At the national level, moral education of children preschool age is one of the important areas in education.

At the national level, the moral education of preschool children is one of the important areas in education. Several tasks of the Federal State Educational Standard at once preschool education, approved by order of the Ministry of Justice of the Russian Federation dated November 14, 2013 No. 30384, are as follows:

“5) combining training and education into a holistic educational process based on spiritual, moral and sociocultural values ​​and rules and norms of behavior accepted in society in the interests of the individual, family, and society;

6) formation of a general culture of children’s personality, including values healthy image life, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities.”

Moral education has always played a vital role in the development of man and society. The vast majority of domestic and foreign teachers highlight the moral aspect in the education of the individual as fundamental. Let's consider some judgments of leading scientists (Table No. 1).

Table No. 1 – Scientists’ opinions on moral education

Moral education is a pedagogical process - the process of introducing moral values ​​to a particular society.

A special place for personal qualities that are formed in preschool is occupied by such qualities as goodwill, tolerance, empathy, and the development of these in a preschooler will ensure him in the adult world and a successful entry into the world of culture.

K in real life years, the level of morality of the generation sharply This was due to the substitution of priorities, economic independence was put in first place. The concept of “courage” is becoming less and less common, and is being replaced by another concept - About conscientiousness, modesty, goodwill, self-esteem, and it is not even necessary. And it is teachers and their families who must not develop the negative personality of a preschooler and nurture the sprouts that are already in him.

teach a child that in the pursuit of material things one should not neglect moral principles; they make a person. No material things will replenish moral values ​​and will not free them from the torment of conscience and soul.

The process of formation and its moral sphere should not be limited by boundaries. It continues throughout life. But there are basics without which one cannot function in society. And therefore, carry out these basics as much as possible in order to provide a “guiding thread” in your own kind.

Moral feelings in preschool age were given a lot of attention in domestic and foreign countries. Basic research into moral education in preschool children in domestic pedagogy in the 50s–80s. XX During this period, moral education was seen in the assimilation of preschool age and rules of behavior and adherence to them.

At the end of the 20th century, practically no attention was paid to moral education. The concept of the younger generation has changed. The development of individuality and identity also became a value. Individuality is opposed to the collective, the relationship between therefore the education of qualities such as mutual assistance, humanism, etc. is not relevant. .

In modern times there is a revival of moral values. feels a lack of relationships between people. There was a need for the essence and mechanism of kindness, starting from childhood.

During the formation of a personality, there are periods of openness to certain social interactions and readiness to accept them. Such openness to moral, social, and pedagogical influences and their acceptance appears in childhood, with a place given from 5 to 7 years of life. This is the most sensitive for this readiness, and the child’s moral production in this is formed on the basis of his moral-evaluative consciousness and is determined by their recognition and approval. The formation of this lies in the development of preschool children and their desire voluntarily for standards of behavior approved by society. Responsiveness favors the development of children's feelings.

At the age of childhood there is also kindness, sympathy, joy for others. motivate the child to take action: help, care, attention, joy.

On the basis of moral feelings in preschool age, instilling a sense of dignity, the beginnings of duty, respect for justice and responsibility for business.

In preschool age, it is important to form motives for behavior that would encourage them to act, with a social orientation (to take care of a peer, with a personal desire to satisfy interests, to make a gift for loved ones). motives of behavior with the organization of a variety of preschool children's communication with adults.

The main type of activity for a preschool child is play, but in order to form moral qualities it is necessary to include in the following types social, patriotic, labor, activities on material values ​​and nature, communication with people, etc. In the process of participating in various activities, preschoolers develop (awareness ) how to implement them, conscience and responsibility, behavioral skills and will are formed, which in their own way characterizes certain qualities. Without good practical activities and family participation, it is effective to form qualities.

Bibliographic

Bure, R.S. education of preschool children / Bure. – M.: Mosaic-Sintez, – 76, p.

Grigoryan, L.G. families in the moral development of older preschoolers / Grigoryan // Educator educational institution: . magazine – 2013. – No. 6. – S.

Moral and labor of preschoolers/ S.A. and etc.; edited by Kozlova. – M.: Academy, – 187 p.

Social and moral education of preschool age / Zyryanova et al.; Shadradinsky Pedagogical Institute. – 3rd correction. and additional – : ShGPI Publishing House, – 216 p.

Order of the Ministry and Science of the Russian Federation dated October 17, No. 1155 “On the federal state preschool standard registered with the Ministry of Justice of the Russian Federation on 14 October 2013 under RM No. 30384.

Spiritual and moral education of preschool children

based on spiritual values ​​and ideals

Makarenko Ella Tagizovna,

MBDOU "Kindergarten "Golden Fish",

Noyabrsk

The relevance of spiritual and moral education and development of preschool children is due to the need moral development person. The distortion of moral ideals, the crisis of the value system in modern society, the thoughtless copying of Western experience and values ​​that do not correspond to the mentality of the Russian people, as a consequence, the emergence of lack of spirituality in society - all these are factors that increase the relevance of the problem. In society, there is an increasing need and demand for spiritual and moral education, which must begin at an early and preschool age. It is necessary to cultivate in children kindness, generosity of soul, self-confidence, and the ability to enjoy the world around them. This will prepare the children to enter “adult” life, with its norms and requirements, instill in them an optimistic perception of life, and help them become collectivists striving to make our earth even better.

We must realize that quality education is, first of all, the formation of a person, his acquisition of himself, his image, unique individuality, spirituality, and creativity. To educate a child qualitatively means to help him live in peace and harmony with people, God, nature, culture, civilization.

However, the modern system of preschool education does not fully realize the task of spiritual and moral education and development of the child. First of all, this is not facilitated by the state of modern society. One of the reasons in the education system is the difficulty in establishing relationships and coordinating the positions of Orthodox and secular education. Other reasons are the low competence of adults in matters of spiritual and moral education and development of children; absence or weak relationship between the activities of subjects of the educational process (parents, teachers, representatives of various social and religious structures) and the absence of a system in work.

Thus, we see a contradiction between the need and demand for spiritual and moral education and development of a preschool child and their partial implementation in the preschool education system.

Moral values ​​are an important component of every personality. Each society has its own moral values ​​and the rules of conduct that come from them. And it is moral values ​​that determine what society will be like.

The basis of the life activity of each person is his beliefs, culture and worldview, which become personal values ​​formed through the practice of individual life experience, acquired skills and knowledge, instilled through upbringing, education and choice. The development of civil society constantly requires the approval of appropriate norms and rules based on humanism and individual consciousness.

Society sets its own ideals, but this does not mean that we should all be the same. People have to constantly evaluate new phenomena in their lives and the life of society and relate them to traditional value systems.

Each of us must be a unique embodiment of social values, and at the same time an individual, personal embodiment. All this helps to improve the moral qualities of each of us, which speaks, among other things, about the need to protect and constantly improve personal values.

Often we get lost in life or in some situations. Loyalty changes into hypocrisy, and kindness into deception. So what is morality? This is an understanding of life and evaluation of actions. This is a choice of conscience, which we make to some extent consciously, but to some extent not. Morality is a manifestation of free will, an internal attitude of the individual, which is based on special principles, norms and ideas. It is she who is able to determine how we will behave in a given situation.

Moral qualities are formed in a person from birth, every day and every minute, from the moment we began to make various kinds of decisions. The level of morality can characterize a person from different aspects. It is expressed both in a person’s attitude towards himself and towards the people around him.

Moral qualities are compassion, honesty, kindness, lack of aggression, reliability, generosity, sincerity, peacefulness, hard work, decency, etc. Everyone can find and name their own qualities. Of course, we must not forget about mutual understanding and love, as well as respect.

How to achieve the manifestation of such qualities in a child? It's simple: appropriate upbringing. Moral education is a rather complex process that must be purposeful. It is also a continuous process in which pauses are unacceptable. This is a close interaction between the teacher and pupil in a preschool institution and the child with parents at home. Of course, a teaching adult must have moral qualities, and the process of raising a moral personality requires patience and a huge amount of time. In this case, the teacher must set and show an example in various life situations, and each life position must be explained and analyzed.

A child is born and enters this world, finding himself in conditions and events that shape his thinking, soul, worldview and way of life. It is important to help him understand these conditions and learn to act and think in accordance with his conscience. The child absorbs moral standards and over time learns to implement them. Sometimes a child faces internal conflict due to differences in values ​​in society and what is taught to him in school. kindergarten and at home. At this moment he learns to make a choice in favor of certain values. Here the child needs to understand what choice he would not make, but it is important to remain honest with himself. So that the moment of moral choice is not difficult, the child needs the right positive example. A moral ideal plays a special role in raising children as the perfect embodiment of ideas about a person. To develop a need in children, ideally, you need to show a model worthy of respect and imitation. To do this, we need to look back, return to our roots, in order to raise children in Russian, Orthodox traditions, and not in foreign, Western ones. Only the system of moral values ​​developed by our great people, and which has been lost in recent decades, can protect the younger generation from the corrupting influence of morality and way of life that is alien to us.

In the Russian spiritual tradition, the most important thing was human morality, the human soul came first, faith and loyalty, hard work and patience, mercy and compassion were valued, old age was respected and family was revered. Therefore, it is the native culture, which is rich in the history of the native land with its heroes, holy organizers and defenders of Rus', victories and defeats, sorrows and joys, the Russian native language, literature, music, the Russian people and their traditions, that should form the basis of the education of a moral personality.

Orthodox hagiographic literature, which has great patriotic significance, will help to acquaint pupils with the spiritual sources of Genesis and the lives of the saints. Veneration of saints is an important part of Orthodox doctrine. Saints are earthly people who have achieved a state of participation in God as a reward for righteousness. From the point of view of understanding the history of mankind, saints are real, historical persons who discovered for their time the paths of national religious calling, clearly characterizing their historical era. Russian historian G.P. Fedotov wrote that it is the national concept of holiness that contains the key to understanding the most complex and contradictory phenomena of Russian culture. Saints are glorified by their lives, feats, and miracles performed by them during life or after death. In the upbringing of the younger generation, the example of the holy saints of God and devotees of piety is a kind of guiding star. Through their lives, the saints showed that man can be called and capable of being like God. John Chrysostom said: “Monuments to saints are not graves, tombs, pillars and inscriptions, but good deeds, zeal for the faith and a clear conscience before God.” Therefore, images of saints and their lives should be part of the content of the education of our children.

Preschoolers love the superhero theme. But when starting a conversation about modern “superheroes,” children cannot answer basic questions, and immediately the myth about the heroism of spider-men, turtles and other American mutants bursts. In our group, we try to debunk American cartoon superheroes and show children the heroism of real superheroes of our Motherland. We begin our acquaintance with Ilya Muromets - the hero of Russian epics and a real hero Ancient Rus', who, in times of danger for Rus', defended the Russian land with a sword in his hand, and in peacetime defended it with prayer in a monk’s cassock. Children listen with interest and a sense of pride to stories about the warrior, defender of our Fatherland Alexander Nevsky, about saints Sergius of Radonezh and Seraphim of Sarov. As an example of dedication and love for the family, we cite Fevronia of Murom and the image of the Mother of God. And, of course, we cite Jesus Christ, the God-man, as the main example for the mind, feelings and will of man. Examples of highly moral actions and the lives of saints are given in the Gospel, and each new conversation about them becomes the subject of the child’s experience, an incentive to action and self-expression. We teach children to recognize and see the meaning of the acquired knowledge in real life and hope that acquaintance with the world of Orthodox holiness will help create conditions for the birth of personality in our students.

We are at the very beginning of the journey. Our task is to form in children a holistic worldview, a stable moral position of the individual based on traditional Russian spiritual values ​​and ideals, concepts of holiness and piety. We ourselves also need to accumulate knowledge and pedagogical experience in order to awaken in children from preschool age the confidence that the history of our people, the shrines of the Fatherland and the lives of saints are a source of wisdom and strength that every person needs.

Bibliography

1. Grigorieva G. G. Spiritual and moral education and development of preschool children / Collection of materials of the annual international scientific and practical conference “Education and education of children” younger age" - N.Novgorod: Mosaic-Sintez LLC, 2012. - No. 1.
2. Spiritual and moral values Orthodox culture// Lessons of kindness.
3. Minin A. What is morality // News and Society. - 2012.
4. Selyanina N. N. Images of saints in the education of preschool children // Educational Center. Society of Orthodox Teachers.

Article on the topic: Moral education of preschool children"

Moral education of preschool children is the purposeful activity of the teacher to develop in children moral feelings, ethical ideas, instilling norms and rules of behavior that determine their attitude towards themselves, other people, things, nature, society

The moral development of preschool children is a process of positive qualitative changes in the moral ideas, feelings, skills and motives of children's behavior.

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

Raising moral feelings in children . Feeling is a special form of a person’s relationship to the phenomena of reality, conditioned by their compliance or non-compliance with human needs. Moral feelings, along with aesthetic and intellectual feelings, belong to the group of higher feelings. Children's feelings develop most intensively in preschool age. They can manifest themselves in the child’s attitude towards himself (self-esteem, honor, conscience, confidence or, conversely, a feeling of insecurity, inferiority, despair, etc.), and in relation to other people (sympathy, responsiveness, sympathy, kindness, feelings friendship, love, camaraderie or antipathy, malice, anger, indifference, feelings of shame, guilt, etc.), and in relation to the team (feelings of solidarity, collectivism, etc.). Children of senior preschool age are already developing the beginnings of complex feelings, for example, a sense of patriotism. Feelings encourage children to take active actions: help, show care, attention, calm, please. The feelings of a preschooler are distinguished by sincerity, spontaneity, and instability. Educational work is aimed at expanding the world of children’s feelings, making them more stable, deep, and conscious.

2. Formation of skills and habits of moral behavior of children .

In preschool age, children accumulate the first experience of moral behavior, they develop the first skills of organized and disciplined behavior, skills of positive relationships with peers and adults, independence skills, the ability to occupy themselves with interesting and useful activities, and maintain order and cleanliness of the environment. These skills are consolidated and turned into habits (the habit of saying hello and goodbye, thanking for a service, putting any thing in its place, behaving culturally in in public places, politely make requests, etc.). The assimilation of habits begins at an age when one cannot count on the child’s conscious attitude to the demands and instructions of adults. In early preschool age, children are taught basic everyday culture, politeness, cooperative play, and obedience. In middle preschool age, the habits of cultural communication with adults and peers, the habit of telling the truth, maintaining cleanliness and order, performing useful activities, and the habit of working hard continue to form. In older preschool age, these habits are consolidated and more complex ones are formed: the habit of collective games, work and activities, careful execution of assignments and responsibilities, habits of mutual assistance, helping adults, etc.

3. Formation of moral ideas and motives of command . By calling on children to act in a certain way, the teacher explains the appropriateness and correctness of such behavior. The explanation is carried out using specific examples. This helps children gradually understand general moral concepts (kind, polite, fair, modest, caring, etc.), which, due to concrete thinking, cannot be immediately understood by them. The teacher ensures that children understand the essence of moral concepts and relate the specific content of their own and others’ actions to them. This prevents the emergence of formal knowledge, when children have general ideas about how to act, but cannot be guided by them in Everyday life. Preschoolers develop ideas about the phenomena of social life, about the work of adults, its social significance, about patriotism, about norms of behavior in a group of peers, about respectful attitude towards adults. Formed moral ideas serve as the basis for the development of motives of behavior that encourage children to perform certain actions. The lack of ethical ideas prevents children from contacting people around them and can cause whims and a negative attitude towards the demands of adults

Principles of education (general)

The principles of education are the starting points that reflect the general laws of the education process that should guide the educator.

1. The principle of purposefulness means that educational work, its content and methods are subordinated to the goal

2. The principle of integrated nutrition provides for the unity of tasks, means and methods of educating preschoolers, the continuity of education and the development of the child’s personality in a preschool institution, family and society, the unity of influences on feelings, consciousness and behavior.

3. The principle is brought up I'm inactivities . It is necessary to use the capabilities of each of them, create favorable conditions for their timely emergence and development, and rely on leading activities

4. The principle of the relationship between humanism and respect for the child’s personality, combined with high demands . Requires the teacher and other adults to demonstrate pedagogical tact. Respect, sensitivity, and trust in children should never turn into compliance and lead to a decrease in demands on them.

The teacher’s demands on children are manifested in adherence to principles, which is manifested in punishments and rewards, in fair treatment of children.

5. The principle of relying in education on the positive qualities of the child. Every child has positive qualities and advantages that the teacher needs to see and develop them in appropriate activities. This will cause the child to strive to improve his behavior and will contribute to the manifestation of his individuality. While emphasizing shortcomings, constantly pointing out them does not help children get rid of them, but often further consolidates these shortcomings.

6. The principle of raising children in a team. In a group of peers, a child learns to combine his interests with the interests of other children and acquires basic skills of collective life. The importance of the team is manifested:

A) in instilling in children the basic norms and rules of relationships between people (feelings of camaraderie, respect for others, humanity);

B) in the formation of the social orientation of the individual (a combination of personal and collective interests;

C) in revealing the child’s individuality;

D) the opportunity to demonstrate your knowledge, your attitude towards others; the opportunity to practice moral actions;

D) in the mutual influence of children on each other.

7. The principle of taking into account the age and individual characteristics of children. _ For each age, specific educational tasks are determined. Taking into account the age characteristics of children, appropriate methods and techniques of education are applied and its specific content is outlined. In the process of upbringing, it is also necessary to take into account the individual characteristics of the child, determined by the uniqueness of his nervous activity, living conditions and upbringing in the family. The success of education depends on the teacher’s careful study of the behavior of each child and the application of appropriate methods and techniques for his upbringing.

Educational methods are methods of pedagogical influence through which the child’s personality is formed.

Raising children requires complex various methods. In preschool pedagogy, the following classification of methods of moral education of children is accepted:

Methods for developing skills and behavioral habits;

Methods of Forming moral ideas, judgments, skits;

Behavior correction methods.

1. Methods for developing skills and behavioral habits. This group of methods ensures that children gain practical experience social behavior.

This includesMethod of teaching a child to positive forms of social behavior (say hello and goodbye, thank a service, answer questions politely, treat things with care, etc.). They get used to this with the helpExercises , which involve the inclusion of children in a variety of practical activities, in communication with peers and adults (in natural and specially created situations).

Handrail method I gives the greatest affect if it is combined with the example of adults or other children. At the same time, the child should have a desire to be like, to imitate. If the example is reflected in the child’s activities, we can talk about its significance and active influence on the child’s personality.

Of great importanceFocused Observation Method organized by the teacher (for example, younger children watch friendly games of older preschoolers). This is not just a passive method, it nourishes childhood experience, gradually forms an attitude towards the phenomenon and has a positive effect on behavior. You can use action display. This method is effective in developing cultural behavior skills in children.

Very importantMethod of organizing activities by a teacher that are socially useful (for example, collective work on cleaning the site, planting shrubs, flowers, etc.). An important method is children's play, especially role-playing. It gives the child the opportunity to most freely and independently establish relationships with other children, choose topics, game goals and act on the basis of knowledge of the norms and rules of behavior, existing ideas about the phenomena of reality. The game allows an adult to clearly see the achievements and shortcomings in the level of moral development of the child and outline the tasks of his upbringing.

2. Methods of Forming Moral Ideas , judgments, estimates include:

Conversations on ethical topics,

Reading fiction,

Story,

Examination and discussion of paintings, illustrations, filmstrips;

Persuasion method .

These methods are widely used both on jams and in children's daily lives. At the same time, the teacher should avoid moralizing; children’s learning should proceed against the background of their positive emotional state. Forming in children correct assessments of people's behavior and relationships contributes to the transformation of moral ideas into motives for behavior.

3. Behavior correction methods . If the methods of the first two groups belong to the main methods of moral education, then the methods of this group are auxiliary. ThisMethods of reward and punishment . Rewards and punishments most often record the result of a child’s moral education.

Promotion (teacher) may manifest itself in different forms: approval, smile, nod of the head, gift, story about the positive actions of the child with the family or in front of peers, joint work of children and adults, assignment of a responsible task, going to the cinema, park, etc.

When encouraging, the following should be taken into account:Pedagogical requirements :

1, Encouragement must be done in a timely and skillful manner.

2, Encouragement provides specific definitions, for example: “kind”, “polite”, etc. These words emphasize the moral meaning of actions.

3. Encouragement must be deserved. Only those actions that require physical, mental, and moral effort should be encouraged.

4. In any encouragement, you need to know when to stop; you should not praise the same children.

6. It is necessary to take into account age and individual characteristics.

Punishment cannot be considered as a mandatory method of influence. In the upbringing of preschool children, it is possible to do without punishment, subject to individual characteristics, with such an organization of the pedagogical process, when all children are engaged in meaningful, morally oriented activities.” Modern pedagogy excludes physical punishment, intimidation, and offensive characteristics; punishments that degrade the child’s personality; punishment by labor, deprivation of food, sleep, walks.

Punishment can be carried out in the following forms: reprimand, deprivation of affection, temporary refusal to talk and talk with the child, prohibition to engage in favorite activities, deprivation of communication with peers and promised pleasures, warnings that others will find out about the act, discussion of the act by all family members or in a team peers.

Requirements for using punishments:

1. Before punishing, you need to find out the reason for disobedience. Punishment must be fair for an immoral act.

2. Punishment is not a mandatory method of education.

3. Punishment requires great tact, patience, and caution.

4. Punishments must be combined with demandingness. The adult must be unshakable in his decision, otherwise the child will hope for its cancellation.

5. The teacher must anticipate the children’s reaction to punishment and try to make them realize the unacceptability of their actions.

6. Punishment is based on respect for the child’s personality.

7. Adults need to remember the extent of punishment. The harm of frequent punishment is obvious: the child begins to lie in order to avoid punishment or stops responding to it. Frequent punishments indicate the helplessness of the teacher.

Literature:

Alyabyeva E. A. “Moral and ethical conversations and games with preschoolers.” – M., 2003.

Bure R. S. Social and moral education of preschool children. Toolkit– M., 2013.

Karelina I.O. Methods of teaching and upbringing in the field of preschool education: Course of lectures Educational method. village Rybinsk. 2012.

Kupina N.A., Boguslavskaya N.E. Cheerful etiquette. Moral education, development of the child’s communication abilities, role-playing games. – M., 1992. - 176 p.

Kurochkina I. N. Modern etiquette and education of a culture of behavior in preschoolers. – M., 2001.

Mulko I. F. Social and moral education of preschoolers 5-7 years old. – M., 2004

Issues of social and moral education of children in modern conditions are one of the current problems and are considered by domestic pedagogy as a priority area of ​​research on the formation of the personality of a preschooler. They instill in him a conscious attitude towards the surrounding reality in compliance with moral norms, since they underlie his actions, the actions of every child, and form early age his personality, character, and system life values.

The results of research by teachers and psychologists on the problem considered show that the modern strategy for the social and moral education of preschool children, both in kindergarten and at home, should be aimed not only at making them aware of their feelings and experiences, at mastering socially significant rules and norms of behavior, but and to develop the child's sense of community with other people. It is necessary to form a positive attitude towards people, which will ultimately lead to the correct development of the preschooler’s personality.

“Morality is inherent in character,” said the German philosopher I. Kant. And character, as we know, is formed in childhood. And it depends only on us, teachers and parents, how our children will grow up. How they will be able to socialize in modern society and how their future life will turn out.

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E.A. Olefir, T.N. Degtyarenko

Current issues of social and moral education of preschool children in modern conditions

Issues of social and moral education of children in modern conditions are one of the pressing problems and are considered by domestic pedagogy as a priority area of ​​research on the formation of the personality of a preschooler. They instill in him a conscious attitude towards the surrounding reality in compliance with moral standards, since they form the basis of his actions, the actions of every child, and form his personality, character, and system of life values ​​at an early age.

Morality, as the concept of ethics, is “a system of norms and values ​​that ultimately guides a person towards the benefit of other people. These norms and values ​​are addressed to man, and they are so constructed that they require not only virtuous and just actions, but also that these actions be committed intentionally and as a result of the free and selfless decision of the person.” On the other hand, “morality as a social phenomenon is generated by the need to harmonize the behavior of each individual person with the interests of other people and society.”

These philosophical definitions allow us to define the role of morality as theoretical basis moral education of a person, and moral norms - as objective requirements for the behavior of people in society.

The position that preschool age is of paramount importance in the formation of a child’s personality is increasingly being affirmed in pedagogical circles, and in the future, according to the statement of A.V. Zaporozhets “the foundation for the formation of a harmonious personality.”

Starting from preschool age, a child, like a “sponge,” absorbs a huge flow of information, the source of which is family, kindergarten, school, team, media, cinema, television, and the Internet. At the same time, the influence on the child of the latest sources of information in modern conditions is significantly increasing.

Unfortunately, at this age, a child cannot understand the true value of this information, what trace it leaves in his psyche and how it will affect the formation of social, moral and spiritual life values. Therefore, the main task of teachers is to explain and instill in the child those life positions and choose the “right” flow of information, which in the future will become a positive basis for the development of his morality and culture of behavior in society.

At the same time, a preschool child should be considered not as an object of pedagogical influence, but as a subject of the realization of his needs, interests and aspirations.

Social and moral education, as a type of work of a teacher, includes the concept of socialization and the concept of morality. At the same time, socialization is understood as the process of a preschooler’s assimilation of patterns of behavior, psychological attitudes, social norms and values, knowledge, and skills that allow him to function successfully in the society around him. That is, socialization is the process of each individual child entering a social environment with a certain set of knowledge, skills and abilities, which allows him to successfully adapt to this environment and function in it as a full member of society. At the same time, it is of no small importance that the child not only knows and can do something, but also skillfully applies his knowledge in practice and is actively involved in the social environment.

The concept of morality refers to the internal attitude of a preschooler to act in accordance with his conscience and free will. In colloquial speech and literature, the term is most often used as a synonym for morality, and sometimes for ethics.

Thus, the central core of these concepts is specific child, his knowledge, skills, actions, his attitude to a particular situation, the environment in which he lives and in which his views are formed.

At the same time, objective requirements for the behavior of a preschooler in the society around him, the correlation of personal and public interests in specific situations that arise are not innate. These forms of social consciousness are acquired by the child in the process of relationships with the people around him and depend on the attitude of others towards him, on how they perceive him, on the social environment in which he lives. An important role in this issue Social relationships, family atmosphere, emotional climate in the kindergarten group and other socio-economic factors also play a role.

Due to the concreteness of thinking, a preschooler cannot master these norms in a general abstract form. Therefore, the teacher must specify moral norms so that the child understands their meaning and develops the experience of performing actions that correspond to these moral norms.

When engaged in the social and moral education of children in modern conditions, the teacher is obliged to translate moral norms into rules that serve the child as regulators of his behavior, to ensure that the preschooler performs actions that, on the one hand, comply with these norms, and on the other hand correspond to situations that arise in everyday life and contain contains a moral meaning.

In modern conditions, it is impossible to raise a deeply moral preschooler without using examples from life, supported by the power of mass example, habit, and custom. At the same time, the teacher is obliged to clearly distinguish between the concepts of good and evil, truth and lies, fiction and reality, justice and injustice, the concept of good and bad.

Numerous studies by R.S. Bure, A.N. Leontyeva, G.S. Yakobson, V.G. Nechaeva and T.A. Makarova and other authors substantiate the position that in preschool age a child acquires significant practical experience in actions that correspond to the moral standards of society, and the most favorable conditions are created for his social and moral development. It is during this period that the child develops a system of relationships with adults and peers, and joint activities arise. The child looks closely at the world of adults, beginning to highlight the relationships between people in it. Thanks to this communication, the preschooler comprehends the world of human relations, discovers the laws by which human interaction is built. He accumulates behavioral skills that demonstrate a humane attitude towards others, a responsible attitude to assignments, and forms initial forms of awareness of the moral meaning of current phenomena in society.

In an effort to become an adult, a preschooler subordinates his actions to social norms and rules of behavior. Children of senior preschool age develop ideas about the phenomena of social life, about the work of adults and its social significance, about patriotism, about norms of behavior in a group of peers, about respectful attitude towards adults. They become aware of the objectivity and fairness of moral norms and understand their significance.

However, for many children, even of older preschool age, some concepts such as patriotism, duty and honor often remain at the level of basic empirical knowledge. At the same time, children do not attach their social value to these concepts and do not recognize their actions and behavior as socially significant.

In modern conditions, the teacher’s organization of the pedagogical process on the basis of a personality-oriented model, which provides for their close interaction and takes into account the child’s own judgments, assumptions and disagreements, contributes most effective solution tasks of social and moral development of preschool children in modern conditions. Communication between the teacher and the child in such conditions takes on the character of dialogue, joint discussion and development of common decisions.

Thus, the results of research by teachers and psychologists on the problem considered show that the modern strategy for the social and moral education of preschoolers, both in kindergarten and at home, should be aimed not only at making them aware of their feelings and experiences, but also at mastering socially significant rules and norms behavior, but also on the child’s development of a sense of community with other people. It is necessary to form a positive attitude towards people, which will ultimately lead to the correct development of the preschooler’s personality.

“Morality is inherent in character,” said the German philosopher I. Kant. And character, as we know, is formed in childhood. And it depends only on us, teachers and parents, how our children will grow up. How they will be able to socialize in modern society and how their future life will turn out.

Bibliography:

1. Bure R.S. Social and moral education of preschool children - M.: Mozaika-synthesis, 2012.-78 p.

2. Zaporozhets A.V. Education of emotions and feelings in a preschooler // Emotional development of a preschooler / Edited by A.D. Kosheleva.-M., 1985.

3. Russian Pedagogical Encyclopedia: in 2 volumes/Ed. V.V. Davydova.-M., 1993.

4. Subject and system of ethics - M.: Sofia, 1973.

5. Moral education of preschool children, http://malenkie-deti.com, 2012.

Kister G.N., preschool structural unit (branch) of the MBOU "Secondary school in the village of Talovka, Kalininsky district, Saratov region."

Modern problems of spiritual and moral education of preschool children in preschool educational institutions.

“Education is a great thing;

it decides a person’s fate.”

V. Belinsky

The problem of spiritual and moral education should be considered one of the most pressing in modern education. The spiritual and moral development and education of preschool children is one of the most difficult tasks of education in the conditions of a modern preschool educational institution. This is caused, first of all, by the fact that modern Russian society is faced with the problem of lack of spirituality, cynicism, the predominance of the pragmatic in the goal-setting of the younger generation, and the loss of spiritual and moral guidelines among young people. The spiritual and moral development and education of preschool children is the basis of all foundations. What the teacher invests in the child at this age will determine what he himself will achieve in the future, how he will build his relationships with the outside world.

The basis of my pedagogical philosophy are the short and succinct words of the great teacher A. Makarenko: “...Educates everything: people, things, phenomena, but first of all and for the longest time - people. Of these, parents and teachers come first.” Working as a preschool teacher, it is necessary to put a deeper meaning into these words.

The relevance of the problem of spiritual and moral education is due to the fact that in modern world a person lives and develops, surrounded by many different sources of strong influence on him, both positive and negative. This is, first of all, the media of mass communication and information, which daily attack the child’s fragile intellect and feelings, his developing sphere of morality. Spiritual and moral education is a complex problem, and it can be solved gradually, including in this process all members of society, both children and adults.

I believe that the basis of spiritual and moral education, first of all, is the spiritual culture of the environment in which the child lives, in which his formation and development takes place - this is the spiritual culture of the family, kindergarten, school. The spirit that reigns in the family and kindergarten, school, the spirit by which parents and teachers live - the people who make up the child’s immediate social environment - turns out to be decisive in the formation of the child’s inner world.

I see my purpose as a preschool teacher in mentoring, in nurturing spiritual and moral principles, preserving and enhancing pure, bright and beautiful images on the path to the formation of the individuality of a little person. How relevant are the wise words of N. Shelgunov today: “Childhood is that great time of life when the foundation is laid for the entire future moral person.”

As you know, it is impossible to live in society and be free from society. No matter what high demands are placed on a preschool institution, the problems of spiritual and moral education cannot be solved only within the framework of preschool education. Today, a number of problems have emerged that need to be solved for full-fledged spiritual and moral education.

The most important, in my opinion, problem of the spiritual and moral education of preschool children is the devaluation of family values. No wonder there is a saying: “The most difficult thing in working with children is working with adults.” Destruction and crisis of the family, extremely low level spiritual and moral culture of the majority modern parents, the incompetence of the family in matters of spiritual formation and upbringing of the child leads to big problems in the spiritual and moral education of children in preschool settings. Many parents do not have such a concept as “responsibility” for upbringing. You will truly remember the words of V.G. Belinsky “There are so many parents around, and few fathers and mothers!”As a consequence of this problem, there is a need for mass education of parents and pedagogical support for families in matters of spiritual and moral education of children.

Also, among the main problems of spiritual and moral education of children is insufficient staffing. Rates for psychologists and teachers additional education reduced, they simply don’t exist in kindergarten. There is only one way out of this situation - to win over the child yourself without the help of psychologists, to make sure that small man began to trust the teacher and opened up to him.In my work with children, I do not experience any difficulties in establishing contact and communicating with them, most likely because I sincerely love children, and they feel it. This is the secret of the teacher. When a child trusts an adult, he behaves openly, directly, he appears in a completely different image: friendly, multifaceted.

An important problem in spiritual and moral education is the political problem. The state, called upon to perform an important function in spiritual and moral education and upbringing, does not have a clear ideological position today and allows the spiritual and moral sphere to be filled with surrogates and products of Western mass culture. The media of mass communication and information are called upon to perform not only informative and entertaining functions, but also educational and educational ones.

And finally, among the main problems we can highlight the lack of a system of public spiritual and moral education for different levels of the education system. This problem modern education is that in the process of education the historical continuity of generations is not respected. Young people 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.

Thus, by solving the problems of spiritual and moral education of children, we guarantee our bright future. Spiritual and moral principles laid wisely, unobtrusively for preschool children will become the foundation of a creative, thinking, creating personality; they will be a need and an integral part of a worthy person.

Yes, every child has the right to choose paints and brushes in creating his own destiny. But he cannot be allowed to “grab” the first thing he comes across. He must see everything. The teacher’s task: to direct the child to paints and brushes - Good, Eternal, Beautiful, and what shades he will choose is up to him to decide.

Bibliography

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2. Volovikova M.I. Moral and legal ideas in the Russian mentality // Psychological Journal, 2004. N 5.
3. Education and socialization of the individual: Materials of regional pedagogical readings. - Nizhny Novgorod: Nizhny Novgorod Humanitarian Center. - 2011.
4. Danilyuk, A.Ya/ A.Ya. Danilyuk, A.M. Kondakov, V.A. Tishkov. The concept of spiritual and moral development and education of a citizen of Russia - M.: Education, 2010.
5. Spiritual and moral development and education of junior schoolchildren / ed. AND I. Danilyuk - M.: Education, 2011.
6. Kudryavtsev L. D. Modern society and morality. M., 2000
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