The program for the formation of positive leadership qualities in children and its implementation

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The program for the formation of positive leadership qualities in children and its implementation

Victoria Tsybulska

Candidate of Sciences in Physical Education and Sports , Associate Professor Bogdan Khmelnitsky Melitopol State Pedagogical University

Olena Kotova

Candidate of Pedagogical Sciences, Associate Professor Bogdan Khmelnitsky Melitopol State Pedagogical University

Halyna Bezverkhnia

Candidate of Sciences in Physical Education and Sports, Professor

Lutsk National Technical University

The foundations of the future personality are formed in elementary school age. New relationships with adults and peers, inclusion in a single system (team), a new type of activity (teaching) - all this has a decisive effect on the formation and consolidation of a new system of relations with people, the team, shapes character, will, lays the foundation of moral behavior, takes place assimilation of moral norms and rules, the public orientation of the child's personality begins to form. Younger school age is considered the most receptive for learning moral knowledge, because due to the limited moral experience, moral knowledge is a regulator of behavior and its motives. At the same time, a special place is occupied by sensitivity, compassion, respect for other people, and the desire to help others. The essence of personal development lies in the dynamics of constant rethinking of oneself, one's behavior, one's qualities, one's actions, deeds and relationships. All of the above is very significant for the process of forming positive leadership qualities of children of this age [1].

The theoretical and experimental study of the phenomenon of leadership in primary school age and the moral development of a child's personality allowed us to move on to the development of pedagogical technology that would ensure this development. Modern pedagogy considers the process of education as an organized interaction of a child with the surrounding world, in the process of which a teacher (any adult) implements an educational interaction on his personality. Pedagogical science defines a set of methods of such influence as a pedagogical technology of education [1; 2] . The teacher models the technology of education in relation to each situation of interaction with pupils (in our case - children-leaders). At the same time, the teacher performs:

- clarification of not only the goal of actions performed by children (what needs to be done), but also why, for what this goal is set;

- breakdown of activities into appropriate actions and operations aimed at organizing interaction with children;

- definition of rules and norms that pupils will achieve in this situation;

- stimulation and challenge in children of an active personal desire to achieve a goal (exercises in moral behavior).

The formation of moral behavior during leadership manifestations requires the creation of a program as a single system of actions that includes moral knowledge and actions. A special place is occupied by purposeful creation of temporary associations that allow children to organize activities in small groups, which are entrusted with short-term tasks. The psychological peculiarity of these groups is that a schoolboy in such an association, which usually includes only a few children, is constantly under the influence of public opinion and cannot evade the accepted norms of behavior [3]. In addition, it is easier for children to independently lead a small number of peers.

The program included two directions:

a) work with children;

b) work with adults (teachers and parents).

The approach chosen by us corresponds to the principle of pedagogical expediency: the created individually differentiated program was expected to be implemented in the practical activities of the educational institution. It should be noted that when developing the program, we took into account the traditional principles of its construction (development of the child's personality in activities, reliance on the natural activity of the child, his positive qualities, etc.) and modern ones (the principle of complementarity, humanization and democratization of the pedagogical process, positive "advancement" personality, new pedagogical thinking, creating a situation of success, etc.), which correlate with the process of the child's personality formation.

Tasks of the program: positive leadership qualities children

1. Finding and implementing techniques that help establish business relationships with peers.

2. Encouraging initiative, striving for planning game activities, rational distribution of responsibilities between partners.

3. Joint performance of tasks and obtaining a general result of activity.

4. Promoting the development of the leader's ability to empathize, to understand the state of a peer, to empathize and empathize, which will help establish positive interpersonal relationships with peers.

5. The leader's provision of effective assistance to a peer in the process of a joint activity with him to ensure its success.

The content of the program: material was selected for training (sociodynamic) exercises, conversations, forms of joint extracurricular and extracurricular activities (lessons, exhibitions, workshops, assignments, etc.), figurative forms (staging, puppet shows), moving games.

A well-thought-out logic for selecting material for working with children:

A) The first stage - working out individual components of the organizers' actions. Children do everything according to the teacher's instructions and under his direct supervision. For this purpose, instruction is used with a practical demonstration of how to perform actions (attention is paid to the sequence of actions, analysis of each of them separately).*

B) II stage - independent execution of actions by the leader (the teacher does not interfere in the execution process).

В) Stage III - inclusion of individual practiced actions in the activity system as a whole (a section of work is given, not individual tasks).

The program material of the first direction of the formative experiment was conditionally grouped according to 3 aspects, which characterize the leadership manifestations of children:

- motivational-cognitive (development of the content of activities that would support positive interpersonal relations and direct the leader's efforts to positive activity results);

- perceptual-communicative (the ability to coordinate efforts to achieve the results of joint activities; mastery of positive forms of communication and interaction; the ability to see the partner's mood and the need to help him);

- operational (practical mastery of business skills): skill; the level of organizational methods (planning, organization of activities, determination to obtain a good result of activity; initiative and activity of the leader's personality).

Thus, the entire activity of the leader can be presented in the form of a chain: SEE - UNDERSTAND - ACT.

General settings that help in the implementation of the program:

A. The teacher's approval of emerging small groups with positive relations of children.

B. Support of the leader's interest in the result of activity and ways of achieving it.

B. Positive assessment by the teacher of the positive interaction of the leader in the process of meaningful joint activity with peers.

G. Acceptance of personal exclusivity to confirm the child's positive personal qualities (such as: "Only you can do it", "Your attitude is clearly visible", etc.).

D. Exclusion of condemnation of the leader's actions in the presence of a

peer.

E. Modeling with the help of verbal description and expressive means of visual representation ("masks") of the meaning that will be carried out by the child-leader's action (both for him and for other people).

Z. Providing effective assistance to the leader in mastering cooperative methods of interaction.

The method of the "system of parallel actions" for this purpose is to use the activation of the "public opinion" of the class (emotional identification of the leader with an unfairly offended peer, predicting the consequences of one's own unfair actions, etc.) [4] .

The first direction of program implementation * WORK WITH CHILDREN

1. The beginning of the work was game training-exercises. Small groups (2-4 people, including a child-leader) participate in the suggested games- exercises. It is necessary to discuss in 10 minutes how to perform the task offered to them. The experimenter does not interfere in what is happening, but plays the role of an observer, analyzes the behavior of the group as a whole and of the leader, in particular (a qualitative analysis of actions helps to gain experience of communication and interaction in a group). After the specified time, the microgroups present their work. We will cite as examples the following game trainings, which take into account the age characteristics of a junior high school student.

Exercise "Tower" Material for building a "tower" is issued: paper and paper clips (or a set of cocktail straws and adhesive tape). Task: build a tower from this material. The "tower" must be stable.

Magic squares A grid of 10x10 cm squares is drawn on the asphalt in front of the group. The leader holds a sheet of paper with a similar grid on which the route is laid out. Task: 10 minutes to think about the route and 10 minutes to complete the task.

Blind and guide. Close your eyes and walk around the room in different directions for 3-4 minutes. Then offer to divide into pairs arbitrarily. One closes his eyes, and the other leads the first one around the room, giving him the opportunity to touch various objects, helps him avoid collisions with others and reach the place in the room he wants. Then the children change places.

Word. The material is counting sticks. Task: write a word using as many sticks as possible. You have 10 minutes to complete the task.

Acquaintance of all children with the rules of friendly work:

1) Always help your friend as much as you can: if you know how to do something, teach him too.

2) Share interesting books, toys, thoughts, ideas.

3) Be able to accept help, advice and comments from other guys yourself.

4) Clearly agree with the participants on the work plan and the terms of its implementation.

5) Divide the work in such a way that you know exactly who will do what and what (take into account who wants and knows how to do what).

6) Remember not only about your part of the work, but also about the whole work.

7) Work conscientiously.

8) As you work, don't forget to find out how others are doing. Help, teach, advise someone whose work is not going well; learn to use the advice of others yourself.

9) Does not get angry when others do not succeed in something at work.

10) Be polite to make others feel good about you.

11) Do not forget to thank for help and work.

4. Introduction of the rules of the organizer.

(A) After receiving the task, understand it: highlighted the main and secondary; find out the time of the task; repeat the task.

(B) Prepare for the task: consult with the participants of the task; make a preliminary arrangement of people; make a work plan.

(B) Prepare your comrades for the task: discuss with them the task execution plan; take into account the corrections and comments made by your peers. Make a collective decision to act.

(D) Placement of people, taking into account their capabilities: distribute work among participants taking into account their abilities, knowledge and skills they have; everyone should know their rights and responsibilities.

(D) agrees his actions: keep in touch with everyone who works with you on the task; interested in the whole process of work.

(E) Teach your assistants: explain in detail their tasks for a certain stage of work; help them overcome difficulties, but do not do it for them.

(F) Control the work: take into account the time allocated for the work as a whole; give an assessment of the work of your comrades only on the basis of reliable data; think about the rational consumption of materials.

(C) Sum up and analyze: analyze the work with all participants (what succeeded and why? What did not succeed and why? What took a lot of time? How can it be done better and faster?); first tell about achievements, and then about errors and omissions; give an estimate based on specific results.

5. Learning the "Five Fingers" method of analysis. This way of summarizing takes five minutes. To do this, you need to look at your palm and think, looking at:

Little finger (M) - "thought" - what knowledge, what experience have I acquired today? Nameless (B) - "close target?" - what did I do today to achieve the goal?

Medium (C) - "state of mind" - what was my mood? What did he depend on?

Indicative (U) - "service" - how could I help my peers? What pleased

them?

Big (B) - "cheerfulness" - how do I feel? How might others who worked with me feel (their mood)? What have I done for my health and the health of others?

6. Conducting briefings.

Instruction No. 1 (for all participants in the case): In order to perform the assigned task together, you need:

- listen to him carefully;

- consult with each other (where to start, what to do next, than to finish the work);

- agree on who will do what and what (do not forget that everyone wants not only to be an assistant, but also to do it themselves. You can do interesting and uninteresting work in turn - you can always agree on this. Do not put yourself in a privileged position);

- be more attentive to each other, come to help in time, learn to notice it. You have to work quickly and carefully.

Instruction No. 2 (for child leaders):

1 - set goals and determine what needs to be done;

2 - think about the best ways to achieve it;

3 - break all the work into parts;

4 - draw up a work plan;

5 - choose helpers;

6 - distribution of duties among everyone so that everyone knows exactly what he will do;

7 - explain what needs to be done;

8 - monitor the progress of work, review, if necessary, changes;

9 - in all cases, help, teach, advise those whose work is not going well, learn to use the advice of your friends;

10 - after finishing the work, summarize and analyze the obtained

results.

6. Conversations with children (held both in class and outside of school

hours).

Topic: "Working together". Purpose: to develop the ability to work together, distributing work so that everyone knows what he will do; the ability to be a "leader" and "executor" when organizing a collective cause; stimulate manifestation of organization and mutual assistance; listen to the opinions of peers, control your actions.

Topic: "Personal responsibility for assigned work" Purpose: to form a responsible attitude to assignments in general and personal responsibility, including; to support the desire and desire to make the life of the class interesting and meaningful.

Topic: "Everyone's business is for the benefit of all" Purpose: to teach the fair distribution of tasks, taking into account the skills, strengths and desires of everyone; stimulate the execution of interesting and uninteresting tasks, easy and difficult, pleasant and unpleasant.

Theme: "Respect the opinion of another person" Purpose: to encourage a respectful attitude to the opinion of a peer and the group of children as a whole; form persistence in defending one's opinion, if one is sure of its correctness and justice (inadmissibility of stubbornness in defending one's unfair assessment).

Topic: "About human sensitivity" Purpose: to encourage the desire to easily respond to other people's needs; form the ability to notice (without an adult prompt) who needs help.

Note in the newspaper. A 3rd-grade student wrote the following note in the newspaper: "There is a boy in our class who probably has a bad mood very often. In our class, he feels like a stranger, lonely. During breaks, he always stands either by the wall or by the window. And his eyes are sad-sad. He stands and looks at the boys who are having fun, playing, laughing. Sometimes I notice that he also wants to play with the boys. He even sometimes hesitantly takes a step forward, but then retreats to the wall again. Guys! Something must be done so that everyone has fun and everyone is friends. Lena".

Question to the children: What would you advise Olena and the boys?

Are there any such boys or girls in your class?

Would you like to help them? How will you do it?

The old teacher lived alone. His students have long since grown up, but have not forgotten their former teacher. Once two boys came to him and said:

- Our mothers sent us to help you in the household.

The teacher thanked and asked the boys to fill the empty tub with water. She was standing in the garden. Beside her, watering cans and buckets were stacked on the bench. And on the tree hung a toy bucket, small and light as a feather - the teacher drank water from it on hot days.

One of the boys selected a strong iron pail, tapped its bottom with his finger, and, taking his time, headed for the well; the other took the toy bucket off the tree and ran after his friend. Many times the boys went to the well and came back. The teacher watched them from the window. Bees were circling over the flowers. The garden smelled of honey. The boys were talking happily. One of them often stopped, put a heavy bucket on the ground and wiped sweat from his forehead. Another ran alongside him, splashing water in a toy bucket.

When the tub was full, the teacher called the two boys, thanked them, then placed on the table a large clay jar filled to the top with honey, and next to it a faceted glass also filled with honey.

- Take these gifts to your mothers, said the teacher. - Let each of you take what you deserve.

But none of the boys extended their hands.

"We can't share it," they said awkwardly.

- Divide it as you divided the work, - said the teacher calmly.

Question to the children: How do you propose to divide the honey

between the boys?

Why? Justify your point of view. Why didn't the teacher start handing out the gifts himself?

7. "Jolly little men's workshop" Areas of work: "Knyzhchyn doktor" (repair of books from the classroom, school and personal library of children, as well as kindergarten books); "Enchanted hands" (making toys, objects from unsuitable material, giving space to your imagination), "Souvenir bench" (making gifts for birthday people), etc.

9. "Workshop of visual aids for our lessons (or classes of preschoolers)" is a form of organization of both curricular and extracurricular activities). For example, on the topic "Number and Digit", children are offered the following task: stick on a piece of paper as many figures (carrots, apples, houses, boats, etc.) that correspond to one or another number. To complete the task, the children need to agree among themselves: who will take which number (the amount of work should be approximately the same for everyone), which size sheets of paper to take, who will cut which shapes, and who will stick them. On the topic "Number composition" it is necessary to do several application works: one and five, two and four, three and three ... On the left, children can paste a circle or a square of one color, and on the right - another (choice of geometric shapes, their color - as desired children). "Rules of the road" - production of attributes for playing the rules of the road. "Primer" for children of the preschool group of kindergarten: children at their own discretion unite into dyads (triads), choose a letter from which they will work, find words that include a given letter. Then they look for pictures for these words and paste them on a piece of paper. The result of joint work is a book as a gift to preschoolers. Production of the "Seasons" album (for lessons in natural history, music, visual arts), layouts, etc.

10. Organization of exhibitions of children's works (can be collective, or can be individual, personal).

11. Staging. Their goal is to show children techniques of positive communicative influence on a peer, to cause a positive attitude towards it; as well as the inadmissibility of negative forms of communication and interaction of children among themselves, cause a negative attitude towards it. In the first case, the children themselves take an active part in the preparation and showing, because the content of the dramas has a positive character, a moral meaning, which promotes children's practice in moral actions. In the second case, a puppet show is used or the roles are performed by adults. Children are not involved in the show, because the content of the play is negative. Available literary works of this age, corresponding to the situation under consideration, can be used as material for dramatizations and performances.

12. Business game "Leader". Purpose: training in organizational skills, development of communication and creative abilities. Preparation for the game:

* selection of experts from the number of children depending on the number of dance teams (the work of the experts is as follows: distribution of colored cards to the team members depending on their demonstrated qualities);

* preparation of color cards (in unlimited quantity) for the work of experts (red, blue, green, yellow, black and white - they can be made in workshops);

* preparation for each team: paper, glue, colored pencils, pens, erasers.

The course of the game: "Business card" of the team (the name of the

team, its motto and presentation are invented in advance).

"Zoo". Task: make animal figurines from colored counting sticks (to choose from: elephant, turtle, cat, dog, giraffe, etc.). Condition: each member of the team must place his counting stick in the general pattern of the animal figure.

"Organizational dominoes". Task: to arrange in the correct sequence the cards with the names of the stages of collective creative work:

* idea of the case;

* discussing it with peers;

* collective planning of the case;

* distribution of forces for the preparation of tasks;

* organization of cooperation assistance;

* conducting the case;

* summarizing work;

* work evaluation, "lessons for the future";

* clarification, replenishment of the "treasury of interesting cases".

"Poster". Task: come up with a text and draw a poster that can be hung

near the wardrobe, dining room, principal's office, teacher's office.

"Mosaic of a leader". Task: for each team member to stick his set of multi-colored cards on a blank sheet of paper. Sign the last name, first name, class, school.

Evaluation of the results of the game:

The dominance of the color of the cards (the last task of the game) reveals the following: Red is an emotional leader.

Blue is a leader-generator of ideas.

Green is a leader-organizer of collective affairs.

Yellow is a leader-observer.

Black is a leader-disorganizer (of negative orientation).

White is the executive leader.

As a result of the implementation of the program for the formation of positive qualities of a leader developed in the experiment, it was established that the child accumulates certain positive experience with the help of meaningful joint activities. It was noted that the relations between the children in the class changed significantly: the children became more attentive and sensitive to each other, understood moods, provided mutual assistance, and positively evaluated even small advances of each participant of the experiment.

The research found that younger schoolchildren single out kindness as a human dignity, but its external manifestations are not yet sufficient to consider kindness as a personality trait. Based on the analysis of evaluative judgments, it has been proven that most children still have an abstract idea of kindness, and in specific life situations, this knowledge often contradicts the action that should take place on their basis.

Forms of extracurricular practical activities (workshops, errands, etc.), as well as visual forms (staging, watching cartoons, puppet shows) turned out to be especially interesting and useful for children. The children responded lively to what was happening in the film, the play, and the content of the works of art was discussed with interest. All this in general could not help but have a positive effect on the behavior of all children, and child leaders are no exception [2; 3; 4 ].

Thus, the development of the problem of the development of leadership as a pedagogical phenomenon along the lines of systemic, axiological and other approaches of modern pedagogy, both in theoretical and practical aspects, can act as a promising direction for further research on the hereditary connection of the content, methods and forms of work with middle and high school children age.

Sources

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2. Сушик Н. Теоретичні основи формування лідерських якостей учнівської молоді / Наталія Сушик // Науковий вісник Східноєвропейського національного університету імені Лесі Українки. -Луцьк, 2013. - С. 110-115.

3. Фіцула М. М. Педагогіка: навчальний посібник / М. М. Фіцула. - 3тє видання. - Київ: Академвидав,2009. - 560 с. (Серія Альма-матер).

4. Шамич О. М. Психологічні передумови формування громадської активності молодих підлітків / О. М. Шамич // Педагогіка, психологія та медико-біологічні проблеми фізичного виховання і спорту: [зб. наук. пр.]. - Харків, 2011. - №5. - С. 115-120.

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