Grigorieva G.G. Candidate of Pedagogical Sciences, Associate Professor, Head of the Department of Theory and Methodology of Preschool Education, Nizhny Novgorod Institute for Educational Development

Nizhny Novgorod, Russia

Spiritually moral education and development of preschool children

Abstract: The article is devoted to one of the main directions of modernization of preschool education - spiritual and moral education and development of a preschool child. The article analyzes the problems and explains the possibilities of their successful solution in preschool childhood; the tasks, principles, content, forms and methods of developmental interaction between adults and children, aimed at the spiritual and moral development of preschool children, and the possible positive results of this activity are revealed.

The relevance of spiritual and moral education and development of children is due, on the one hand, to an objective and continuous process moral development a person who can be of different orientations, and the objective interest of the human community in managing this process, the desire to pass on to the new generation a culture of spiritual and moral life, a system of moral values, as one of the conditions for the preservation and development of man, society, and the Fatherland.

Deformation of moral ideals, crisis of the value system in modern society; the spontaneously emerging understanding of “freedom” as “permissiveness”, and “reasonable control” as “censorship”; uncritical borrowing of foreign experience and values, not

corresponding to the mentality of the Russian people; as a consequence, the emergence of the phenomenon of lack of spirituality in society - all these are factors that increase the relevance of the problem.

In these conditions, “...education plays a key role in the spiritual and moral consolidation of Russian society, its unity in the face of external and internal challenges, in strengthening social solidarity, in increasing the level of human confidence in life in Russia, in fellow citizens, society, the state, the present and the future of their country"1 (pp. 4-5) That is, the objective need and demand for an immediate solution to the problem is the main basis that actualizes increased attention to it in the field of education.

Another reason is the favorable opportunities and the need to begin solving it at an early and preschool age. The plasticity of the human nervous system in early and preschool age, the ability to imitate, as one of the mechanisms of self-development and the basis for the emergence of the ability to identify, empathy, imaginative thinking, active imagination, emotionally charged behavior, the child’s active attitude to the world - all these are fertile prerequisites for moral (or immoral) human development. And this process begins at birth, with an elementary feeling of attachment to the mother.

However, the modern education system in general and preschool in particular does not fully realize the task of spiritual and moral education and development of the child for a number of reasons. The moral state of modern society does not contribute to the success of work. Other reasons lie in the education system itself. One of them is the inconsistency, and often incompatibility, of various methodological positions in solving the problem, in particular, the difficulties in establishing relationships and coordinating the positions of Orthodox and secular education.

1 Danilyuk A.Ya., Kondakov A.M., Tishkov V.A. The concept of spiritual and moral development and education of the personality of a Russian citizen. - M.: Education, 2011. 23 p.

Obviously, it is necessary to combine the canons of secular and religious education in an effort to preserve the purity of children’s souls, clarifying the image of God in every child, from the point of view of Orthodoxy, and purposefully promoting the formation and development of the child’s spiritual world in accordance with moral ideals and values ​​accepted in society - from the standpoint of secular education. The basis for such an integrative approach to solving the problem is, in our opinion, the presence of common positions in the understanding and interpretation of many problems of personality development. One of the essential common positions lies in the understanding of personality development as self-development. That is, both Orthodox and secular education recognize the main factor that determines the development of personality is self-development, self-construction, self-creation of one’s inner world on the basis of free choice, reflection, self-correction of the image of “I” in accordance with the system of value and moral guidelines adopted by a person. The question is what values ​​will be accepted by a person. Identification, comprehension and practical implementation of these connections is one of the tasks and theoretical basis for developing the content and methodological aspects of the integrated educational process.

Another reason for the low effectiveness of the educational process is the dominance of the knowledge paradigm in solving the problem and poor attention to the formation of appropriate feelings and actions. This does not contribute to the holistic development of the child’s spiritual world, introduces dissonance into the holistic development of the cognitive, emotional, volitional spheres of his personality and manifests itself in a mismatch of the child’s knowledge, feelings and actions in behavior and activity.

The low competence of adults in matters of spiritual and moral education and development of children is also obvious; weak relationship between the activities of different subjects of the educational process (parents, teachers, representatives of different social and religious structures); lack of a system in operation; insufficiently high level of spiritual

moral development of adults interacting with children (teachers, parents, etc.)

The main resource condition for solving this problem is an adult, a competent teacher who introduces the child to the world of culture and promotes his personal development.

Thus, there is a contradiction between the acute objective need and the demand for solving problems of spiritual and moral development of a person, favorable opportunities for this in early age, on the one hand, and their superficial implementation in the preschool education system, on the other. The situation is aggravated by the uninformative presentation of the problem of spiritual and moral education in modern regulatory documents on preschool education, including FGT.

The basic national values ​​of spiritual and moral development and upbringing of children are set out in the “Concept of spiritual and moral development and upbringing of the personality of a citizen of Russia.” In the FGT for preschool education, basic national values ​​are not presented explicitly; they are contained in the context of the document: partly in the social portrait of the child, in the content of educational areas, the goals and objectives of some of them. The value orientations of the spiritual and moral development and education of preschool children are based on traditional sources of morality: Russia, the multinational people of the Russian Federation, civil society, family, work, art, science, religion, nature, humanity.

Given the presence of various definitions of human spirituality, the most adequate, in our opinion, is the meaning modern education a person may have an understanding of spirituality “... as the highest level of development and self-regulation of a mature personality, at which the highest human values ​​become the main motivational and semantic regulators of its life activity.”1 This is a way of human existence,

has reached personal maturity. This definition sets the highest level, the ideal to which one must strive. Promoting the development of the ability for self-regulation, self-government, and self-development of a person in accordance with the highest spiritual and moral values ​​is the main goal of the spiritual and moral education of a generation.

The goal of spiritual and moral education and development of children: to promote the development in preschool children of the fundamentals, the basis of personal culture in relation to people, phenomena of social life, nature, the objective world, to oneself in accordance with universal spiritual and moral values ​​accepted in society.

Tasks aimed at the spiritual and moral development of children:

1 Brief psychological dictionary - Rostov-on-Don: “Phoenix”. L, A, Karpenko, A. V. Petrovsky, M. G. Yaroshevsky, 1998

1. Introduce children to spiritual and moral values, the distinction between good and evil, as the basis for self-regulation, self-government of behavior and activity. To develop in unity and harmony all spheres of the child’s personality: cognitive, emotional, volitional.

2. To form in children accessible systemic knowledge about the world around them: people, nature, man-made objects and the child’s place in this world.

3.Promote the development of the child’s interest in native land: its nature, history; folk and national culture (traditions, customs, art, holidays, etc.)

4. Promote the development of the emotional sphere in children:

4.1. Feelings of varying quality to the uniqueness of the surrounding world (surprise, admiration, admiration, pride, reverence for

shrines, veneration and respect for parents and other people, mercy, co-joy, sympathy, empathy, grief, rejection, indignation).

4.2. Cultures of their expression ^verbal and non-verbal acceptable ways of expression, management of emotions/

4.3. The ability to emotionally anticipate the consequences of one’s actions.

4.4. Development of emotional decentration ^perceive, distinguish, respect the feelings of another, take into account in one’s behavior).

4.5. The formation and development of prerequisites for civil and patriotic feelings.

5. To cultivate in children an proactive, active position towards the world around them, manifested in behavior (careful and caring attitude, mercy, desire for good work, accessible creation, desire and ability to work, discipline, rejection and desire to avoid bad deeds).

6. Create conditions for the gradual development of the child’s self-awareness: prerequisites for objective self-analysis, self-esteem, the emergence of the foundations of reflexive abilities, the desire for a positive image of “I”, in accordance with moral values, and the awakening of conscience.

7. Promote the emergence and development of prerequisites for respect for originality national characteristics, traditions, culture of other peoples, the emergence of the ability to enter world culture.

Principles of spiritual and moral education and development of children

1. The principle of developmental education, the purpose of which is the spiritual and moral formation and development of the child. In psychology, the category “development” is interpreted as maturation; - development as an artificial, specially constructed “development activity”; -development as self-development." as a fundamental human ability

to become and be a true subject of one's own life. And from this point of view, a truly developing education can be considered that, and only that, which implements all three types of development, the central of which (and in this sense, essential) is self-development.” Specially organized education of children of early and preschool age should be natural, meeting the needs and capabilities of the child, at the same time meeting the needs of society and, if possible, focused on developing the ability for self-education and self-development. In the field of spiritual and moral development of personality, the mechanisms of self-development are the main, key ones. Of course, in preschool age the opportunities for conscious, purposeful self-development are limited, however, imitation of others, and the choice of a goal, means of achieving it, and elementary reflexive actions, assessment and self-esteem, are gradually subject to the rules, moral values ​​accepted and implemented in the system of relations in the conditions families, pre-school educational institutions in child-adult, children's communities. As general volition and will develop, these opportunities for self-development increase, and at the same time volition and will are formed in spiritual and moral behavior.

2. The principle of social and pedagogical partnership of subjects of the educational process. The unification and interaction of adults (social structures) participating in the educational process on the basis of knowledge and acceptance by each participant of the spiritual and moral values ​​in accordance with which the child is raised, concerned with the development of their own spirituality, capable of reflecting on their activities (from self-analysis and self-esteem to good work) .

3. The principle of integration of the educational process, which involves comprehensive and systematic approaches to the content and organization of the educational process. The basis of systematization

4. A person-oriented approach involves accepting the child as he is, goodwill and warmth in relationships, faith in his positive development; the desire of an adult to be significant for a child, the priority of subject - subject relations, dialogical communication.

5.Individually differentiated approach. Individual approach to children, taking into account capabilities, individual pace, methods of development, interests. Differentiated - taking into account family, national traditions, etc.

6.The activity approach is implemented in the development of the child in activities specific to the preschooler; facilitating the emergence of a child’s subjective position in moral behavior in their conditions.

7. The principle of cultural conformity as following traditional traditions in the process of spiritual and moral education and development Russian values, involves education using the material of folk pedagogy, folk culture and art, folk, including national, traditions.

8. The principle of compliance of the tasks, content, forms and methods of education with the age characteristics of preschool children, the patterns of their physical, mental and personal development.

9. The principle of identification - identifying oneself with a significant other, the desire to be like him. Correlation of one’s own behavior with a norm, rule, etc.

creativity", "Music". The tasks of spiritual and moral education of children are solved in an integrated manner during the development of all educational areas, along with tasks that reflect the specifics of each educational area.

The solution to this problem is possible in different forms of organizing the educational process: direct educational activities (DEA), regime processes, independent activities of children in a family environment and in collaboration with the family, using developmental technologies and techniques. This includes design, experimentation, activities of various types and types, games with plots and rules, TRIZ elements, problem situations, etc. All of them are focused on types of thinking specific to a preschooler (visual-effective, visual-figurative) and ways of cognition (sensory, playful, experimenting, asking questions to adults in the process of communication), available methods of action, behavior, and emotionality that prevails in preschool age. In connection with this feature, the ideas highlighted by E.O. Smirnova are interesting: in communication, the child masters not only cultural patterns, but also the motives of new types of activities. Value, motivational levels of activity are mastered only through another, through an adult. The method of transmitting new motives has its own specifics: through emotional contagion, involvement, and the creation of a common semantic field.

The effectiveness of specially organized “development” activities in the educational process is determined not only by optimal cultural content (selection of cultural content), but also by methods of interaction with children, ways of organizing joint activities and determining the role, place, and ways of including an adult in the process of this interaction. We believe that the term “joint activity” should be considered in a broader context. It is also applicable to the child’s independent activities, in which

The reasonable participation of an adult, which develops children, is also necessary. It’s just that there are other ways of togetherness: indirect - the purposeful creation of an objective environment by an adult; establishing connections between children’s independent activities and the content and forms of work of the entire educational process, for example, the use of children’s drawings, crafts made in independent activities, in games, in other classes, etc.; direct - a pedagogically justified and natural reaction of an adult to the content, successes, difficulties of a child in independent activity in the form of encouragement, surprise, readiness to help; cooperation as a response to the child’s proactive activity, a positive response to the child’s expressed need for cooperation: advice, practical help, encouragement, protection, etc.

The idea of ​​integrating content, different forms, methods, and joint activities of subjects of the educational process also extends to interaction between preschool educational institutions and families. The educational process is not limited to the space of a preschool educational institution if parents are its equal subjects. We believe that a broad interpretation of the essence of joint activity is also applicable to characterize the educational process in a family setting. The only difference is in the social environment, the composition of the child-adult community. In the family, the child has other partners, other subjects of educational activities.

Individual activities of children

Activities "nearby"

Small group interaction

What are the possible results of a child’s spiritual and moral development by the end of preschool age?

In this regard, we consider the position of the famous psychologist V.I. to be very important. Slobodchikova. Discussing continuity (continuity of education and development), he notes that before talking about developmental education, one must have an idea of ​​the “norm of development” at different age levels. And “... the norm is not the average that exists, but the best that is possible at a particular age for a particular child, under appropriate conditions.” We consider the predicted results of spiritual and moral development as a guideline for education, the degree of approach to which will be different for children, since spiritual and moral development depends on many factors. In our opinion, positive dynamics in the development of a child are important.

Predicted results of spiritual and moral development of an older child:

examination

objects, paintings

subject

activity

fine art

activity

design

The presence of primary spiritual and moral ideas about

spiritual and moral values ​​in relation to family, peers and adults, the natural environment, the objective world and oneself in this world;

The presence and adequate manifestation of various moral feelings, an emotional and value-based attitude towards the environment: (people, nature, the objective world, towards oneself; feels a feeling of satisfaction or shame from the quality of an act, action, behavior;

The desire and ability to express oneself in accessible activities and behavior in accordance with spiritual and moral values:

The pupil independently applies the learned rules; knows the norms, constructive ways of interacting with children and adults (negotiates, exchanges objects, distributes actions in cooperation);

The pupil transforms the acquired knowledge and methods of activity, changes behavior and style of communication with adults and peers depending on the situation;

The student is capable of creative behavior in new situations in accordance with the accepted system of moral values.

Awakening in children a cognitive interest in relationships and people’s behavior, the desire to comprehend them, evaluate them in accordance with learned moral norms and values ​​-

the pupil asks questions to an adult, experiments in the field of establishing relationships, determining a position in his own behavior. able to act independently and, in cases of difficulty, seek help.

The emergence of prerequisites for reflexive abilities,

allowing one to realize one’s “I” in accordance with spiritual and moral values ​​- the student knows his own strengths and weaknesses

tries (often with the help of an adult) to correlate his behavior with rules and norms; determines his tastes, interests, preferences in activities, in relationships with peers, close people; is aware of his emotional state; has its own position and can justify it.

Developing the ability to manage one’s behavior and plan actions - a student’s behavior is primarily determined not by immediate desires and needs, but by demands from adults and primary value ideas about “what is good and what is bad”; the child tries not to violate the rules of behavior, experiences a feeling of awkwardness and shame in situations where his behavior is unseemly.

One of the difficult issues of spiritual and moral education is monitoring the effectiveness of the educational process. The approaches to solving this problem in the works of V.V. Abramenkova are interesting. . In our opinion, pedagogical observation of a child in natural and specially created situations allows us to see the dynamics of the child’s moral development.

LITERATURE

1. Abramenkova V.V. Principles and criteria of spiritual and moral development modern child in education - Collection of materials of the first annual international scientific and practical conference / Education and training of young children - M., 2011. p. 151-169

2. Danilyuk A.Ya., Kondakov A.M., Tishkov V.A. The concept of spiritual and moral development and education of the personality of a Russian citizen. - M.: Education, 2011

3. Law of the Russian Federation “On Education” (new edition)

4. The concept of preschool education // Preschool education. 1989, no.

5. Concept of long-term socio-economic development of the Russian Federation for the period until 2020" (2008)

6. Korotkova N.A., Nezhnov P.G. Age standards and observations of the development of preschool children // Child in kindergarten, 2005. No. 3, No. 4

7. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated November 23, 2009 N 655 “On the approval and implementation of federal state requirements for the structure of the basic general education program of preschool education” (came into force: March 16, 2010)

8. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated May 15, 2010 No. 2151 “On approval of federal state requirements for the conditions for the implementation of the basic general education program of preschool education” (came into force on July 20, 2011)

9. Slobodchikov V.I. Essays on educational psychology. - 2nd ed., revised. and additional - Birobidzhan: Publishing House BSPI, 2005, 272 p.

10. Smirnova E.O. Child psychology. - M.: “Vlados”, 2008

11. Website http://www.portal-slovo.ru/

12. Ushinsky K.D. Pedagogical works / M.: “Pedagogy”, 1988

Negative trends have appeared in the moral education of modern children: books have faded into the background, their place has been taken by the TV and computer screen. Characters from fairy tales and cartoons that modern preschoolers watch are not always distinguished by moral purity and high spirituality. Material values ​​in many families rise above spiritual ones, so children have distorted ideas about citizenship and patriotism, justice and kindness, mercy and generosity.

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The relevance of spiritual and moral development among pupils of preschool educational institutions in the context of the implementation of the Federal State Educational Standard for Preschool Education

Socio-economic and political changes in our country have entailed changes in the sphere of moral values ​​and norms of behavior in society. Negative trends have appeared in the moral education of modern children: books have faded into the background, their place has been taken by the TV and computer screen. Characters from fairy tales and cartoons that modern preschoolers watch are not always distinguished by moral purity and high spirituality. Material values ​​in many families rise above spiritual ones, so children have distorted ideas about citizenship and patriotism, justice and kindness, mercy and generosity. In the pursuit of intellectual development, many parents lose sight of the need to work on nurturing the soul of their child, on developing the moral and spiritual qualities of the little person. Parents do not always understand that without these qualities, accumulated knowledge may be useless. And as a result of this - emotional, volitional and spiritual immaturity of the adult personality.

The present and future of our society and state are determined by the spiritual and moral health of the people, the careful preservation and development of their cultural heritage, historical and cultural traditions, norms of public life, and the preservation of the national heritage of all the peoples of Russia. Therefore, at the present stage of development of education, spiritual and moral education is one of the most important tasks in educating the younger generation.

The Concept of State Policy in the field of spiritual and moral education of children in the Russian Federation and the protection of their morality emphasizes that the scale of the spiritual and moral crisis of the younger generation and Russian society as a whole is such that, according to a number of indicators characterizing its manifestations, society has come close to the brink which may be followed by irreversible processes of spiritual, moral and physical degradation of the Russian people. The strengthening of Russian statehood, the revival of the economic power and spiritual strength of Russia is associated with the revival of the traditions of spiritual and moral education of the younger generation.

In the modern system of preschool education, issues of spiritual and moral education are given serious attention. The implementation of work in this area is determined by the existing social situation and is confirmed by regulatory documents. Thus, the Law of the Russian Federation “On Education” imposes general requirements for the content of education in educational institutions, including preschool. In particular, the Law emphasizes that the content of education should ensure the formation of a person and citizen integrated into his contemporary society and aimed at improving this society; formation of spiritual and moral personality (paragraph introduced Federal law dated 01.12.2007 N 309-FZ) (Article 14, paragraph 2).
In accordance with the Model Regulations on a Preschool Educational Institution (Resolution of the Government of the Russian Federation dated September 12, 2008 N 666), one of the tasks of a preschool educational institution is to educate, taking into account the age categories of children, citizenship, respect for human rights and freedoms, love for the environment, the Motherland, family (section 1, clause 5)

The relevance of this task in modern Russia is also reflected in the Federal State Educational Standardpreschool education .

One of the tasks of the Federal State Educational Standard for Education is to combine training and education into a holistic educational process based on spiritual, moral and sociocultural values ​​and socially accepted rules and norms of behavior in the interests of the individual, family, and society.

The Federal State Educational Standard for Preschool Education puts forward as one of the fundamental principles of preschool education “the introduction of children to sociocultural norms, traditions of the family, society and state.”

The standard is aimed at solving a number of problems, including “combining training and education into a holistic educational process based on spiritual, moral and sociocultural values ​​and socially accepted rules and norms of behavior in the interests of the individual, family, society”, “formation of a common culture children's personalities, including values healthy image life, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility child..."

Preschool age is the most important stage in a child’s development. It is during this period that the child joins the world of social values. It is at this age that a child enters this huge, amazing and beautiful world. Only in preschool age is the foundation of a system of spiritual and moral values ​​laid, which will determine the attitude of an adult to the world and its manifestations in all its diversity. The preschooler develops the foundations of his attitude towards himself, his immediate environment and society as a whole. In the process of spiritual and moral education, concepts about relatives in the family are deepened and expanded, skills of friendly communication with peers are instilled, and ideas about the immediate (house, yard, street, city) and distant surroundings (region, country) are given. Moral education of a preschooler is a targeted pedagogical intervention to familiarize the child with moral standards of behavior in the process of various activities.

Education occupies a special place in spiritual and moral developmentfeelings of patriotism. The feeling of patriotism is multifaceted in its content. This is love for one’s native places, and a feeling of one’s inseparability with the outside world, and pride in one’s people, and a desire to increase the wealth of one’s country. But a sense of patriotism begins to form in preschoolers with love for their immediate environment, with love for their family. It is in the family that the foundations of patriotism, spiritual and moral values, family traditions,relationships in family. Acquaintance with the native land nourishes the child’s mind, forms a sustainable interest in searching for something new, enriches the child’s spiritual world, therefore it is very important to introduce children at this age to the culture of their people, since turning to the national heritage fosters respect and pride for the land on which we live.

The period of 5-7 years is the most sensitive for the formation of the spiritual and moral qualities of a preschooler’s personality, and the ability to make moral choices in children of this age is formed on the basis of the developing moral and evaluative activity of consciousness and is determined by their need for approval and recognition. The development of this ability is based on the developing independence of the preschool child and his desire to voluntarily follow socially approved moral standards of behavior.

At all stages of the development of pedagogical science, including preschool pedagogy, the goals, content, and methods of moral education of children were considered from different angles. The role of humane feelings in the formation of the moral character of a preschool child was studied (A.V. Zaporozhets, I.A. Knyazheva, L.P. Strelkova, etc.), the importance of norms and rules in the child’s regulation of his own behavior (T.P. Gavrilova, T.I. Erofeeva, E.A. Kiyanchenko, etc.), the formation of a child’s moral culture (S.V. Peterina), the role of knowledge about social reality and morality in the moral education of children (S.A. Kozlova), possibilities and features of implementation preschooler moral choice (I.V. Sushkova, N.A. Khokhina, G.I. Moreva), the problem of forming the foundations of humane relations (T.I. Babaeva, F.V. Izotova), etc.
There are also works primarily focused on moral education (A.V. Bulatova, A.M. Vinogradova, R.I. Zhukovskaya, S.A. Kozlova, T.A. Kulikova, V.I. Loginova, T.A. Markova, V. .G. Nechaeva, S.N. Nikolaeva, L.G. Niskanen, T.I. Ponimanskaya, V.G. Fokina, meaningful approaches in the field of moral education (V.V. Belousova, O. S. Bogdanova, T.A. Kairov, A.P. Kondratyuk, A.I. Shiyanov, N.L. Khudyakova, etc.), spiritual and moral education (M.N. Orlova, M.A. Skrebtsova, L.V. Kokueva, A. Lopatina, N.P. Shityakova, V.D. Shirshov and etc.).

The analysis and content of the materials showed that a common understanding of spiritual and moral education in the scientific and pedagogical community has not yet developed. All of the above determines the relevance of the chosen topic. The relevance of forming the foundations of spiritual and moral development among preschool children in the context of the implementation of the Federal State Educational Standard for Preschool Education

Course work

Moral education of children of middle preschool age in preschool educational institutions

Introduction

In our time, a generalized image of a person who meets the requirements of the twenty-first century has already emerged in the public consciousness. This is physically healthy, educated creative person, capable of purposeful social work, building one’s own life, sphere of habitation and communication, in accordance with fundamental moral principles. Therefore, the problem of moral education in kindergarten at the present stage of society is of particular relevance and significance.

Preschool childhood is a period of assimilation of moral norms and social behavior. When a child starts active life in human society, he faces many problems and difficulties. They are connected not only with the fact that he still knows little about this world, but must and wants to know it. And for this it is important to understand how people communicate with each other, what they value, what they blame, what they praise for, and what they scold or even punish for. And in the process of this complex cognition, the child himself becomes a person, with his own worldview, with his own understanding of good and evil, with his own reactions to the actions of others and his own behavior.

The new political concept of society has strengthened the social significance of education and upbringing and created the need for its qualitative renewal. The source of the latter is the moral orientation of education

One of the significant problems of our time is the lack of morality, the breakdown of connections between generations, the education of young people outside the cultural and historical traditions, value systems and mentality of their people.

Children, adolescents, and young people turned out to be the most susceptible to negative influences due to their unformed ideological positions. It is obvious that in such a situation the importance of moral and aesthetic education especially increases, including through the comprehension and implementation of moral ideals and values.

Philosophers Aristotle, A. Baumgarten, H.A. paid attention to moral issues. Berdyaev, Hegel, Helvetius, F.M. Dostoevsky, Socrates, Plato, I. Kant, A.F. Losev, V.S. Solovyov, Spinoza, F. Schiller, F. Schelling, Shafstsbury, F. Hutcheson, N. Chernyshevsky and others. The theoretical basis of the study was made up of works on the problems of moral education (Yu.B. Aliev, V.V. Kraevsky , B.T. Likhachev, B.M. Nemensky, L.N. Stolovich, V.A. Sukhomlinsky, M.P. research on the humanization of education (S.A. Amonashvili, M.N. Berulava, I.V. Bestuzhev-Lada, A.A. Bodalev, E.V. Bondarevskaya, B.S. Gershunsky, V.P. Zinchenko, V.V. Kraevsky, Z.A. Malkova, N.S. Rozov, etc.

The formation of the foundations of a person’s moral qualities begins in preschool childhood. The further moral development of children largely depends on how successfully this process is carried out. It is important from the very beginning to raise a child in the spirit of the high principles of the moral code, to form in him the necessary moral feelings, ideas, concepts and, on their basis, actions that correspond to the norms of behavior of a citizen of society.

In the preschool years, under the guidance of adults, the child acquires initial experience of behavior, relationships with loved ones, peers, things, nature, and learns the moral norms of society.

The relevance of the study determined the choice of this topic: “Moral education of children of middle preschool age in preschool educational institutions.”

Purpose of the work: to analyze and empirically test the effectiveness of psychological and pedagogical provision of conditions for the moral education of children of middle preschool age.

Object of study: the process of moral education in preschool educational institutions.

Subject of research: psychological pedagogical conditions moral education of children of middle preschool age in preschool educational institutions.

To achieve the goal we defined, we identified the following work tasks:

1.study and analyze literature on the research topic;

2.reveal the theoretical foundations of moral education in modern science;

.to study experimentally the level of moral education of children of middle preschool age;

Research methods: literature analysis, generalization and systematization of data on the topic of work, testing, modeling, observation, questioning.

1. Theoretical foundations of moral education of preschool children

1.1 Modern psychological and pedagogical theories about the moral education of preschool children

pedagogical educational preschool education

Preschool age is a period of active development of moral norms, the formation of moral habits, feelings, and relationships. Independence and elements of self-awareness are actively developing, and the system of relationships between the child and adults that developed at the previous age level changes.

Primary ethical ideas arise based on the assimilation of rules of behavior and the corresponding moral assessments of adults. Along with the tasks of forming the foundations of moral behavior and feelings of children at the preschool stage, the task of forming elementary moral ideas about the rules of behavior, good and bad deeds, etc. is solved.

The moral education of children of primary and secondary preschool age is carried out primarily in the process of activity, in the conditions of a collective lifestyle in kindergarten. In games, activities, and work under the guidance of a teacher, children gradually learn to follow the rules of behavior, practice moral actions, and practically learn to establish positive relationships with peers. A valuable desire for the child’s moral development is formed to be useful to the adults around him, to show attention and care for his peers. The main direction of work on moral education is to give these relationships a positive, humanistic character, to instill in the child the habit of fulfilling the demands of an adult and gradually make moral tendencies predominant in his relations to the world around him.

An educational system based on free upbringing presupposes individual freedom, indirect pedagogical influences, and equal relations between adults and children. The first attempts to implement this educational system in preschool institutions were not successful (K.N. Ventzel, L.N. Tolstoy), however, the ideas of free education excite teachers in many countries, and today many of its modifications have been created.

The democratic education system is an attempt to combine all the best that was created by supporters of authoritarian pedagogy and free education. These include the humanistic direction, personality-oriented pedagogy, “education in the spirit of peace,” the pedagogy of S. Frenet, etc.

Each educational system has its own methods of education. An analysis of the modern education system in our country indicates a mixture of emphasis in education systems: we set democratic goals, but we still implement them in an authoritarian manner. Hence many mistakes in raising children.

Morality is an integral aspect of a person, ensuring his voluntary compliance with existing norms, rules and principles of behavior. They find expression in relation to society, the team, individuals, work, oneself and the results of work.

In pedagogical literature, it is customary to understand moral education as one of the forms of reproduction and inheritance of morality in society.

Moral education is a purposeful and systematic influence on the consciousness, feelings and behavior of pupils with the aim of developing in them moral qualities that meet the requirements of public morality.

Moral education as a social phenomenon performs a social function. His task has always been to transfer to younger generations the moral experience accumulated by society. In this sense, education has always been and will be its constant function.

In modern pedagogical theory, two approaches to building a system of moral education are most widespread: intellectualistic, which attaches paramount importance to the formation of knowledge in the younger generation, and behavioral, when the main attention is paid to developing behavioral skills in students and accumulating experience in living in a team. However, each of these approaches separately cannot be taken as approaches in building a system of moral education.

IN modern theories Moral education emphasizes the predominant role of the individual. Thus, the provisions on moral relations and their influence on the moral formation of the child’s personality were deepened by I.S. Maryenko. Moral relations, in his opinion, can be objective and subjective. “Objective moral relations,” the scientist noted, “develop and exist in conditions of social and family life, in the conditions of team activity. A child, entering into these relationships, develops his own views and beliefs on the reality around him...”

Morality (from the Latin moralitas - tradition, folk custom, character) is the same as morality. Live, i.e. In ordinary language, moral most often means good, good, right, and immoral means bad, evil, and wrong. In a philosophical sense, morality is the values ​​and norms (rules) that govern people's behavior. The sphere of morality includes both good and evil, both fair and unjust. Therefore, from a philosophical point of view, moral is that which has to do with morality. The moral is opposed to the non-moral, which has nothing to do with morality. This means that to understand what morality is, it is important to at least know what good and evil, justice and injustice, virtue and vice consist of.

Considering morality as a form of social consciousness, as a reflection in the minds of people of their social relations, B.T. Likhachev noted that “if moral norms are a reflection of real life relationships, then it is not difficult to understand that people’s assimilation of moral rules and their transformation into beliefs occurs not as a result of verbal exercises, but as a result of participation in these real life relationships themselves.”

Totality moral relations, characterizing the child’s relationship with the world around him and other people, constitutes the social content that is objectively assigned to him in the process of upbringing and determines the moral essence of his personality. Therefore, according to I.S. Maryenko, “when analyzing the real process of upbringing, one should pay attention to the study of moral relations, since the social essence of a child is determined by the relationships into which he enters in the process of activity and communication. In the system of moral education, such an approach should be fundamental.”

The formation of moral qualities of an individual and their moral manifestation, according to L.A. Vysotina, occurs in the process of direct or indirect relationships with people, as well as in the system of collective relations and is determined by objective environmental conditions and pedagogical influences. As a result of the influence of external (objective and subjective) factors based on their internal processing, qualitative changes occur in the consciousness, feelings and behavior of schoolchildren, which, in turn, ensure the formation of certain moral qualities.

The modern personality-oriented concept is based on a personal approach, according to which moral education is considered as a purposeful process of developing moral qualities in children. The idea of ​​moral qualities as psychological formations of the child’s internal sphere allows us to determine the main general theoretical approach to the scientific development of the theoretical foundations of the concept of personality-oriented education and the solution of its practical problems. “This approach,” notes V.T. Chepikov, - shows that personal qualities act as the goal and result of education, and those individual psychological changes that occur in the internal psychological sphere of a child’s personality are the main indicators of his upbringing, determine the nature of his social relations, the direction of behavior and activity.”

Issues of the theory of modern moral education based on a personality-oriented approach were considered in the works of S. Belova, M.V. Beniaminova, Z.I. Vasilyeva, V.I. Lesnyak, A.V. Zosimovsky, V.M. Korotkova.

In constructing a theory of moral education, it is necessary to take into account that the essence of an educated personality consists of knowledge, skills and habits of behavior and relationships into which the individual enters and which he develops independently in the process of activity, communication and accumulation of experience. social behavior.

The complexity of the process of moral education and its vital importance require not only an understanding of its modern, current tasks, but also the disclosure of trends in its development.

The moral education of the younger generation allows for development that is somewhat ahead of the general level of moral development of society. If new generations reproduced in their behavior what was achieved by previous generations, the progress of society would stop. Moral education is an activity aimed at the future. When shaping a child’s consciousness, feelings and behavior today, it is important to take into account the moral demands that will be presented to them tomorrow and the day after tomorrow. The tasks and main content of educational activities are usually determined in advance. Designing new moral qualities that are to a certain extent ahead of the achieved level of moral development of the people, takes into account the trends in the moral progress of our society and the moral development of the individual.

Moral education achieves its goal provided that it is combined with self-education and complemented by it. Properly organized upbringing usually stimulates self-education and encourages children to work on themselves independently. It opens the way to personal improvement. Self-education, in turn, complements education and reinforces it. It activates the personality and influences the results of education. There is a close connection and interdependence between education and self-education.

The moral formation of the teenage generation occurs in constant communication and interaction with adults. The nature of children's relationships with people around them leaves a serious imprint on their consciousness and behavior.

The moral formation of a person begins in the family; in kindergarten it becomes even more systematic and focused. Teachers, in close alliance with parents, take care of the upbringing of truly social activity and morality in the younger generation, which are not limited to personal self-improvement, but require mandatory participation in the improvement of all surrounding life, in the dissemination and implementation of morality.

In recent years, serious changes have occurred in our country. Russia strives to become a democratic society open to the world, building a market economy and a rule of law state, in which the first place should be given to a person who has a much greater measure of freedom and responsibility than before. These processes are unfolding in the global context of the transition of civilization to a new state.

One of the leading trends in education today is the transition to a humanistic paradigm. Orientation towards this trend objectively requires pedagogical science to develop a conceptual system of views that integrates the value foundations of traditional and innovative processes.

Morality is the defining aspect of culture, its form, which provides the general basis for human activity, from the individual to society, from humanity to the small group. The destruction of morality leads to the collapse and disintegration of society; a change in morality leads to a change in social relations. Morality is formed through various kinds of social institutions (family, educational institution, national traditions, additional educational institution, etc.), through the protection of cultural values. The absence or weakness of these mechanisms deprives society of the ability to protect morality from distant and hidden threats, leaving it vulnerable to unexpected dangers and moral decay.

Currently, people are striving to create a legal society with a high culture of relations between people, which will be determined by social justice, conscience and discipline. Such a society necessitates moral education for everyone. Morality in society is supported by the power of public opinion, the expression of public assessment of the moral and immoral actions of an individual. Of great importance in the moral development of an individual is her own attitude to the actions and deeds performed, to compliance with the moral requirements established in society. It is necessary that the individual herself strives to be moral, that she observes moral norms and rules due to her own internal attraction and deep understanding of their necessity.

The process of moral education is a set of consistent interactions between the teacher and the team, aimed at achieving the effectiveness and quality of pedagogical activity and the proper level of moral education of the child’s personality.

Morals are those standards and norms that guide people in their behavior and in their everyday actions. Morals are not eternal or immutable categories. They are reproduced by the force of habit of the masses, supported by the authority of public opinion, and not by legal provisions. At the same time, moral requirements, norms, and rights receive a certain justification in the form of ideas about how to behave in society.

Moral norms are the expression of certain attitudes prescribed by the morality of society to the behavior and activities of an individual in different areas.

The main function of moral education is to form in the younger generation a moral consciousness, sustainable moral behavior and moral feelings that correspond to the modern way of life, to form an active life position of each person, the habit of being guided in their actions, actions, and relationships by feelings of public duty.

Pedagogy, in the field of moral education, distinguishes such pedagogical concepts as moral consciousness and moral behavior. A system of historically established and continuously updated knowledge, refracted through personal experience person, constitutes the content of human consciousness. One of the characteristics of consciousness is given in its very name as a body of knowledge about the world around us (consciousness). Outside of knowledge there is no consciousness. “The way in which consciousness exists and in which something exists for it is knowledge.”

Public moral consciousness reflects social experience: moral ideas, theories, concepts reflect the real relationships of people that develop in the process of activity and communication. The highest level of formation of moral consciousness is beliefs. They become regulators of human actions. The moral stability of the individual depends on them. Conviction is characterized by a strong assimilation of a system of moral concepts, the development of moral feelings, and a generalized experience of behavior and relationships.

What are the main guidelines for moral education in the modern education system that need to be identified, what integrative concepts and characteristics should be designated as ideal foundations to which we should strive. The most significant, as pedagogical practice and its analysis show, should be considered:

· Humanism, which is based on respect and goodwill towards another person, kindness as a source of feeling, action and attitude towards the world around us.

· Responsibility as a moral readiness to hold accountable for one’s thoughts and actions, to correlate them with possible consequences.

· Debt as awareness and readiness to demonstrate one’s responsibilities to the state, society, people and oneself.

· Conscientiousness as the regulatory basis of all human life.

· Self-esteem as moral self-affirmation based on an emotionally reflective and positively colored attitude towards self-respect and respect for another person.

· Citizenship as a feeling of the Motherland, an inextricable connection with the fatherland, involvement in its destiny.

The emphasis on these characteristics allows children to comprehend, become involved in the process of education and master, in relation to their manifestations, such collective and figurative concepts as:

· The culture of feelings is the ability and desire for emotional self-expression within the horizon of moderation and morality.

· The ability for moral effort, “a person’s effort to be” (Mamardashvili) as the basis for self-esteem, self-determination and self-improvement.

· The feeling of empathy is the emotional “feeling” of another, measuring one’s behavior in accordance with the state of the other person. Based on the ability to empathize, tolerance develops as tolerance for dissent, religion and corresponding manifestations in connection with this.

The principles of moral education in modern pedagogy are called:

The relationship and interaction of knowledge - feelings - behavior as the most important principle of correlating assimilation with the development and appropriation of meaningful meanings of human life. The essential meaning here is the emotional “living” of moral knowledge as an emotional factor in the personal development of children, stimulating their inclusion in the experience of behavior. Psychologists have proven that the humanization of education is impossible without an emotional component as the most important psychological and pedagogical parameter of a child’s personal development and the formation of semantic meanings in their subjective definition of the picture of the world, the parameters of psychological and pedagogical ways of forming an emotionally charged moral climate of the team, building student relationships as the most important condition for a full-fledged development.

Dialogue, dialogic interaction between teachers and students as the basic principle of the entire educational policy of the education system. It acts as an incentive basis for a child’s self-determination, a source of moral understanding of a person’s life in society, and self-awareness. The form of dialogue is an effective tool for developing independent, non-dogmatic thinking.

Updating the problematic nature of educational situations, which involve the inclusion of cognitive, ethical and aesthetic abilities of consciousness, reflexive reactions of students, which makes them an indispensable tool for building productive educational pedagogy.

All this contributes to the transfer of modern education from an “educated person” to a “cultural person,” which also determines the psychological and pedagogical parameters of moral education.

Morality is not an ordinary goal that can be achieved in a certain period of time through a certain set of specific actions; it can rather be called the last, highest goal, a kind of goal of goals, which makes the existence of all other goals possible and is not so much in front as at the basis of human activity itself. More precisely, morality can be called not a goal, but an ideal - a regulatory principle and scale for assessing human behavior.

.2 Psychological and pedagogical mechanisms of moral education of preschool children

Moral education is the most important aspect of the formation and development of personality. The moral formation of a person begins at birth. Preschool age is of particular importance.

At preschool age, the most favorable conditions are created for the moral development of children. During this period, the child’s system of relationships with adults and peers expands and restructures, types of activities become more complex, and joint activities with peers arise. A preschooler comprehends the world of human relations, discovers the laws by which human interaction is built, that is, norms of behavior. In an effort to become an adult, a preschooler subordinates his actions to social norms and rules of behavior.

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

The process of a child’s assimilation of rules and norms that guide him in managing his behavior was studied in the work of V.A. Gorbacheva. Based on long-term observations, analysis of children’s behavior and their statements, she came to the conclusion that seven-year-old children clearly differentiate both the behavior of their friends and their own. They consciously identify the rules themselves and begin to be guided by them. Behavior becomes more free and stable. Children influence each other's actions and actions, demanding compliance with the rules, and can accept the rules given by the teacher in a generalized form.

L.I. adheres to the same point of view. Ruvinsky. But, in addition, he believes that the child has not yet established a connection between behavior and his shortcomings and is not aware of his qualities. And, despite the presence of all the obvious prerequisites for personality awareness, children are unable to establish connections between their actions and qualities, and explain their behavior only by external circumstances. The inability of children to transfer established connections between actions and personality traits to other situations in which the same shortcomings or advantages appear, according to L.I. Ruvinsky, indicate that children only formally repeat the opinions of adults, do not establish connections between actions and personality traits, and do not realize the latter.

In their other works, psychologists S.L. Rubinstein, L.I. Ruvinsky found that preschool age is characterized by receptivity to external influences, belief in the truth of everything that is taught and said, in the unconditionality and necessity of moral norms.

Moral education is a pedagogical activity aimed at developing in pupils a system of moral knowledge, feelings and assessments, and correct behavior.

The moral development of a preschooler includes three interrelated areas. In the sphere of moral knowledge, judgments, ideas, that is, the cognitive sphere, children master various aspects of social moral consciousness, and above all an understanding of moral requirements and criteria for moral assessment. The child learns to voluntarily follow moral standards, even if its violation is associated with personal gain and the child is confident of impunity. Thus, having mastered moral behavior, the child is able to make the right moral choice not in words, but in action. In the sphere of morally valuable experiences, the child develops morally valuable and morally approved relationships with other people. Thus, the child develops humanistic, altruistic feelings and attitudes, for example, attention to the needs and interests of others, the ability to take them into account, sympathy for other people's troubles and joys, as well as the experience of guilt when violating norms.

All moral norms are characterized by the fact that they reinforce a social way of behavior, which preschoolers “express as follows: “You can’t deceive adults,” “You can’t offend little ones,” etc. That is, children state what can be done and what cannot be done. We can talk about the formation of an understanding of a moral norm if the child explains why the norm must be observed.

The moral education of children is determined by their conscientious attitude to learning, to work for the common benefit; concern for the overall success of the group; lasting friendship and mutual assistance; exemplary behavior in an educational institution and in the family.

In modern conditions, when forming ideological and moral beliefs and attitudes of students, it is obviously reasonable to accept the principle of tolerance, tolerance of the views of children, the principle of personal self-determination, i.e. ensure free choice and responsibility for your decisions and actions.

To develop children's views, the position of the teacher is very important. He must have convictions himself, live in accordance with them, be able to talk about them with children, without imposing them and at the same time without abandoning them for opportunistic reasons. It can be considered that in the domestic education system, the teacher traditionally acts as a bearer of certain norms, ideals and ideological positions.

T.A. identifies three levels of moral development in his research. Markova and L.A. Penkova:

1. high - knowledge, emotions, will are combined;
2. average - unstable behavior of children: they cannot constantly show goodwill and a responsive attitude towards their comrades and loved ones, they are insensitive, rude, their behavior depends on the specific situation;
3. low - children are indifferent to relatives and peers.

Among the actions of children, a special group consists of joint actions of two or three. Most often, the “leaders” of such groups are older guys. In this case, one should distinguish between intentional and unintentional actions; random, but uniting the entire team. A typical example would be “mass” pranks.

The general line of behavior and each individual act of the child have their own motivating forces. Without knowing them, it is impossible to correctly judge the child’s true relationship to the environment. Although in the field of moral education of preschool children we have common positive results, but the negative phenomena in the level of their moral education are still significant. Their manifestation can and should be prevented and overcome. And for more successful management of the process of moral education and development of children, actively influence all the conditions of their life and upbringing, intensify the entire educational process.

In the process of a child’s moral development, we distinguish the following groups of contradictions:

Firstly, internal contradictions between the existing and emerging needs and capabilities of the child. This is expressed, for example. in constant clashes between “I want” and “I can”; "I want but I can not"; "I can, but I do not want".

Secondly, contradictions between needs and capabilities. the child and the education system as a purposeful organization of his entire life and activities (“need” and “don’t want”). These contradictions manifest themselves on a daily basis in the relationships between the child and his teachers, the children's team and the child.

Thirdly, between the existing capabilities of the child, the aspirations of educators and the influence of the environment. And among them, one should highlight influences that contribute to the achievement of educational objectives and that counteract this due to both unintentional and intentional influences.

Thus, combining everything listed in the studies, we can say that in preschool age children have significant reserves for development. Their identification and effective use is one of the main tasks of pedagogy.

Proper upbringing prevents a child from accumulating negative experiences and prevents the development of undesirable skills and behavioral habits, which can adversely affect the formation of his moral qualities.

In raising a child from the first years of life, the formation of moral feelings plays an important role. In the process of communicating with adults, a feeling of affection and love for them is cultivated, a desire to act in accordance with their instructions, to please them, and to refrain from actions that upset loved ones. The child experiences excitement when he sees disappointment or dissatisfaction with his prank or mistake, rejoices at a smile in response to his positive deed, and experiences pleasure from the approval of people close to him. Emotional responsiveness becomes the basis for the formation of his moral feelings: satisfaction from good deeds, approval from adults, shame, grief, unpleasant experiences from his bad deed, from an adult’s remark, dissatisfaction. In preschool childhood, responsiveness, empathy, kindness, and joy for others are also formed. Feelings encourage children to take active actions: help, show care, attention, calm, please.

The sincerity of children's feelings and actions caused by them should be especially emphasized. So, the kid looked at a picture that depicted a child taking a ball from a peer and swinging his fist at him. Having then seen his peer crying, he pats him on the head (as his mother does when comforting him) and gives him the toy that he had just played with.

In middle preschool age, moral feelings become more conscious. Children develop a feeling of love for their native land, a sense of respect and gratitude for working people.

In preschool age, on the basis of emerging moral feelings, a sense of self-esteem, the beginnings of a sense of duty, justice, respect for people, as well as responsibility for the assigned work are cultivated. A feature of preschool children is their pronounced ability to imitate. At the same time, insufficiently developed arbitrariness of behavior, the inability to control one’s actions, and to be aware of their moral content can lead to undesirable actions. These circumstances make it paramount to the formation of moral skills of behavior, which develop into moral habits in the process of gaining experience. The teacher develops in children a variety of behavior skills that reflect respect for adults, positive attitude to peers, caring attitude towards things that, turning into habits, become the norm of behavior: the habit of saying hello and goodbye, thanking for a service, putting any thing in its place, behaving culturally in public places, politely make a request.

An urgent task at present is to educate preschoolers with moral and volitional qualities: independence, organization, perseverance, responsibility, discipline.

The formation of the moral-volitional sphere is an important condition for the comprehensive education of the child’s personality. Not only his successful education at school, but also the formation of his life position depends on how a preschooler is raised morally and volitionally.

Underestimation of the importance of developing strong-willed qualities with early years leads to the establishment of incorrect relationships between adults and children, to excessive care of the latter, which can cause laziness, lack of independence in children, lack of self-confidence, low self-esteem, dependency and selfishness.

Observations show that many parents tend to underestimate the volitional capabilities of their children, distrust their strengths, and desire to patronize. Often, children who demonstrate independence in kindergarten become helpless, insecure in the presence of their parents, and become lost when difficulties arise in solving feasible tasks. Adult family members are concerned about the problems of preparing a child for school, but they are primarily interested in issues of social training - learning to read, count, write, and parents do not attach much importance to the development of such qualities as independence, perseverance, responsibility, organization.

It is known that the family plays a leading role in moral education. A normal, prosperous family is characterized by an atmosphere of related emotional ties, richness, spontaneity and openness in their expressions of love, care and concern. The influence of this atmosphere on a child in preschool age is greatest. The baby especially needs the love and affection of his parents; he has a huge need to communicate with adults, which is most fully satisfied by the family. The love of parents for the child, their care for him evokes a response from the baby, making him especially susceptible to the moral principles and demands of the mother and father.

If a child is surrounded by love, feels that he is loved no matter what he is, this gives him a feeling of security, a sense of emotional well-being, he realizes the value of his own “I”. All this makes him open to goodness, a positive influence.

Respect for the child’s personality, recognition of the value of his inner world, his needs and interests contribute to the development of his self-esteem. A person deprived of this feeling will allow himself and others to be humiliated and allow injustice to occur. Self-esteem helps the child to correctly evaluate his actions and the actions of others from the point of view of their humanity: acutely feeling humiliation or injustice, he can imagine how painful it will be for another.

Self-image, respect or disrespect for oneself, i.e. self-esteem is formed in a child in the process of communicating with adults who evaluate him positively or negatively. Particularly important for a child is the assessment from those adults who treat him with trust and respect. The assessment should focus the child's attention not only on how he acted - good or bad, but also on what consequences this has for other people. So gradually the child learns to focus his behavior on how his actions will affect others.

Great attention is paid to the development of a child’s moral feelings by reading fairy tales and stories that describe the struggle between positive and negative characters. The child empathizes with the successes and failures of the hero and his friends and fervently wishes them victory. This is how his idea of ​​good and evil, attitude towards moral and immoral is formed.

Children who, at the beginning of school, have not developed the ability to actively act to achieve a goal, independently fulfill everyday requirements and solve new problems, and show persistence in overcoming difficulties, often cannot organize themselves to complete the teacher’s assignments. This negatively affects the academic work and behavior of a first-grader and becomes the reason for his academic failure and lack of discipline.

The desire of preschoolers for independence is known. It acquires moral meaning in activities in which the child shows his attitude towards others. This is not only the fulfillment of individual instructions from adults, but also his self-care activities. The baby does not yet realize that his first work activity is necessary for himself and those around him, since mastering the necessary skills allows him to do without outside help, without making it difficult for other people to take care of himself. The child does not yet understand that by doing so he is showing concern for them. This motive for the work of a child of middle preschool age is formed only under the influence of adults. Mastering self-service skills allows a child to provide real help to other children, requires some effort from him to achieve the desired result, and contributes to the development of perseverance.

Thus, preschoolers’ mastery of self-service skills is effective remedy nurturing such moral and volitional qualities as independence and perseverance

.3 Formation of moral concepts of children of middle preschool age in preschool educational institutions.

Preschool age is a period of active development of moral norms, the formation of moral habits, feelings, and relationships.

The average preschool age covers the period from 4 to 5 years of a child’s life. During this time, the child develops intensively not only mentally, but also physically.

In middle preschool age, the need for “business” communication and cooperation with adults develops. In the fifth year of life, the child’s transition from activities carried out jointly with an adult to activities carried out independently is completed.

The desire to imitate an adult in one’s behavior increases. Gradually, the behavior of an adult becomes a model for a 4-5 year old child, which he follows more and more consciously. Primary ethical ideas arise based on the assimilation of rules of behavior and the corresponding moral assessments of adults. By the age of 5, the child’s ability to voluntarily subordinate his actions to certain moral requirements increases. However, it should be kept in mind that in at this age only elements of arbitrary behavior are formed. Children of middle preschool age are still quite impulsive, their behavior is often determined by external circumstances, mood and requires constant guidance and reasonable control from an adult.

The organization of a joint lifestyle of children in the middle group of a kindergarten is aimed at the formation of friendly, benevolent relationships that presuppose the children’s friendly, polite approach to each other, the ability to show responsiveness and empathy to peers, provide the necessary assistance, and enter into cooperation for joint activities. Such relationships create the basis for further education of humane, collectivistic relationships between children. Nurturing relationships is associated with the formation in each child of self-awareness as an equal member of the children's team; with the development of children’s social feelings - sympathy for each other, sensitivity, responsiveness; with practical mastery of ways to collaborate with peers in joint activities; mastering the rules of culture of behavior in a team.

The basis of children's lives becomes a variety of meaningful collective activities, in which children practically learn to negotiate and give in to each other, coordinate their actions, provide mutual assistance, and achieve a common result. This leads to the further development of friendly, benevolent relations as an important component of the formation of the foundations of collective relationships. The content of children's activities is becoming more complex. Play and work acquire a collective character, children actively learn new forms of cooperation.

The ability to voluntarily control one’s behavior increases. This creates the preconditions for instilling restraint and organization.

Children show an active desire for group games. In role-playing games, they model the activities of adults, the relationships they enter into, and moral standards. Techniques for managing children's games are aimed at enriching their moral content and ensuring the establishment of fair, friendly relations between the players. In the middle group, the teacher more widely uses methods of indirect influence on the game or is included in the play group in an “ordinary” role, helping children to correctly “conspire” the game, enrich the plot, and establish the right relationships.

Children aged 5 years also gain experience of friendly cooperation with peers in the process of joint duty, carrying out general work assignments, and in collective work activities. The teacher consistently teaches children to set a common goal for an activity or to follow a set goal, helps carry out basic planning, and shows specific ways of cooperation in teamwork. After completing a general task, the teacher evaluates the quality of the result and the children’s ability to establish friendly relationships, gradually forming in the children the idea that only through friendly cooperation can they achieve good result in general activities.

Throughout middle age, the need to communicate with peers steadily increases, and forms of communication become more diverse. Quite stable relationships arise between children, based on personal sympathy. By the age of 5, group games begin to occupy a predominant place in children’s play communication. In the process of joint activities, children independently unite in small groups, get used to coordinating their actions with each other in order to achieve a common goal, and help their peers.

The emotional sphere is actively developing. The child’s feelings begin to acquire a social orientation. By the age of 5, feelings become more stable and manageable, and the role of words in their regulation increases. Children show interest in classes and actively learn the rules of behavior, which gradually leads to increasing organization and discipline. The tasks of moral education of preschool children provide for the comprehensive development of moral feelings, behavior, and moral ideas.

The emotional responsiveness of children of middle preschool age is one of the important features that determine their moral development. The task of forming the moral feelings of children is given paramount attention during this period. There is a further development of feelings of love for loved ones and attachment to the teacher. On this basis, recognition of the authority of an adult is formed, the habit of fulfilling his requirements is formed, which ensures by the age of 5 the formation of respect for elders and obedience as a behavioral trait. The development of responsiveness and a caring attitude towards peers continues. This becomes the basis for the gradual formation of collectivism and a humane attitude towards others. The task is to form a feeling of love for nature, for one’s hometown, for kindergarten - an important condition for nurturing love for the Motherland. This task can be implemented through events with an environmental, local history focus, organizing and conducting excursions, and organizing the work activities of children. The main methods will be examples and demonstrations.

It is necessary to give the developing feelings of 4-5 year old children an active, effective character, to ensure their embodiment in real actions: caring for plants, maintaining order in a group, etc. Therefore, the task of developing children’s moral feelings is inextricably linked with the task of forming the foundations of moral behavior and moral habits. From the age of 4, the task of nurturing friendly, benevolent relationships between children and their peers is actively solved. By the age of 5, children have a fairly stable display of friendly disposition towards each other, the ability to take into account the interests and plans of their comrades, to help them, and the desire to play and work together.

The main tasks of moral education of preschoolers include the formation in children of moral feelings, positive skills and habits of behavior, moral ideas and motives of behavior.

Much attention is paid to the task of educating preschoolers in moral behavior towards adults: obeying elders (following the requirements and rules of behavior), being polite, being able to express their affection to adults (bringing a chair and offering to sit, addressing loved ones affectionately, making them happy with a holiday gift: drawing, craft, etc.). This task is implemented in the form of demands, organizing joint events, cooperation, doing crafts for elders, etc.

The task of mastering the basics of a culture of behavior is put forward, and habits of polite attitude towards others are formed. In middle preschool age, children develop skills in everyday culture, politeness, and playing together. In middle preschool age, the habit of constantly following these rules is developed (say hello, say goodbye, thank you for services, etc.). They also learn some rules of cultural behavior in public places (do not disturb others, behave calmly, speak quietly, be friendly), the rules of collective play and work, and the habit of treating things with care and maintaining cleanliness and order is reinforced. This direction can be implemented when organizing role-playing games, in the process of organizing work activities.

The behavioral experience of 4-5 year old preschoolers is just developing, so the task of timely formation of independence as a factor in the development of children's relationships and moral behavior is of particular importance. Under the influence of the teacher, a transition occurs from elementary independence in performing individual techniques and simple processes in middle preschool age to more complex and varied independent activities in middle preschool age and to the further formation of independence as the dominant feature of behavior and activity.

Along with the tasks of forming the foundations of moral behavior and feelings of children at the stage of middle preschool age, the task of forming elementary moral ideas about the rules of behavior, good and bad deeds, etc. is solved. The teacher uses specific manifestations of children in play and work activities to reveal the moral meaning of their behavior: did they play together, did they share toys, did they yield to each other, did they help their comrades. Reading stories and poems, looking at paintings, watching dramatizations, talking with children on moral topics - all this contributes to the formation of the first moral ideas.

In the middle group, children are involved in collective labor activity humanistic content - activity guided by humanistic motives of caring for others.

The educational role of this activity is fully revealed if the teacher, firstly, ensures that each child personally accepts the humanistic goal of the activity. This is achieved through pedagogical techniques aimed at creating appropriate emotional experiences and feelings in children. For example, involving children in preparing an album of drawings to send to a sick friend, the teacher emotionally tells the children about how bad the sick child is alone, how he wants to meet with his friends, how glad he will be to send the children, etc. Having evoked an emotional response in the children, the teacher discusses with each child what kind of drawing they should draw so that it turns out well and would please their sick peer. This ensures personal acceptance of the humanistic goal of the activity and personal participation of everyone in its implementation.

Secondly, the teacher ensures the active functioning of the humanistic motive throughout the entire activity. The humanistic motive of activity adopted by the child remains relevant if the child has the means to achieve a result. Otherwise, the difficulties experienced by the child and the lack of necessary skills will lead to the attenuation of a valuable motive, even if the child emotionally accepts it at the beginning of the activity, for example, if children give a gift to a friend with a craft that is too difficult for them or if the teacher emotionally encourages children to help each other, but at the same time does not show them specific ways of its manifestation.

Thirdly, by involving children in activities, the teacher ensures that children experience emotional satisfaction from the results of the activity. Children rejoice when they present their gifts to the birthday boy, listen with excitement to the teacher’s story about how happy a sick friend was with an album with drawings, etc.

In middle preschool age, the first ideas about people’s work, public holidays, and people’s lives are formed. The moral education of children of middle preschool age is carried out primarily in the process of activity, in the conditions of a collective lifestyle in kindergarten. In games, activities, and work under the guidance of a teacher, children gradually learn to follow the rules of behavior, practice moral actions, and practically learn to establish positive relationships with peers. Gradually, a 4-5 year old child learns to subordinate his desires to the demands of an adult and the plans of the children's group. The beginnings of a sense of responsibility for the task assigned, the result of which is important for others, appear. A valuable desire for the child’s moral development is formed to be useful to the adults around him, to show attention and care for his peers.

Thus, the tasks and content of moral education of children 4-5 years old are aimed at the gradual formation of elements of moral behavior, feelings and consciousness of the child and affect different areas his interactions with the environment: the child’s relationships with adults, peers, and the objective world. The main direction of work on moral education is to give these relationships a positive, humanistic character, to instill in the child the habit of fulfilling the demands of an adult and gradually make moral tendencies predominant in his relations to the world around him.

2. Study of psychological and pedagogical support for the conditions of moral education of children of middle preschool age

To study children’s awareness of moral norms, the methodology of G.A. was used. Uruntaeva and Yu.A. Afonkina. The situations were modified according to the topic of the study and the age of the children. Our study used 3 unfinished situations describing the fulfillment and violation of moral standards. Each of the situations involves some manifestation of the moral qualities being studied:

· The child shares something unimportant to him personally with a stranger or friend;

· The child shares what he himself needs with close relatives;

The diagnostics were carried out using the “What is good and what is bad” and “Complete the sentence” methods.

Data processing and analysis to determine how aware children are of moral standards was carried out according to 3 parameters:

1. Situationalism - does the child act the same in all proposed situations?
2. Availability
3. motivation:
4. High level - in all three situations the child does the right thing and motivates his action (motives are social in nature);
5. Average level - motivation does not correspond to the given situation, or is not expressed in all cases;
6. Low level - there is no motivation and there is no manifestation of this quality.
7. Circle of distribution - how this quality manifests itself in relation to friends and family.

The obtained data are presented in Table 1.

Table 1. Analysis of the level of formation of moral concepts

No.F.I. child Moral concepts HonestyKindnessJusticeRudeGoodwill1Lena+++++2Sasha++3Ilya+++4Artem+++5Danila+++++6Vasilisa+++7Anya+++8Vova+++9Yan++++10Nazar+++Total: 80%70 %60%60%70%

The data is clearly presented in diagram 1.

Diagram 1. Analysis of the level of formation of moral concepts (in order of designation: honesty, kindness, justice, rudeness, benevolence)

Thus, it can be noted that children of middle preschool age have the most developed concept of honesty - 80%. Children understand the essence of kindness, goodwill and friendship a little less; only 60% of all respondents defined the essence of the concepts of “justice” and “rudeness”.

If we analyze the answers of each child, then moral concepts are formed to the greatest extent in Lena and Danil (100% correct answers each), Ian gave slightly fewer correct answers (80%), the majority of preschoolers (60% of the total) correctly noted only 3 concepts (60% complete), low level formation of narrative concepts in Sasha (40%).

Analyzing the data obtained, we can say about the level of education of children in the middle group.

• Better results in the manifestation of qualities in two situations:

1 situation - 64%,

situation - 28%

situation - 80%

The data is clearly presented in diagram 2.

Diagram 2. Manifestation of moral qualities in a specific situation

• Differences in the number of children with average and low levels of motivation:
• high level - 24%
• average level - 40%
• low level - 36%

The data is clearly presented in Diagram 3.

Diagram 3. Assessment of the level of motivation for demonstrating moral qualities in a specific situation

Diagnosing the level of moral development of a child and determining the level of education for each age group allows us to more or less correctly judge the real results of upbringing. The complexity of solving this problem lies not only in the diversity of influences that determine the development of a child ( external factors- environment, kindergarten, family and internal factors - real life experience, attitudes formed in children, needs, motives), but also in the complexity of the development process itself, its diversity, inconsistency.

Studying the understanding of concepts by preschool children, lexical meanings of words in children's perception was carried out by determining the lexical meanings of words. The generally accepted moral categories have become the most accessible to children: kindness, honesty, justice, benevolence; The categories of sympathy, tolerance, and conscientiousness caused difficulty.

To improve morality, we selected and offered educators recommendations on creating educational situations for preschool children that contribute to the formation of moral behavior.

Methods that provide children with practical experience of social behavior include:

Education of moral habits;

Example of an adult or other children;

Targeted observations of adults working or children playing;

Organization of joint activities;

Cooperative game.

It is proposed to carry out the moral education of children in a variety of conditions: in everyday life and everyday activities, in play and in specially organized classes.

The second group of methods aimed at developing moral ideas, judgments and assessments includes: a teacher’s conversation on ethical topics; reading fiction; viewing and discussing paintings; method of persuasion, as well as the method of rewards and punishments.

Another method of education is the formation of moral assessments and judgments: ideas about good and evil, norms of moral behavior, right and wrong actions. This method assumes that moral ideas develop into the motives of the child’s own actions and become the guarantee and source of his altruistic behavior. This method is the most understandable and attractive from a pedagogical point of view, since it involves traditional and accessible pedagogical means: “explanation”, reading literature, giving positive examples. Apparently, because of this, this strategy remains the most common. It is generally accepted and obvious that for the formation of moral behavior a necessary condition is awareness of moral norms. The educational influence of teachers and parents on children must be uniform, constant and consistent. It is very important to clearly demonstrate and explain actions and behavior in a form that is interesting to the child. Everyday communication with children is built on the basis of goodwill. It evokes in children emotional responsiveness, reciprocal goodwill and many other feelings based on it - cheerfulness, affection for family, politeness.

When raising children of middle preschool age, the attention of teachers and parents should be paid to expanding the “sphere of action” of behavioral culture skills. Children of this age are already able to show greater activity and independence not only in games and self-care, but also in a variety of work and classes. They use the acquired and mastered skills in situations that are new to them, for example, they wash their hands not only before eating and after using the toilet, but also after caring for animals, plants, cleaning a group room, playing with sand, and extend care, polite and friendly attitude to everyone around you, even strangers. The children take care of nature, not only carefully use toys and things, but also repair them and put them in order.

At the age of 4-5 years, children’s moral behavior skills gradually turn into a habit and become a natural need, because children have mastered elementary concepts of morality and humane attitude towards people. Therefore, along with showing examples of children’s behavior in various situations, they should be specifically trained in moral actions. A teacher, for example, not only takes care of the clear organization of the way of life of his group, maintaining the living conditions, games, and relationships familiar to children, but also teaches them to act appropriately in a new or partially changed environment.

It is equally important to use conversations in work with children, including ethical ones, watching dramatizations where children’s favorite characters take part with an obligatory assessment of their actions, reading works of children’s fiction, examining and discussing reproductions of paintings, drawings, and artistic photographs.

These techniques help children understand the rules of moral behavior from the standpoint of generally accepted norms. By influencing the emotional and volitional effective-practical components of the child’s personality, they support his desire to do the right thing and contribute to the formation of habits of moral behavior.

Conclusion

Education of moral qualities is the most important link in the formation of moral behavior. The developing moral habits of a child are reflected primarily in his culture of behavior, appearance, speech, his attitude towards things, and the nature of communication with people around him.

When they talk about the culture of behavior of preschool children, they mean a whole range of skills and abilities. They allow you to maintain general order in the daily routine, the way of life of the family, at home, and in establishing correct relationships between the child and adults and peers. These skills are related to personal neatness, neatness, cleanliness of clothes, shoes; with food culture (behavior at the table, ability to use cutlery); with a culture of relationships with adults and peers (at home, in the yard, on the street, in public places, in kindergarten, at home); with a culture of organization (attitude to the regime), with a culture of play, training, performance labor responsibilities; with the culture of speech (form of address, culture of vocabulary, tone, tempo of speech).

The culture of behavior is fostered by the entire way of life of the family.

The time when it is more expedient to instill in a child one or another skill of cultural behavior best suggests the beginning of one or another of his activities. So, at 3-4 years old, when children begin to take an active part in self-care, adults teach them to be clean, tidy, and tidy. At the same age - with the development and understanding of the speech of others - the ability to make a request, ask for a favor, express one’s speech in a way that is understandable to others, etc. is developed.

When cultivating cultural behavior skills, it is necessary to influence the child’s consciousness and feelings and at the same time make sure that he has the opportunity to practice (and practice in a variety of ways) these skills.

The problem of moral development, which is currently attracting increasing attention from psychologists, is important and relevant for the complex of sciences related to moral education: psychology, pedagogy, philosophy, ethics. In domestic psychology, in accordance with its methodological principles, the moral development of a child is considered as a process of assimilation of behavior patterns set by society, as a result of which these patterns become regulators (motives) of the child’s behavior.

The theoretical and empirical research we conducted allowed us to achieve the goal we defined at the beginning of our work.

List of used literature

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Ministry of Education of the Moscow Region

State Autonomous Educational Institution of Higher Professional Education

Moscow State Regional Social and Humanitarian Institute

Final certification work

Education of spiritual and moral culture among preschool children

Performed:

FPK and PP student

Osmushkina Olga Alexandrovna

Supervisor:

Ph.D., Associate Professor Kosmacheva N.V.

Kolomna 2014

Introduction

Chapter 1. Theoretical aspects of spiritual and moral education of preschool children

1 The concept and essence of spiritual and moral education of preschool children

2 Tasks of spiritual and moral education of preschool children

3 The role of preschool institutions and families in the education of spiritual morality of preschoolers

Conclusions on chapter 1

Chapter 2. Analysis of the formation of the foundations of spiritual and moral education of preschool children

1 Methods of forming spiritual and moral culture in preschool children

2 Forms of work on spiritual and moral education

Conclusions on Chapter 2

Conclusion

Bibliography

Applications

Introduction

Relevance of the topic research . Spiritual and moral education in pedagogy is the formation of a value-based attitude to life that ensures sustainable, harmonious development of a person, including the cultivation of a sense of duty, justice, responsibility and other qualities that can give high meaning to a person’s deeds and thoughts.

The spiritual and moral education of children is one of the main tasks of a preschool educational institution.

Preschool education is the most important period in the spiritual and moral development of the individual. Moral education occurs through targeted pedagogical influences, familiarizing the child with moral standards of behavior in the process of various activities.

The feeling of patriotism is multifaceted in content. This includes love for one’s native places, pride in one’s people, a sense of inseparability with the outside world, and a desire to preserve and increase the wealth of one’s country.

In the formation of moral ideas, an important role is played by familiarity with the native language, examples of which are presented in fiction, especially in works of oral folk art (fairy tales, songs, proverbs, sayings, etc.), because They are the ones who contain all the values ​​of the native language. In oral folk art, special features of the Russian character and inherent moral values ​​have been preserved. By introducing children to sayings, riddles, proverbs, and fairy tales, they are thereby introduced to universal moral values. A special place in works of oral folk art is occupied by a respectful attitude towards work and admiration for the skill of human hands. Thanks to this, folklore works are the richest source of spiritual and moral development of children.

In moral and patriotic education, the example of adults, especially close people, is of great importance. Based on specific facts from the lives of older family members. A special genre that influences the spiritual and moral education of children are proverbs and sayings. The concentration and capacity of the image in proverbs and sayings actively influences the moral and emotional sphere of preschool children. The contradiction that is inherent in them, the multivariance of possible interpretations help create a problematic situation with moral content, which gives rise to the child’s need to find a solution. Proverbs and sayings briefly and accurately evaluate various life positions, ridicule human shortcomings, and praise positive qualities. They have a pronounced moral and instructive character. Sayings and proverbs contain a whole range of well-thought-out recommendations that express the people's idea of ​​a person, the formation of personality, and spiritual and moral education.

So, in the formation of a new person, the importance of moral education is extremely great. And a big role in this belongs to preschool institutions and teachers. All educational work A preschool educational institution should be built on the basis of the unity of knowledge, beliefs and actions, words and deeds.

Purpose of the study : consider the basics of spiritual and moral education of preschool children

Tasks research :

Define the concept and essence of spiritual and moral education of preschool children

Reveal the tasks of spiritual and moral education of preschool children

Consider the role of the preschool institution and family in the education of spiritual morality of preschoolers

Describe the psychological and pedagogical conditions for the spiritual and moral education of preschool children

Object of study: the process of forming the spiritual and moral education of preschool children

Subject of study : pedagogical conditions for the formation of spiritual and moral education of preschool children.

Methodological basis of the study . The problem of moral education of preschool children was dealt with by: B.G. Ananyev, E.A. Arkin, V.G. Belinsky, R.S. Bure, G.N. Godina, A.D. Shatova, A.V. Zaporozhets, V.V. Zenkovsky, S.A. Kozlova, A.N. Leontiev, A.S. Makarenko. A great contribution to the development of various problems of raising young children was made by: N.A. Vetlugina, T.G. Kazakova, V.A. Sukhomlinsky, S.Ya. Rubinstein, L.N. Tolstoy, K.D. Ushinsky and others.

Theoretical significance of the study thing is:

Theoretical ideas about the peculiarities of the formation of moral feelings in preschool children have been expanded;

the theoretical foundations for the formation of spiritual and moral feelings in children have been identified;

determined educational technology formation of spiritual and moral feelings and qualities in children;

The features of the spiritual and moral education of children of senior preschool age in kindergarten are revealed.

Practical significance of the study is due to the fact that:

an analysis of the state of moral concepts among preschool children was carried out;

a methodology for developing moral feelings in preschool children has been developed;

The features of the formation of moral qualities in preschool children are revealed.

Research structure : the work consists of an introduction, two chapters, a conclusion, a list of references, and an appendix.

Chapter 1. Theoretical aspects of spiritual and moral education of preschool children

.1 The concept and essence of spiritual and moral education of preschool children

The modern national educational ideal is a highly moral, creative, competent citizen of Russia, who accepts the fate of the Fatherland as his own, aware of responsibility for the present and future of his country, rooted in the spiritual and cultural traditions of the multinational people of the Russian Federation.

The most important goal of modern domestic education and one of the priority tasks of society and the state is the education, social and pedagogical support for the formation and development of a highly moral, responsible, creative, proactive, competent citizen of Russia.

Preschool age is the foundation of a child’s overall development, the starting period of all high human principles. Preserving the humanity in our children, laying moral foundations that will make them more resistant to unwanted influences, teaching them the rules of communication and the ability to live among people - all these tasks need to be solved within the walls of a preschool institution.

Russia, Motherland, native land... Words that are painfully familiar to every person. But recently, these necessary and dear words for every Russian person have begun to fade into the background. In our turbulent times, full of contradictions and anxieties, when the words “violence”, “immorality”, “lack of spirituality” have become commonplace, we seriously think about how today’s preschoolers will grow up. The growth of scientific and technological progress, a continuous cascade of discoveries and inventions gave rise to exaggerated ideas about the absolute priority of logical knowledge over emotional and sensory, material wealth over spiritual. The dominance of foreign words, songs, films, and games contributes to a decline in interest in the history of one’s country, traditions and customs, and national culture. How to keep children interested in art in the age of technicalism and pragmatism? national traditions, customs? Won't we get in the face modern preschoolers“lost generation” with no moral values?

The catchphrase “It all starts from childhood” is most closely associated with this question. When thinking about the origins of moral feelings, we always turn to the impressions of childhood: the trembling of lace from young birch leaves, and native tunes, and the sunrise, and the murmur of spring streams. Nurturing a child’s feelings from the first years of life is an important pedagogical task. A child is not born evil or good, moral or immoral.

Raising children without a spiritual and moral foundation is incomplete, moreover, it is harmful, because we graduate children from preschool educational institutions without clear ideas about good and evil. It is also harmful for us, adults, because we do not care about the most important thing in the development of a child - feeding his soul.

Education of a spiritual personality is possible only through the joint efforts of the family, educational institution and the state.

One of the problems of modern education is that the historical continuity of generations is not respected in the process of education. Children are deprived of the opportunity to follow the example of people who lived in the past; they do not know how people solved their problems, what happened to those who went against the highest values, and to those who were able to change their lives, setting us a shining example.

In the field of education of preschool children, the process of formation of spiritual and moral foundations has been comprehensively studied. The concepts of “moral” and “spiritual” are defined as follows:

Thus, S.Ya. Rubinstein believes that “spirituality” is a state of closeness of the soul, the inner world of a person.

R.S. Bure believes that "morality" - this is a firm, constant determination of the will to follow the good inclinations of the heart and conscience (good morals).

Based on this, spiritual exercises of the child’s mind, feelings and heart are the main means of spiritual and moral education, and the main form is service to good, service to people. What moral qualities develop in a child depends, first of all, on parents, teachers and the adults around him, on how they raise him, what impressions they enrich him with.

According to N.A. Vetlugina, in the field of personal development, education should provide:

readiness and ability for spiritual development, moral self-improvement, self-esteem, understanding the meaning of one’s life, individually responsible behavior;

readiness and ability to realize creative potential in spiritual and subject-productive activities, social and professional mobility based on moral standards, continuous education and the universal spiritual and moral attitude of “becoming better”;

strengthening morality based on freedom, will and spiritual national traditions, the internal attitude of the individual to act according to his conscience;

the formation of morality as a person’s conscious need for certain behavior based on socially accepted ideas about good and evil, proper and unacceptable;

the development of conscience as a person’s moral self-awareness, the ability to formulate one’s own moral obligations, exercise moral self-control, demand from oneself the fulfillment of moral standards, and give moral self-esteem to one’s own and others’ actions;

acceptance by the individual of basic national values, national spiritual traditions;

willingness and ability to express and defend one’s public position, critically evaluate one’s own intentions, thoughts and actions;

the ability to take independent actions and actions based on moral choice, taking responsibility for their results, determination and persistence in achieving results;

hard work, thrift, optimism in life, ability to overcome difficulties;

awareness of the value of other people, the value of human life, intolerance to actions and influences that pose a threat to life, physical and moral health and spiritual safety of the individual, the ability to counteract them;

love of freedom as the ability for conscious personal, professional, civil and other self-determination and development in combination with the moral responsibility of the individual to the family, society, Russia, and future generations;

strengthening faith in Russia, a sense of personal responsibility for the Fatherland before past, present and future generations.

In the sphere of social relations, the spiritual and moral development and education of students should ensure:

awareness of oneself as a citizen of Russia based on the acceptance of common national moral values;

the willingness of citizens to stand unitedly against external and internal challenges;

development of a sense of patriotism and civic solidarity;

caring for the welfare of the multinational people of the Russian Federation, maintaining interethnic peace and harmony;

awareness of the unconditional value of the family as the fundamental basis of our belonging to the multinational people of the Russian Federation, the Fatherland;

understanding and maintaining such moral principles of the family as love, mutual assistance, respect for parents, care for younger and older people, responsibility for another person;

caring attitude towards human life, concern for procreation;

law-abidingness and law and order consciously maintained by citizens;

spiritual, cultural and social continuity of generations.

In the sphere of state relations, the spiritual and moral development and education of students should contribute to:

strengthening and improving a democratic federal rule of law state with a republican form of government;

increasing confidence in government institutions on the part of citizens and public organizations;

increasing the effectiveness of state efforts aimed at modernizing the country;

strengthening national security.

The family plays an important place in the education of moral principles. It is impossible to cultivate humanity if attachment to a close, dear person is not established in the heart. It is from instilling love for parents, respect for family traditions love for people, homeland, fatherland begins, this is said in all systems of raising children, from antiquity to the present day.

1.2 Objectives of the spiritual and moral education of preschool children

Preschool institutions in the field of spiritual and moral education of preschoolers need to solve the following tasks:

Education of moral and aesthetic feelings;

Formation of the basic foundations of personality;

Formation of spiritual and moral attitudes and a sense of belonging

to your home, family, kindergarten, city, country;

to the cultural heritage of its people;

to the nature of the native land;

Creating conditions that ensure the emotional well-being of each child;

Ensuring enriched artistic, aesthetic, cognitive development, identifying early talent.

The set objectives can be realized through the following forms of the educational process: direct educational activities; pedagogical projects; master classes; creative associations of teachers; circle activities; leisure, entertainment; excursions; competitions, exhibitions.

The teacher’s task is to select from the mass of impressions received by the child those that are most accessible to him: nature and the world of animals at home (kindergarten, native land); people's work, traditions, social events, etc. Moreover, the episodes to which children’s attention is drawn should be bright, imaginative, specific, and arousing interest. Therefore, when starting work on instilling love for the native land, the teacher must know it well himself. He must think over what is most appropriate to show and tell the children, especially highlighting what is most characteristic of a given area or region.

According to L.F. Ostrovskaya, in moral and patriotic education, the example of adults, especially close people, and specific facts from the lives of older family members are of great importance. Therefore, for high results in the education of a spiritual personality, teachers of preschool institutions plan a variety of work with parents: conversations, consultations, joint preparation and participation in children's parties and entertainment, etc.

In the formation of a new person, the importance of spiritual and moral education is extremely important. And a big role in this belongs to preschool institutions and teachers. All educational work of preschool educational institutions should be built on the basis of the unity of knowledge, beliefs and actions, words and deeds.

The task of moral education is to form in a child an understanding of each person as the highest value and to treat him accordingly. It is important from the first steps of a child’s communication with others to teach him to respect every person - an adult or a peer, “stranger” or “one of his own” - everyone, so that the child treats people attentively, carefully, and knows how to take their opinion into account.

The basis of genuine respect for people in children is love and sincere respect for everyone. And only children who grew up in the spirit of such an attitude will respect their parents - this is the ABC of education.

But in order to instill in a child a respectful attitude towards people, one more important condition must be met: respect the child, see him as an individual.

Child psychologists specifically studied the formation of such concepts in a child as “good” and “bad”, and came to the conclusion that “good” for a child is what is interesting and enticing. This combination of the concepts “good” and “pleasant” is characteristic only of an early age. Gradually, the child gains experience, and now he already believes that “good” is what is praised for. If he carries out an assignment and is praised for it, he thinks that he did the right thing, good. Conversely, if he is scolded or punished, it means he did something bad. Unpleasant sensations are associated with the concept of “bad.”

Therefore, instead of imposing on the child your understanding of what is “good” and what is “bad,” it would be much more effective to provide him with pleasant emotions when he does something right, and unpleasant emotions when he does something wrong. The child's abilities will develop as effectively as the parents successfully use the methods of praise and blame. Respect for a person, as a fundamental moral quality, is manifested in relationships between people by delicacy, tactfulness, politeness, and goodwill.

The word “politeness” comes from the Old Russian “veda” - knowledge. What meaning is meant? Knowledge of the essence of man, his value and significance. Polite man treats other people as he treats himself based on this feeling. He treats others with care, sparing their inner world. And this attitude must be taught, of course, from childhood. Politeness manifests itself primarily in speech. The child should be taught to address everyone with the word “please” and to thank everyone for the kindness or service provided.

Politeness is manifested in every action of a person, even in his gait and gaze. Raising respect for people in a child is a reliable guarantee against arrogance, arrogance, and swagger. The child should feel like an equal among equals.

No less valuable is the moral quality of modesty. Modesty stands for “with a border, with the edge of one’s own self.” A modest person always treats other people with respect, no matter who he is, no matter what success he has achieved. In ancient times they said: “If you want to know a person, test him with fame, wealth and power.” Modesty needs to be taught like kindness (in fact, this is one of the qualities of kindness), like literacy. Children often show boastfulness: “And my dad ...”, “And at our house ...”, etc. If adults do not come to their senses in time, it will be very difficult to instill modesty in a child.

No less valuable moral qualities are honesty, truthfulness, sincerity, which are also based on love and respect for a person. Raising excellent moral qualities in children is a noble task of parents and teachers.

.3 The role of the preschool institution and family in the education of spiritual morality of preschoolers

The child is constantly included in one form or another of social practice; and if its special organization is absent, then the educational influence on the child is exerted by its existing, traditionally developed forms, the result of which may be in conflict with the goals of education.

The historically formed system of education ensures that children acquire a certain range of abilities, moral norms and spiritual guidelines that meet the requirements of a particular society, but gradually the means and methods of organization become unproductive.

And if a given society requires the formation of a new range of abilities and needs in children, then this requires a transformation of the education system capable of organizing the effective functioning of new forms of reproductive activity. The developing role of the education system appears openly, making it the object of special discussion, analysis and targeted organization.

Consequently, it is important to structure the pedagogical process in such a way that the teacher directs the child’s activities, organizing his active self-education by performing independent and responsible actions. A teacher-educator can and must help a growing person go through this - always unique and independent - path of moral and social development. Education is not the adaptation of children, adolescents, and youth to existing forms of social existence, nor is it bringing them to a certain standard. As a result of the appropriation of socially developed forms and methods of activity, there is a further development of the formation of children’s orientation towards certain values, independence in solving complex moral problems.

Education is understood as the purposeful development of each growing person as a unique human individual, ensuring the growth and improvement of the moral and creative powers of this person, through the construction of such social practice, in which what is in the child’s conception or is only a possibility turns into reality. . “Educating means directing the development of a person’s subjective world, on the one hand, acting in accordance with the moral image, the ideal that embodies the requirements of society for a growing person, and on the other hand, pursuing the goal of maximum development of the individual characteristics of each child.”

This approach to constructing the process of education - as an active, purposeful formation of personality - is consistent with our methodological approach to assessing the role of society and the place of the genotype of a growing person in the formation of his personality.

The achievements of modern science, including the works of domestic philosophers and psychologists, teachers and physiologists, lawyers and geneticists, indicate that only in a social environment in the process of targeted educational upbringing does the effective development of programs for human social behavior take place and a person is formed as an individual. Moreover, the social conditionality of personality development is of a specific historical nature.

But the socio-historical formation of personality is not a passive reflection of social relations. Acting as both a subject and a result of social relations, a personality is formed through its active social actions, consciously transforming both the environment and itself in the process of purposeful activity. It is in the process of purposefully organized activity that the most important need for the good of another is formed in a person, defining him as a developed personality.

The educational orientation in pedagogy gave way to a more realistic one, although no one denied the importance of moral education and knowledge as such in the process of spiritual development of the individual.

However, the moral formation of personality is not the same as moral enlightenment. It has been established that the child’s value-oriented internal position arises not as a result of some “pedagogical influences” or even their system, but as a result of the organization of social practice in which he is included. However, the organization of social practice of educating a child’s personality can be oriented in two ways. One type is aimed at reproducing an already established social character. This type of organization corresponds to the adaptation of the pedagogical process to the already achieved level of mental development of the child. Such an organization of education in no way corresponds to the goals of building a humane society, since it requires solving the problem of transforming human consciousness.

In this regard, domestic scientists and practicing teachers (R.S. Bure, L.A. Wenger, L.S. Vygotsky, V.V. Davydov, A.V. Zaporozhets, N.N. Poddyakov, etc. ) based on the fact that education (including training) cannot trail behind child development”, is guided by his yesterday, but should correspond to the “tomorrow of child development”. This thesis clearly reflects the principle of approach to mental development personality as a controlled process that is capable of creating new structures of personal values ​​of growing people.

Management of the upbringing process, carried out as the purposeful construction and development of a system of predetermined multifaceted activities of the child, is implemented by teachers who introduce children to the “zone of proximal development.” This means that at a certain stage of development, a child can move forward not independently, but under the guidance of adults and in collaboration with more intelligent “comrades,” and only then completely independently.

Thus, moral education is an integral component in the educational process of personality development, the individual’s mastery of moral values, the development of moral qualities, the ability to focus on the ideal, to live according to the principles, norms and rules of morality, when beliefs and ideas about what is proper are embodied in real actions and behavior .

A developed children's team is a necessary condition for personal self-affirmation. It is characterized by a commonality of goals and adequacy of motives for objective and practical joint activities aimed at the benefit of society, concern for the overall result, certain organization and nature of communication, and a wide system of collective connections. The most developed forms of relationships between children are created in the process of purposeful organization of their socially approved activities: educational, organizational-social, labor, artistic, sports, etc. At the same time, giving the main types of children’s activities a certain target orientation and social significance allows not only to form children’s relationships within age groups, but also to build them on a common basis. The combination of mutual responsibility, on the one hand, and, on the other, the need to demonstrate independence in the organization and carry out prosocial activities, provides the conditions for the development of true independence. The maximum development of children’s amateur performances is a defining feature of a developed children’s team.

Socially recognized activity as a means of forming a children's team and certain relationships among its members can be realized if it is organized accordingly.

With this organization of social activities, the teacher must take into account that:

children of different ages perform separate parts of the overall task, i.e. age division is carried out;

the significant goals of this activity have both social and personal meaning;

an equal, proactive and creative position of each child is ensured (from planning activities to evaluating its results);

there is continuity and complication of joint activities, not only in terms of the activity itself, but, most importantly, from the position of its active participant, acting first for the “contact” team, then for a more general one, up to the scale of a district, city, society;

This activity is aimed at the benefit of other people and society. It is in developed forms of socially approved activity that the child’s ability to take into account the interests and position of another person and to navigate his behavior accordingly is formed.

As an educational tool, a children's team is organized by an adult. In this case, the question of the relationship becomes important:

) children's communication needs;

) tasks assigned to this team.

In almost any organized children's association, there actually exists a certain combination of these two factors. However, the widest opportunities for their interaction are created in the conditions of a formed children's team. By actively including children in solving socially important problems, such a team provides diverse forms of communication and provides the opportunity for the development of the individual as a personality. The psychological and pedagogical task in this case is to ensure that the children's team is not perceived only as a form of expediency, so that in the eyes of children the educational function of the team recedes into the background in front of its socially useful function. Otherwise, its educational impact is leveled out, replaced by the influence of so-called unofficial, informal children's associations.

The children's team that exists in a modern educational institution is a multifaceted system, within which children can be members of associations that differ in nature and duration of existence.

An important role is played by the nature of the relationships that develop between children in the changing structure of permanent and temporary associations, which guides all preschoolers through the position of leaders and performers, developing the ability to command comrades and obey a comrade, creating an extensive network of various connections and relationships.

A special place in strengthening intercollective ties is occupied by the purposeful creation of temporary associations that make it possible to organize the activities of children in small groups, which are entrusted with short-term tasks. The psychological uniqueness of these groups lies in the fact that a child in such an association, which usually numbers only a few children, is constantly under the influence of the public opinion of his comrades and cannot evade accepted norms of behavior. In addition, it is easier for children to independently lead a small number of peers. But the main thing is that only in small groups can a child determine for himself a position in joint work in which he is able to apply all his knowledge, strength and abilities, i.e. the opportunity arises for everyone to highlight their role in the overall activity, which is most adequate to their individual inclinations.

Among the important points in organizing a children's team is the creation of contact associations of preschoolers of different ages. The mixed-age composition of children's groups neutralizes the tendency that usually exists in peer groups to become isolated in a circle of group interests. The child experiences the influence of each such group and, occupying a certain place in it, at the same time influences those around him, optimizing his own development.

But this path is realized only in the multifaceted system of the children's collective of the kindergarten as a whole, where in complex structural connections there are contact groups that differ in duration of existence, volume and content of activity.

In such a team, a completely special psychological situation develops. Availability for children of different ages and busy different types activities of common interests: common affairs, relationships between groups, brigades, headquarters, circles creates opportunities for establishing detailed types of relationships between children.

In particular, such a team ensures unity, friendship, and camaraderie among older and younger preschoolers.

Renewing itself annually, this group at the same time preserves its laws, customs, traditions and requirements. In this regard, he is a constantly acting force that helps create, stabilize, and develop the interests of contact groups. The more the collective principles are expressed in the general team, the more firmly the contact associations of children are welded together; The more significant, the broader the common goal, the more visible its social character, the stronger the connections of all children's groups in their common hierarchy. The purposeful organization of an extensive children's team provides the most favorable psychological conditions for the formation of collectivist personality traits of each child.

Conclusions on chapter 1

In the theoretical part of the work, based on data from scientific, historical and pedagogical literature, the problems of spiritual and moral education of preschool children were analyzed.

Raising a growing person as the formation of a developed personality is one of the main tasks of modern society. Overcoming a person’s alienation from his true essence and the formation of a spiritually developed personality in the process of historical development of society does not occur automatically. It requires efforts on the part of people, and these efforts are directed both at creating material opportunities, objective social conditions, and for the implementation of new opportunities that open up at each historical stage for the spiritual and moral improvement of man. In this two-pronged process, the real opportunity for the development of a person as an individual is provided by the entire totality of material and spiritual resources of society.

So, moral education must be organized systematically, based on knowledge and taking into account the objective laws of personality development, and gradually introduce the child to the moral values ​​of humanity and a particular society. Over time, the child gradually masters the norms and rules of behavior and relationships accepted in human society, appropriates, i.e. makes the methods and forms of interaction, expressions of attitude towards people, nature, and himself, his own, belonging to himself. The result of moral education is the emergence and approval in the individual of a certain set of moral qualities. And the more firmly these qualities are formed, the fewer deviations from the moral principles accepted in society are observed in an individual, the higher the assessment of his morality by others.

Thus, spiritual and moral education is a long and contradictory process. And it goes far beyond preschool age. A child’s entire life should be organized as a chain of continuous exercises in moral actions.

Chapter 2. Analysis of the formation of the foundations of spiritual and moral education of preschool children

.1 Methods formation of spiritual and moral culture among preschool children

According to N.V. Kosmacheva, the most effective methods and techniques in the process of forming spiritual and moral culture among preschoolers are: [p.78-79]

teaching, explanation, problem situation, positive example, analysis and assessment of moral and immoral actions;

a personal example of an adequate emotional response of a teacher, illustrations (presenting for perception a picture depicting people’s emotions, schematic images of emotions, showing cartoons and filmstrips with moral content, listening to music, the teacher talking about his feelings and experiences in moral and immoral situations, creating situations of emotional experience, psychological trainings aimed at self-knowledge (impact on the emotional component of the moral sphere of preschool children);

stimulation methods (approval, praise, trust, evaluation, encouragement, gratitude);

methods of inhibition (censure, warning).

Special attention It deserves to involve children in solving problematic life situations that involve a moral choice, since it is this technique that opens up the opportunity for children to demonstrate moral behavior and express moral feelings.

Game is the leading activity of preschool children. Such famous scientists as L.S. have studied play as the leading activity of preschoolers. Vygotsky, A.N. Leontyev, D.B. Elkonin. In general, as you know, in addition to playing, a preschooler has a number of other important “things to do.” He draws, sculpts, designs, carves, etc. However, it is play that is the fundamental source of spiritual growth in preschool age. First of all, because only she is capable of freeing a child from the shackles of everyday life. This is its colossal developing power. The game introduces children to a new “unusual” world - the world of social relationships of people, their common meanings.

The methods used in the educational activities of a preschool institution are implemented in the form of:

conversations: “There is no sweeter friend than your own mother”, “Tell me about your mother”

lessons: “The image of a loving mother in the icons of the Most Holy Theotokos”, “From the Earthly Mother to the Heavenly Mother”;

memorizing poems about mother, making gifts for mothers and grandmothers;

creative works- portraits of mothers or the whole family from different materials;

joint activities of children and mothers.

In the course of such work, children increasingly understand the connection between their behavior and the mood of their mother and loved ones. The implementation of the work program “Introduction to the Origins of Russian National Culture” can be presented in the following sections:

“How people lived in Rus'”;

"Decorative and applied arts";

"Folklore";

"People's game"

Also, one of the forms of working with children to understand themselves in the human world is “Lessons of Kindness”.

These are conversations on moral topics: “Once upon a time I lived.” “Respect your father and mother - there will be grace in life”, “Where there are good people, there will be no trouble”, “Do a good deed boldly”, “What do we call Motherland?”, “The house in which we live”, including reading and discussing with children a short literary work selected in accordance with the topic of the lesson, games, situational tasks, examination didactic material. And almost every lesson involves practical use various types artistic activities of drawing, appliqué, sculpting. Productive activity develops fine motor skills of the hands, contributes to the formation of aesthetic taste, expands children's ideas about the world around them and its properties.

As the child develops, he cannot “assert himself at all.” He asserts himself necessarily on the basis of some impressive examples. The Russian cultural tradition sacredly preserves the images of heroes - defenders of the Fatherland, Orthodox saints. A child’s consciousness merges with them easily and naturally, because these are real historical figures, many of whose character traits, actions and even statements are carefully preserved by folk memory and written history. From the stories of the teacher, literature, videos, historical films, children will learn about the epic Ilya Muromets not only as a real historical figure, but also as a saint of the Russian Orthodox Church. About Dmitry Donskoy, the young Moscow prince, who defeated the huge army of Mamai on the Kulikovo field. Alexander Nevsky - the brave defender of Rus' from the German and Swedish conquerors, Fyodor Ushakov, Alexander Suvorov, Kutuzov, who performed not only military, but also spiritual feats.

Classical music, sacred singing, and listening to bells play an important role in the development of a child’s spiritual and moral sphere. We try to ensure that children go from Russian folklore, which is close and accessible to children’s understanding, through children’s musical classics, to the heights of creativity of Russian composers and spiritual singing, again accessible to children.

Throughout the year, work on folk and Orthodox holidays, with which we introduce children - Christmas, Maslenitsa, Annunciation, Easter, Trinity, Transfiguration of the Lord.

Getting to know an Orthodox church, its architectural features, its purpose is one of the forms of introducing children to spiritual culture, which takes the form of an excursion to the Temple of the Archangel Michael.

Children, if they wish, light candles for the health of their mothers and fathers and all other loved ones.

Starting to introduce children to works of fine art that introduce children to the world of high spiritual and moral images, we talk about the fact that the first Russian artists and painters were depicters of church painting.

The word "icon" means "image". According to ancient tradition, icons are written (painted) on a board. An icon or image is an image of Jesus Christ, the Mother of God, angels and holy people. The icon accompanies a person in all places and activities. Icons can be seen in churches and houses where Orthodox people live. We often see the icon in a car. Many people wear an icon on their chest - this is a chest icon. The icon is somewhat similar to a holy book. Only in the holy book do we read holy words, and on the icon do we see holy faces whom we ask for help and protection.

In the spiritual and moral education of a child, the interaction between the teacher and the family is of great importance. But in most modern families the way of life in accordance with Orthodox traditions has been lost. The interaction of employees and parents in the spiritual education of children takes place through: classes and holidays, joint events of children and mothers, where pressing issues of raising children are discussed, meetings with the clergy.

We can conclude that the majority of parents (namely 53% according to the survey results) are very concerned about the spiritual development of their children and try to use many opportunities for their moral development.

.2 Forms of work on spiritual and moral education

Forms of work on spiritual and moral education:

a series of classes called “Lessons of Kindness”, the purpose of which is to foster moral values ​​and self-knowledge in the world of people.

acquaintance with calendar Orthodox and folk holidays and holding some of them (Nativity of the Blessed Virgin Mary, Christmastide, Maslenitsa, Easter, Annunciation, Trinity)

thematic exhibitions children's creativity.

introducing children to the life of Orthodox saints and defenders of the Russian land, as an example of high spirituality and morality, patriotism in the form of a story using videos, children's literature before the Saint's Memorial Day as a separate lesson or as part of a lesson to familiarize themselves with the environment before Defender of the Fatherland Day, Victory Day .

excursions to the temple to get acquainted with the architectural features, internal structure, iconography;

excursions to nature (the beauty of God's world);

listening to bell and sacred music on thematic music lessons using appropriate records;

staging skits on moral themes (about forgiveness, hard work, respect for elders).

First, people learn Christian love in their own family, then - towards all loved ones, and then towards all people, therefore we begin our work on spiritual and moral education with the cultivation of love for mother through:

a conversation to identify the development of children’s knowledge about their mother and attitude towards her, analyzing their answers together with the children;

reading fairy tales that most clearly show the power of a mother’s love, her wisdom, sacrifice for her child, which teach children to understand the significance of their help to their mother and to be attentive to her: “Cuckoo” Nenets fairy tale, “Ayoga” Nanai fairy tale, “Bread and Salt” by Alexey Logunov, “ Mother's love» Korean fairy tale.

In our kindergarten, children live in a cozy world of warmth and kindness, in a world of spirituality and fantasy. After all, all the best that begins to form in kindergarten will be reflected in later life and will have an exceptional impact on the subsequent development and spiritual and moral achievements of a person.

Thus, through play, a preschooler develops a number of important psychological qualities. First of all, it is the ability to navigate the positions of other people. The child discovers that any action is woven into a complex system of human relationships, one way or another addressed to another person.

Conclusions on Chapter 2

As a criterion for the upbringing of a preschooler’s personality, his active civic position, manifested in the value relations of the individual to reality, is considered. Of the many such relationships, the following can be identified as the most informative:

-attitude towards learning;

-attitude towards people;

attitude towards oneself;

attitude towards nature;

attitude towards work;

attitude to reality.

The conducted studies proved the correctness of the hypothesis put forward. Indeed, spiritual and moral education in modern society will be successful if conditions are created that promote the formation of cultural behavior

Conclusion

spiritual moral education patriotism

Thus, this work reveals the features of the spiritual and moral education of children, which include:

creation by adults of a cheerful environment around him;

to draw the attention of preschoolers to those aspects of reality that would strengthen their faith in the triumph of goodness and justice, to maintain in children confidence in their complete protection from evil and injustice, so that they never experience fear because of the inevitable punishment that threatens them for their offense;

make sure that children can constantly practice humane attitude towards each other, towards nature, towards adults;

example of a teacher.

The development of moral feelings in a child largely depends on the means and methods of education, on the conditions in which he lives. These conditions are his position in the family and in kindergarten, at school, his range of interests and activities in which he participates. With targeted upbringing, a child’s feelings are much richer, more varied and appear earlier than in children who have not received proper upbringing. Methods of moral education of children are highlighted: organization of practical experience of social behavior (training method, demonstration of reality, example of adults or other children, method of organizing activities); formation in children of moral ideas, judgments, assessments (conversations, reading works of art, viewing and discussing paintings, illustrations). Both the first and second groups include the method of persuasion, positive example, encouragement and punishment.

The essence of moral education is to instill in a child a culture of behavior; moral qualities help the harmonious development and improvement of the individual. In order to achieve this goal, a child must grow and be brought up in a constant atmosphere of mutual understanding and love from parents and teachers.

Communication with a child should be built on trust, on a feeling of deep love, respect for his personality and rights. This style of parenting contributes to the development of any child.

The conducted studies proved the correctness of the hypothesis put forward. Indeed, moral education in modern society will be successful if conditions are created that promote the formation of cultural behavior

Preschool childhood is an important period in a child’s life, when a sense of one’s own capabilities, the need for independent activity, basic ideas about the world around us, good and evil in it, ideas about the family structure and native land are formed.

That is why at present it is extremely important to create a normally functioning system of spiritual and moral education in preschool institutions; a system built on the values ​​of traditional spiritual culture, meeting the needs of the child’s personality development and aimed at developing a physically, mentally (mentally) and spiritually healthy person.

The catchphrase “It all starts in childhood” fits perfectly with this question. When thinking about the origins of moral feelings, we always turn to the impressions of childhood: the trembling of lace from young birch leaves, and native tunes, and the sunrise, and the murmur of spring streams. Nurturing a child’s feelings from the first years of life is an important pedagogical task. A child is not born evil or good, moral or immoral. What moral qualities a child will develop depends, first of all, on his parents, teachers and the adults around him, on how they raise him and what impressions they enrich him with.

Spiritual and moral education is a long-term process, involving an internal change in each participant, which can be reflected not here and not now, in preschool childhood, but much later, which makes it difficult to assess the effectiveness of the activities carried out, but does not reduce the significance of our work.

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Annex 1

Outline of the conversation based on the fairy tale by V. Kataev “The Flower of Seven Flowers”

Program content:

consolidate children's knowledge about the genre features of fairy tales;

teach to see the positive and negative qualities of fairy tale characters;

teach children to give a motivated assessment of the actions of heroes;

Methodological material:

Fairy tale by V. Kataev “The Seven-Flower Flower”

Illustration for the fairy tale “The Seven-Flower Flower” by artist V. Chizhikov.

Progress of the lesson:

Preparatory part:

Children, if you had a magic wand or a magic flower that could make any of your wishes come true, what wishes would you make?

Listen to Valentin Kataev’s fairy tale “The Flower of Seven Flowers,” in which the girl Zhenya, with the help of a magic flower, fulfilled her seven wishes.

Main part:

After reading a fairy tale, the teacher conducts a conversation.

Who is the main character of the fairy tale?

Tell us how Zhenya got her magic flower? How did you understand that the old woman was a good fairy?

What did Zhenya seem like to you? What can you say about her? (Kind, absent-minded, inattentive). Explain how you understood this.

Which of the wishes that Zhenya made seemed trivial and unnecessary to you? Why did you decide so?

What desires seemed important? Explain why you think so.

You heard Kataev's tale. Does this fairy tale resemble a story? How is it similar? But why do we say that this is a fairy tale? What's fabulous about this story?

In the fairy tale you came across interesting words and expressions. Zhenya loved to count crows. How did you understand this? In what other cases do they say that you count crows? How can I say this differently?

Seeing the bears at the North Pole, Zhenya screamed at the top of her lungs. What does this expression mean? How can I say it differently?

Remember, when Zhenya got lost, she was about to cry. Suddenly, out of nowhere... How can I say it differently? (Like it fell from the sky, unexpectedly, out of the blue, like out of the blue.)

Just as unexpectedly, the old woman disappeared, as if she had fallen through the ground, how can I say this in another way? (She was gone, disappeared, suddenly disappeared).

Zhenya is a good and kind girl, but I didn’t like her desire for toys at all. Some kind of greedy desire. Think about how it could be changed so that it also becomes kind.

Final part:

Imagine yourself in Zhenya’s place. What seven wishes would you make? Tell us about it (children's stories).

Appendix 2

Game - journey “The world around us”

Target:

foster friendly relationships and a sense of camaraderie;

cultivate a respectful, caring attitude towards the world and people;

the ability to show attention and care.

Methodological material:

Illustrations for the game.

Presenter (captain): Attention! Attention! Our motor ship (model of volumetric geometric shapes) heading off. Please take your seats!

Children sit on chairs. The whistle of the ship is heard, the sound of the sea is heard.

Sailor (child): There is a flood in the engine room. Our ship may sink.

Captain: This cannot be allowed! Maybe the passengers will help us? Tell me what needs to be done to close the hole?

Children: Hammer with nails. Insert a cork or a bucket. Cover it with a rag.

Put down the iron. Fill with cement.

Captain: Thank you! Now we are saved, and we can hit the road. Oh, and an exciting journey awaits us.

The horn and noise of a sailing ship can be heard.

Captain: Look, what is that visible in the distance?

Children: Land! Earth!

Captain: Let's go ashore.

Children get up from their chairs. Birdsong and crackling sounds can be heard in the forest.

Captain: Look how beautiful it is! There are trees all around, birds are singing, the rays of the sun are breaking through the foliage. How quiet and beautiful! Listen! Do you hear a crash in the forest?

Children: This is probably a bear making its way through the dead wood. Let's go have a look.

Captain: Is this a bear?

Children: It was the boy Petya who broke the tree.

Captain: Do you think he did it by accident or on purpose?

Children: Especially because he smiles and doesn’t try to correct his actions.

Captain: Now nothing can be fixed, the tree is dead, and instead of spreading branches there is a twig sticking out.

Children: We can plant a new tree.

Captain: Well done guys! Trees are needed not only to decorate our planet, but also for the life of all inhabitants of the Earth.

Children: If there were no trees, there would be nothing to breathe.

Captain: Do you hear some kind of chirping, a bird cry! Something must have happened, and the birds are calling us for help. Let's hurry there.

You can hear birds singing.

Captain: So that's the thing. This is our old friend Petya.

Children: He shoots birds with a slingshot.

Captain: Before we had time to correct his previous act, he was destroying nature again! What can we do good for birds in the forest, in the park, in the garden?

Children: Hang feeders, make birdhouses so that they have a place to live and something to eat.

Captain: Well done, Seryozha! What a good birdhouse you made!

It's time for us to hurry to our ship. Look at the clouds of smoke above the forest. Has a fire started? Let's quickly run there.

A forest fire is a real disaster, in which not only trees, but also animals and birds die.

Children: It was our hooligan Petya who lit a fire in the forest. Broken trees and maimed birds were not enough for him; now he started a fire. Carry sand and water quickly, you will put out the fire.

Captain: Our journey through the forest has come to an end. All the way we encountered Petya's tricks. Do you guys understand what you can’t do in the forest?

Children: Break trees, shoot birds with a slingshot, start a fire.

Captain: And what else?

Children: You cannot make noise in the forest, leave garbage behind, or destroy animal burrows and bird nests.

Captain: Well done guys! Come on board our ship. It's time for us to sail home. To make the road seem less boring to us, let's color only those pictures where the guys did good deeds.

All the pictures are laid out in front of the children. They choose the ones they need and color them. Colored pictures are taken home as a memory of the trip.

Captain: Well done! Everyone chose pictures with good deeds. Take them home and tell your brothers, sisters and friends about how to protect nature.

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The moral education of preschool children has concerned teachers, psychologists, philosophers, and sociologists since ancient times. With each passing century, scientists, concerned about the immorality of young people, are constantly developing new methods to combat it. At the same time, with the change in social values, the “moral” request also changes. For example, in communist times, altruists, hard workers, and generous collectivists were welcomed, and with the advent of capitalism, proactive, enterprising individuals emerged.

The relevance of moral education of children

It is a generally accepted fact that moral education cannot be taught. The inculcation of moral norms, habits, qualities, and behavior occurs due to individual personal characteristics. It is impossible to re-educate an adult. He himself accepts certain principles of morality for himself.

If the moral education of preschool children in the family and kindergarten is different, then disharmony arises among the children. For example, in kindergarten they focus on friendship, and dad and mom can indulge their child’s aggression and pugnacity, seeing this as self-defense. That is, both teachers of educational institutions and parents should have uniform requirements for moral education.

And yet, than younger child, the more open he is to the world around him. It has already been proven that personality is formed by the age of five (as the Soviet teacher Makarenko wrote about). But the preschool and primary school periods remain the most flexible, favorable period in the formation of moral standards.

Moral education of preschool children

This process is considered from different points of view:

• norms of behavior in different situations (in transport, in society, in a building, at the table);
• moral standards towards people;
• spiritual component;
• patriotic feelings;
• personal qualities.

The moral education of preschoolers occurs in a comprehensive manner, that is, at each lesson, the teacher observes the children and corrects their behavior. Problematic situations play out in role-playing games, discuss the example of literary works, resort to the help of a psychologist and parents.

Depending on the requirements of the program and methods, teachers highlight certain aspects of morality: for example, the development of moral feelings through work, play, as well as patriotic, environmental, religious, aesthetic education.

Now they also pay attention not only to the development of collectivism, but also to the individual. A child must be able to communicate with other people, but at the same time defend his opinion, without allowing others to “crush” him. Therefore, teachers more often resort to Sukhomlinsky’s personality-oriented theory in their activities.

The problem of morality of junior schoolchildren

The moral education of schoolchildren in primary school is based on the authority of the teacher. His personal qualities and behavior are copied by children unconsciously. Primary school is an important period in the formation of a child’s moral personality. In communist times, the morning began with a collective meeting, where positive and negative moments from the life of the school were discussed. The whole day was built on collective events and extracurricular conversations designed to foster a harmoniously developed personality.

Nowadays, any discussion of a student’s misconduct is perceived as humiliation of the individual. Parents immediately file complaints with the Ministry of Education and the prosecutor's office, without delving into the situation. Teachers began to view the moral education of younger schoolchildren superficially. That is, in their subjects, teachers have practically stopped teaching about moral feelings towards the Motherland, faith, people, themselves, nature, work, and animals. Various problematic situations are resolved at the highest level (director - parents), while the influence of fathers and mothers can differ radically from pedagogical requirements.

Features of moral and spiritual education

Some educational institutions place emphasis on spiritual and moral education, where human relationships, conscience, and the moral character of the individual come first. More often, such programs are found in schools or kindergartens with a religious bias. The spiritual and moral education of schoolchildren and older preschoolers is aimed at instilling the following spiritual values:

• universal (peace, culture, Earth, ecology);
• national (incorporating oneself into the nation, country, traditions, centuries-old history, pride in the Fatherland);
• family (attitude to family, parents, pedigree, way of life, traditions);
• personal (dignity, life, human rights, children, honor, individuality).

The program of spiritual and moral education in many educational institutions involves four main areas:

• development of moral feelings (patriotism, citizenship, responsibility, faith, duty, conscience);
• formation of moral character (meekness, patience, altruism, peacefulness, mercy);
• consolidation of moral habits and positions (the ability to distinguish between evil and good, willingness to overcome difficulties, show selfless love);
• formation of moral behavior (service to the Motherland, spiritual prudence, discipline, tendency to good deeds).

Social and moral education

Sometimes the spiritual and moral education of schoolchildren is combined with social learning. This is due to the fact that the life of an individual outside society is impossible. Therefore, from childhood it is necessary to teach a child to interact with people, to introduce him to legal, civil, everyday, and economic relations.

Many schools introduce subjects such as law and social studies, in which they study legal aspects when various life situations arise. However, children quickly grasp that any social and personal problems can be easily solved at the expense of third parties (prosecutor's office, police, court). At the same time, they do not even learn to resolve conflict situations peacefully.

That is why social relations are studied along with moral actions and personal qualities. In some situations, teachers resort to the help of a psychologist who organizes various problem situations, trainings, and games. But without interaction with parents, one hundred percent assimilation of social and moral norms is impossible.

Moral and civic education

In cadet schools, patriotic gardens morality is considered together with citizenship. This is especially true in our time, when there are class and civil wars, when the history of military battles from different eras is deliberately distorted.

Moral and patriotic education is expressed in informing about the political and social needs of the country and developing the ability to defend one’s opinion. Then the child will be able to adequately assess the situation in his state, understand its problems and make conscious decisions to protect the interests of his Fatherland: for example, transfer some of his things and toys to an orphanage, keep his yard clean, be attentive and careful in relation to suspicious persons (fraudsters, drug dealers), etc.

The task of civic education is to teach children to accept their country with all its advantages and disadvantages, not to exchange it for foreign countries, but to solve problems on their own. Also, this process is intended to subsequently push older schoolchildren to choose a profession that will help not only personal development, but also partially contribute to solving government problems.

Moral and aesthetic education

In some institutions, the moral education of children is accompanied by aesthetic development. In ancient times, music and art were compulsory subjects for all students. It is believed that the perception of beauty and goodness comes in unity. A person who is drawn to beauty will never commit an immoral act.

Preschoolers and schoolchildren are more emotionally open, and therefore more subtly perceive paintings, theatrical performances, audio tales, performances that reveal moral actions and moral character.

Theater and literary works make it possible to most acutely demonstrate the antisocial qualities of a person. The child feels antipathy towards negative characters and tries not to repeat their mistakes. It is easier for a teacher to resolve various conflict situations using examples from literary works. In addition, the spiritual and moral education program involves visiting theaters, museums, and exhibitions, which makes learning more interesting for children.

Features of moral labor education

To this day, society values ​​hard work, initiative, diligence, discipline, responsibility, mobility, the ability to plan, analyze and forecast. It is these qualities that begin to be formed in preschool age, teaching children to be on duty in a group, a corner of nature, a locker room, etc.

The kids work on their plot, removing snow in winter and watering plants in summer. It is important to instill in children respect for other people’s work and teach them to treat things with care. This is the labor spiritual and moral education of children.

From preschool age, children are taught that kindergarten should be treated like home. All instructions must be carried out conscientiously. This attitude is especially important in our time, when parents are reluctant to participate in collective cleaning of the territory, washing windows, repairing toys or furniture, and other similar activities. Moreover, most mothers and fathers continue to fiercely defend the rights of schoolchildren, prohibiting them from undergoing internships, being on duty in classes and at school, perceiving this as exploitation of child labor.

Moral and environmental education

Spiritual and moral education is inseparable from the flora and fauna. After all, kids unconsciously reach out to our smaller brothers. Therefore, educational institutions organize corners of nature where children are taught to look after and care for fish, hamsters, rabbits, birds, and plants.

It is important to instill in children a love for all living things, to reinforce a sense of responsibility for our little brothers, and to show that environmental pollution can lead to global irreversible consequences. Daily observations of natural phenomena, plants, and animal behavior broadens a child’s horizons and emotional experiences.

Moral education of primary schoolchildren and preschoolers through environmental methods allows them to develop altruism, attentiveness, caring, mutual assistance, patience, kindness, hard work, and responsibility. It is important for teachers to constantly draw a parallel between the sensations of animals and plants with the feelings of people.

Moral education and moral development

What are the similarities and differences between terms such as moral education, development and formation? Preschool age, as Rousseau said, is a “clean slate,” fertile ground for “planting” moral feelings. That is why you first need to form the rudiments of certain qualities in children.

Older preschoolers can already distinguish between good and bad actions and can find cause-and-effect relationships, which is why the term “education” or “development” applies to them. Only education is a continuous process throughout life. It can be targeted and uncontrollable. For example, at one time children wanted to become tough guys like Sasha Bely (the film “Brigade”), despite the antisocial behavior of the main character. Therefore, the spiritual and moral education of schoolchildren must be continuous on the part of the teaching staff and parents.

Development is a specific process over a certain period of time. For example, the development of moral feelings (collectivism, self-esteem and hard work) in older preschoolers. That is, the teacher conducts targeted work with children to develop specific moral feelings.

In fact, a distinction between these terms is required for students of pedagogical universities when choosing the topic of moral education for their diplomas. In all other cases, the terminology is not so relevant, the main thing is the result.

Brief conclusions

It is better to start nurturing moral character and moral behavior from preschool age. Results can be achieved faster with the cooperation of teachers and parents. Children need to not only explain moral rules, principles and norms, but also demonstrate them in practice by their example.

The moral education of schoolchildren further determines the moral character of the country's citizens. If teachers focus the attention of their students on the social problems of the state (Nazism, racism, fascism, selfishness and indifference), teach them to solve difficulties in all possible ways, and not look for excuses, then the number of proactive strong individuals in the state will increase who will change the future for the better.