behavior and, accordingly, the volitional qualities of the child are formed and strengthened on a completely reasonable basis. Otherwise, it may happen that the will actually turns into stubbornness or intractability, into the capriciousness of the child.

The latter circumstance is especially important to take into account when addressing adolescents to psychological counseling on issues of strengthening their will. The not entirely reasonable practice of educating the will, common at this age, is often based only on strength and physical endurance and often leads to consequences that are very far from the real development of the human will and from modern culture, such as increased aggressiveness, the cult of brute force, and ruthlessness.

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Appendix 1

The program for the formation and development of volitional qualities in children of senior preschool age

Direction of classes Form of conduct Number of hours 1. Games for the development of determination, perseverance, perseverance, speed and dexterity Games with rhythmic walking and additional gymnastic movements for the development of: organization, attention, endurance, coordination of movements. They also contributed to the overall physical development of the Games: “Who fit”, “Whose team is faster”, “Rooster fight” 32. Relay games for the development of such qualities as: perseverance, perseverance, responsibility, determination, independence, endurance, discipline. faster"7Total:16

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An urgent task at present is to educate preschoolers of moral and volitional qualities: independence, organization, perseverance, discipline. The formation of the moral-volitional sphere is an important condition for the comprehensive education of the child's personality. How a preschooler is brought up morally and volitionally depends not only on his successful schooling, but also on the formation of a life position. Underestimation of the importance of educating volitional qualities from an early age leads to the establishment of incorrect relationships between adults and children, to excessive guardianship of the latter, which can cause laziness, lack of independence in children, self-doubt, low self-esteem, dependency and selfishness. In conversations with parents, we notice that adults are concerned about the problems of preparing children for school, and parents do not attach much importance to the education of such qualities as independence, perseverance. Therefore, we need to explain to the parents of preschool children the importance of the timely education of moral and volitional qualities, to equip them with pedagogical knowledge and methods.

Your children will be going to school soon. Each of you would like your child to be as well prepared as possible for school. Do not forget that it is not enough to limit yourself to preparing children for learning literacy and mathematics. It is equally important to cultivate strong-willed qualities: independence, perseverance, responsibility. Without them, successful schooling is impossible. These qualities are brought up not only in the classroom, but also in other activities. The capacity for volitional tension is created through constant exercise. An effective means of educating the will is household work. The need for it arises in kindergarten and at home, its vital necessity is clear to the child. To participate in it, children must master certain skills, skills in handling tools, must understand its purpose, plan and control their actions, and make efforts. Thus, this work brings up the qualities necessary for the child in any activity, including educational. What can a child of 6-7 years old do for self-service and to help adults in household work?

An older child can: participate in cleaning the apartment, wash and wipe toys, wash doll linen, their own socks, iron small things, help adults prepare meals, help set the table and clear the table, wash tea utensils. An older preschooler can learn how to make his bed, and this will become his constant duty. He can take care of his clothes and shoes. With systematic work, the child quickly masters the skills necessary to perform this work. Household work is pretty monotonous. Therefore, many children, who at first willingly engaged in this work, soon lose interest in it. Sometimes parents claim that their children enjoy sweeping the floor. However, it turns out that they do this not systematically, but when they want to do it. But if sweeping the floor becomes his permanent duty, then not every child will be so willing to do it without reminders. And if the child remembers his duties, diligently brings the matter to the end, then we can say that he has a sense of responsibility, that he can be persistent. Essential in characterizing the child's volitional actions is their motive: why does he persist, what prompts him to do the work? Motives can be different: both socially directed and selfish.

How should the work of children in the family be organized and how should it be managed so that it contributes to the education of perseverance and responsibility?

First of all, you are adults, you must determine what household duties your child will perform. If earlier he did not have duties, then it is necessary to introduce them gradually. At first, it is better to do the work with the child. Then you can give him a part of the overall work for independent implementation. It is necessary to take into account the peculiarities of his nervous system and physical capabilities. When giving instructions to the child, explain to him the purpose of the upcoming work. Parents often make the mistake of giving a task without indicating its end result. This complicates the possibility of self-control and evaluation of results, reduces the purposefulness of actions and a sense of responsibility in children. It is necessary to systematically control adults over the activities of the child, even if he already has a good command of labor skills. Adult control affects the nature of the child's actions, prevents mistakes. The child is motivated to overcome difficulties by the approval of his parents, his expression of joy about his successes, praise, the manifestation of trust, support in case of failure, the provision of necessary assistance, a reminder of how he coped well with difficulties. But you can't over-praise a child. The upbringing of responsibility is facilitated by a discussion in the family circle about how the child worked, what he did well, what he did not succeed in and why.

Children, starting a business, are not able to foresee the difficulties that may arise on their way, to assess their strengths, skills, knowledge. If they do not receive the necessary assistance in a timely manner, they may lose interest in the case and abandon the goal. Therefore, the task of adults is to provide the child with some help, to arouse in him the desire to overcome difficulties and achieve results.

Outdoor games for the development of decisiveness, perseverance, perseverance, speed and dexterity were held games-running ("Two Frosts", "Wolves in the Ditch", "Geese-Swans"), in which children, after a quick run with dodging, jumps, jumps, could rest . Games with rhythmic walking and additional gymnastic movements, which required organization, attention, endurance, coordination of movements from the players, contributed to overall physical development (for example, the game "Who fit"). Outdoor games require the participants to possess certain gaming skills and organized behavior, and also contribute to the formation of strong-willed qualities. Sports entertainment was held, which included relay races in pairs.

"Which team is faster?" The participants were divided into two teams. The players of each team formed pairs, standing with their backs to each other and grabbing each other with their elbows. At a signal, the couples ran to the turntable, located 8-10 meters away, rounded it, and returned back. After the first pair crossed the start line, the second pair started running, and so on. The team that finished the relay first won.

"Rooster Fight"

The players were divided into two teams and stood in 2 lines one against the other. A circle with a diameter of 2 m was drawn between them. The captains sent one "cock" into the circle. "Roosters" stood in a circle on one leg, the other bent, hands held behind their backs. On a signal, the “roosters” tried to push the opponent out of the circle with their shoulder or force him to stand on both legs. Whoever succeeded - got a point for his team. When all the "roosters" took part in the game, the points were counted. The team with the most points won.

With the help of relay games, children developed such strong-willed qualities as perseverance, perseverance, responsibility, determination, independence, endurance, discipline. In the relay "Whose team is faster" some children could not show perseverance, perseverance while running in pairs with their backs to each other and grabbing each other with their elbows. They let go of their hands, pushed each other, did not reach the crossing of the start line. This couple was returned back, with an emphasis on perseverance, determination, perseverance. In the relay race "Cockfight" there were cases when they showed indecision, violated the rules of the game. The games showed how important it is for children to have such a quality as perseverance and perseverance. We tried to create conditions under which the child could evaluate the behavior of all participants in the game, including his own. These games developed determination in children. If at the beginning of the game the children doubted, showed indecision, then at the end they could already do the opposite - show determination, take part in the game.

Marina Vladimirovna Yushchenya
The system of work on the formation of volitional qualities of a preschooler through outdoor games with rules

The game of life preschooler occupies a huge place, and is important for mental and emotional volitional development of the child. For formation of strong-willed child's behavior is facilitated by such pedagogical conditions:

Gradual strengthening of the requirements for the child, assistance in achieving success in their activities;

Encouraging the desire and readiness of the child to discover independence and initiative;

Gradual transition from tasks related to the fulfillment of the requirements of an adult according to his direct instructions, to creative tasks at the child's own request;

Setting before the child competent requirements in different forms(requirement-trust, requirement-request, requirement-advice);

The difficulty of the task should be optimal. Its gradual complication of tasks.

Instructions on how to complete a task.

AT work with children we have included extensive use outdoor games. They contributed the formation of such volitional qualities of a preschooler as responsibility, perseverance, perseverance, determination. All participation of children in the games was built on a voluntary basis. Were held as already familiar to children outdoor games, as well as new ones. On warm days, they were held outdoors, on the playground. In bad weather the game is small mobility were held in a group room. Description of the game that was used for the purpose formation of volitional qualities in Appendix 2.

For organizing and holding games (if it was carried out 2 - 3 at once) it took at least 8 - 10 minutes.

The games had their own characteristics. First of all, their organization provided for the voluntary participation of children. We tried to select games that were simple but entertaining, in which the variability of the composition of participants was allowed, and the results were quickly revealed. After identifying the winners, the competition continued with a new line-up of players.

Usage outdoor games contributed to the formation of endurance, discipline, independence, responsibility. These were the following games:

"Hares in the Garden". In this game, children developed determination, discipline, responsibility. Some children violated rules of the game -"hares" jumped out of the outer circle, "watchmen" caught "hares" in the outer circle. Children had to be reminded regulations, maintain discipline.

"Mousetrap". In this game, the children also made mistakes, although playing them familiar: they lowered their hands ahead of time, and "mice" do not run in a circle, afraid of being caught.

We used game exercises and games like attractions: tasks with throwing bags, throwing rings, actions with closed eyes, performing exercises for agility, coordination and balance. Several people participated in them, and the rest actively watched. Participants of each attraction quickly changed. There were also ball games - "Catch the ball!". Children caught it with different variations

During bad weather games were organized indoors. Games were selected with a simple plot, they gave the opportunity to any child to enter the game and exit it at will. These were sedentary games:

"Make no mistake", "Three movements", "Recognize by voice". The games were aimed at the formation of exposure, responsibility, discipline. A game "Find and shut up", purposefulness was brought up here (to find a hidden object, endurance (keep silent if found and show no signs).

Movable games for the development of determination, perseverance, perseverance, speed and dexterity, running games were held ("Wolves in the ditch", "Geese-swans", "Sparrows and Machines").

Preschoolers conditions were created that formed they have the ability not to be afraid of difficulties, the ability to mobilize their efforts to achieve the goal in the game; the ability to follow the order without disturbing others, not to shout or violate rules of the game. The participation of children in the games we proposed contributed to their self-affirmation, developed perseverance, the desire for success.

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