Spiritual and moral development and education of preschool children. Relevance of the problem

Faculty of Pedagogy and Practical Psychology

Department of preschool education

Department of Preschool Pedagogy

COURSE WORK

EDUCATION OF MORAL QUALITIES IN OLDER PRESCHOOL CHILDREN BY MEANS OF FOLK PEDAGOGY

Rostov-on-Don

Introduction

Conclusion

Literature

Application

Introduction

The relevance of the problem of moral education in the broad sense of the word is one of the problems posed by the entire course of human development. Any era, in accordance with its specific tasks of socio-economic and cultural development, dictates the need for moral education. Questions of moral education began to excite human society for a very long time. Even in Ancient Greece, they considered the ideal person to be physically and morally beautiful, and they strove for a combination of mental, moral, aesthetic and physical education.

But in our days the problem of moral education has risen most acutely, and its manifestations stand out strikingly against the background of general social problems.

The moral ideals accumulated over the centuries by the Russian people, deeply meaningful, protecting a person from wrong thoughts, bad deeds and wrong behavior, these days have faded into the background and are gradually and steadily replaced and supplanted by the values of other cultures and nations, and more often they disappear altogether, leaving a place for cultivating immorality. The appearance of examples of immoral and immoral behavior is manifested in literature, and in feature films, on the radio, in magazines, newspapers. More global penetration of Western traditions, customs, holidays and other cultural values.

Western traditions upset and destroy long-term relationships in the Russian family, making it less favorable for the development and upbringing of children.

Since ancient times, the inhabitants of the Russian state have been known for their hospitality, cordiality, friendliness, sincerity, richness of moral qualities. Can all this be irresponsibly replaced by a foreign culture? It is necessary to protect and strengthen our morality by all means, starting not only with ourselves, but also with future adults and parents - with children, preschoolers.

This age was not chosen by chance: it is this period of a child's life that is most sensitive for the beginning of the development of a person's personality, its formation, the formation of self-awareness, for the laying of moral motives and qualities, the concept of morality. Senior preschool age is the most important stage in the development of the mechanisms of behavior and activity, in the formation of the personality of a preschooler as a whole. The active mental development of the older preschooler contributes to the formation of a higher degree of awareness of behavior compared to the average preschool age. Children of this age begin to understand the meaning of moral requirements and rules, they develop the ability to foresee the consequences of their actions. Behavior becomes more purposeful and conscious.

At preschool age, children accumulate the first experience of moral behavior, they form the first skills of organizational and disciplined behavior, the skills of positive relationships with peers and adults, the skills of independence, the ability to maintain order and cleanliness of the environment, to engage themselves in interesting and useful activities.

The solution to this problem must be solved in the family and in educational institutions by all effective means. One such method is the use of the richest baggage of knowledge accumulated in folk pedagogy, using folk tales, games, traditions, and holidays.

The problem of moral education was considered in the works and writings of Ya.A. Comenius, D. Locke, J.J. Russo, I.G. Pestalozzi, I. Herbart and R. Owen and others. Russian enlighteners A.N. Radishchev, V.G. Belinsky, A.I. Herzen, L.N. Tolstoy also paid great attention to moral education, considering it as a necessary condition for the harmonious development of the individual. The great Russian teacher K.D. Ushinsky wrote: We boldly express our conviction that moral influence is the main task of education, much more important than the development of the mind in general, filling the head with knowledge.

Modern educators and psychologists pay great attention to issues of moral education. As studies by O.S. Bogdanova, L.R. Bolotina, M.A. Besova, V.V. Popova, L.I. Romanova, the effectiveness of moral education largely depends on the correct organization of the collective activity of children, on its skillful combination with methods of persuasion, and the accumulation of positive moral experience. In their works, scientists emphasize the importance of educating the moral feelings of the child, the development of moral relations.

L.S. Vygotsky, R.I. Zhukovskaya, I.G. Yanovskaya in their studies noted the positive impact of children's play activities (in particular, role-playing, creative games) on the development of morality of pupils. The task of moral education is that universal moral values (duty, honor, dignity, etc.) should become internal incentives for the development of an emerging personality.

Based on the foregoing, we have defined the scientific apparatus.

Target:educate moral qualities in children of senior preschool age.

An object:education of moral qualities in preschool children.

Item:folklore works, folk games, songs, customs, holidays as pedagogical means of educating moral qualities in older preschoolers.

Hypothesis: the education of moral qualities in children of senior preschool age is possible when using the system of folk pedagogy in the pedagogical process: folklore, fairy tales, national customs, holidays, games.

In this work, we are faced with the following tasks:

· Consider theoretical material on the problem of educating moral qualities in children of senior preschool age.

· To consider the features of the upbringing of children of senior preschool age.

· To pick up practical material on the problem of educating moral qualities in older preschoolers.

folk pedagogy preschool moral

1. Theoretical foundations for the education of moral qualities in children of senior preschool age

1.1 The concept of education, moral education

The term "education" arose in Russia in the 17th century and had a different meaning than in our time. It was understood as "feeding", that is, proper nutrition of the child, ensuring its normal growth and development. Over the past century, the term has been filled with new content. First of all, this is a broad interpretation of education. In this case, it is interpreted as the formation of a personality under the influence of all factors of development (both random, spontaneous, and purposeful), as a result of which a person masters culture and becomes a member of society.

With this understanding, education is identified with the concept of "formation" and "socialization" and becomes more of a psychological or sociological than a pedagogical concept.

Education is a purposeful, controlled and open system of educational interaction between children and adults, aimed at preparing the younger generations for life, development and self-development of a person in certain cultural and socio-economic conditions.

The process of educating the younger generation is always associated with the desire to get results. Actually, for the sake of it - the final result - theories, systems, technologies of pedagogical science are developed, which are then tested and approved by practice.

Thus, the goal of education is the expected result of activities aimed at shaping a person's personality.

For a long time, a person, becoming a person, felt the need to achieve the highest results in the activity he was engaged in. And indeed, it turned out that a person is capable of such higher achievements, only one succeeds in one, and the other in another. One has only to carefully read the works of Russian folklore: fairy tales, proverbs, sayings, songs - in order to determine what the ideal of the people was, and before us there is an image of a versatile person - skillful, hardworking, kind, beautiful, strong.

In the organization of education, the complexity and interweaving of the real relationships of children predetermine considerable difficulties. To simplify the planning of work, teachers usually highlight some aspects in it, according to which the main groups of relations can be distributed. In the framework of this course work, we will consider moral education.

Moral education is the purposeful formation of a system of moral relations, the ability to improve them and the ability to act in accordance with social moral requirements and norms, a solid system of habitual everyday moral behavior. Thus, this is a purposeful process of familiarizing children with 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 people's society, appropriates, that is, makes his own, belonging to himself, ways and forms of interaction, expressions of attitude towards people, towards nature, towards himself.

The result of moral education is the emergence and approval of a certain set of moral qualities in the individual. And the more firmly these qualities are formed, the less deviations from the moral principles accepted in society are observed in a person, the higher the assessment of his morality by those around him.

Of course, the process of becoming a personality and its moral sphere cannot be limited by age limits. It continues and changes throughout life. But there are basics without which a person cannot function in human society. And therefore, teaching these basics must be carried out as early as possible in order to give the child a "guiding thread" in an environment of his own kind.

As you know, preschool age is characterized by increased susceptibility to social influences. A child, having come into this world, absorbs everything human: ways of communication, behavior, relationships, using for this his own observations, empirical conclusions and conclusions, imitation of adults. And moving through trial and error, he can, in the end, master the elementary norms of life in human society.

In modern preschool pedagogy, morality is defined as "personal intellectual and emotional beliefs, developed independently, determining the direction of the individual, spiritual exchange, lifestyle, human behavior." Moral education, to a certain extent, is combined with the socialization of the personality of a preschooler, and the mechanism for the formation of moral qualities includes knowledge, ideas about morality, motivation for behavior, relationships with adults and peers, emotional experiences, actions, behavior. Moreover, the distinctive feature of the work of this mechanism will be the irreplaceability of its components, the lack of compensatory capacity, the obligation of each component, the sequence in the formation of the moral qualities of the child, depending on his age.

The role of an adult as a "social conductor" is very important and responsible. The task of an adult is to determine what, how and when to teach a child so that his adaptation to the human world takes place and passes painlessly.

The strength, stability of a moral quality depends on how it was formed, what mechanism was put in the basis of pedagogical influence.

The child should have a desire to master the moral quality, that is, it is important that there are motives for acquiring the appropriate moral quality. The appearance of a motive entails an attitude towards quality, which, in turn, shapes social feelings. Feelings give the process of formation a personally significant coloring and therefore affect the strength of the emerging quality.

But knowledge and feelings give rise to the need for their practical implementation - in actions, behavior. Actions and behavior take on the function of feedback, which allows you to check and confirm the strength of the quality being formed.

This mechanism is objective. It always manifests itself in the formation of any (moral or immoral) personality trait.

The main feature of the mechanism of moral education is the absence of the principle of interchangeability. This means that each component of the mechanism is important and cannot be excluded or replaced by another.

At the same time, the operation of the mechanism is flexible: the sequence of components can vary depending on the quality of the quality (its complexity, etc.) and the age of the object of education. It is clear that it is impossible to rely on understanding, awareness of the importance of the formation of one or another quality of personality in a child of primary preschool age. It is necessary to change the sequence and start not with the communication of knowledge, but with the formation of an emotional conversation, the practice of behavior. This will serve as a favorable basis for the subsequent assimilation of knowledge.

The tasks of moral education include the tasks of forming its mechanism: ideas, moral feelings, moral habits and norms, behavioral practices.

Each component has its own characteristics of formation, but it must be remembered that this is a single mechanism and therefore, when forming one component, it is necessarily expected to influence other components.

Education is historical in nature, and its content varies depending on a number of circumstances and conditions: the demands of society, economic factors, the level of development of science, and the possibilities of the age of the educated. consequently, at each stage of its development, society solves different problems of educating the younger generation, that is, it has different moral ideals of a person. In some years, the most significant was the education of collectivism, in others - patriotism. Today, business qualities, enterprise, etc., have become significant, and each time the ideal created by society has been extrapolated to preschool childhood, since the phrase "Everything starts from childhood" is not only journalistic, journalistic, it also has a deep scientific meaning and justification.

The second group of tasks of moral education reflects the needs of society for people with specific qualities that are in demand today.

If the first group of tasks is permanent, unchanging, but the second is mobile. Its content is influenced by the historical stage, and the characteristics of the age of the object of education, and specific living conditions.

Back in the Soviet period, the tasks of the moral education of preschoolers were grouped into four semantic blocks. It was necessary to educate: humane feelings and attitudes, the principles of patriotism and internationalism, diligence, the ability and desire to work, collectivism.

At the present stage of development of our society, significant transformations in the formulation of semantic blocks, perhaps, have not occurred. They really absorb all aspects of morality. But the specific content of each block and its meaning, of course, change and are specified. So, today the need to educate collectivism as a moral quality of a modern person is called into question, the task of labor education is practically not solved, the view of patriotic and international education is changing. However, in the moral structure of the personality, these aspects take place and therefore they cannot be excluded.

Morality is a special form of social consciousness and a type of social relations, one of the main ways to regulate human actions in society with the help of norms and traditions; moral norms are justified in the form of ideals of good and evil, due, justice ... This is a system of internal human rights, based on humanistic values: kindness, respect for elders, justice, decency, honesty, sympathy, willingness to help.

Thus, moral education should be focused on the formation of such moral qualities in a child as kindness, honesty, humanity, disinterestedness, empathy, collectivism, responsiveness, mutual assistance, etc.

Some ethicists argue that the concept of "morality" has a synonym for "morality", and that these concepts differ only in some shades of meaning. This is justified by the fact that they are based on the same thing: the expectation from the individual of one behavior or another, along with his refraining from other behavior. But there are differences and there are many.

Morality establishes a general framework for behavior that should not be crossed, because otherwise the behavior becomes immoral. This is a regulation of behavior that establishes precisely the boundaries, the limits beyond which it is impossible to go, but does not impose detailed requirements within these boundaries. Morality warns against the most dangerous behavior, and therefore it is more consistent with the concept of law and right.

Morality is a more detailed and subtle regulation (orientation) of behavior than morality. The requirements of morality apply to any moment of behavior and to any life situation; it requires that each act of an individual correspond to its requirements. Including in the sphere of his relationship to himself.

Consequently, the sphere of morality is wider than gray morality, but less formalized and less normative. In this regard, the sphere of morality can be represented as a wide field of spontaneous formation of a person's assessments of his behavior, including those that are not the sphere of norms and morality.

The core and indicator of a person's moral upbringing is the nature of his relationship to people, to nature, to himself.

From the point of view of humanism, this attitude is expressed in sympathy, empathy, responsiveness, kindness - empathy. Studies show that all of these manifestations can form in children as early as preschool age. At the heart of their formation is the ability to understand the other, to transfer the experiences of the other onto oneself. A.V. Zaporozhets called the ability to understand another a new kind of internal mental activity of the child.

The problem of education humane feelingsand relations has been studied in domestic preschool pedagogy in some detail and from different positions. The attitude of the child to adults, to peers, to older and younger children was considered; the means of educating humane relations in the conditions of the family and preschool institutions were studied. A significant contribution to the development of the problem was made by the studies of L.A. Penevskaya, A.M. Vinogradova, I.S. Demina, L.P. Knyazeva, T.V. Blueberry.

At the age of five, the child gradually becomes aware of moral values. He is already capable of an elementary generalization of personal experience accumulated at a younger age. Ideas about the nature and ways of manifesting a positive attitude towards adults, children, and nature are being consolidated.

Children vividly perceive the morality of works of art, are capable of evaluating the actions of the heroes of fairy tales. True, it is important for a child that "bad" and "good" characters clearly and unequivocally express their position. The concepts of "beautiful" and "good" in children are very close - a beautiful hero cannot be bad.

Empathyas an expression of humane attitude towards people goes through different stages in its development: experience - sympathy (“He feels bad, I feel sorry for him”), experience - self-assertion (“He feels bad, I don’t want to”) and, finally, experience - action (“He feels bad, I want help him").

At older preschool age, children are capable not only of generalizing their experience of relationships, but also of their analysis, of explaining the reasons for the shortcomings noticed in them.

Despite the fact that in the older preschool age more attention is paid to the child's awareness of moral values, the practice of behavior and exercises are an important part of pedagogical work. The educator makes sure that the children can constantly exercise in a humane attitude towards each other, towards nature, towards adults. The life of children should be filled with appropriate situations (preparing gifts for each other, caring for the sick, caring for animals).

Also, the most important condition and at the same time the method of educating humanism in children, the development of social emotions, moral feelings is the example of an educator.

It is at an older age that moral motives actively develop and social feelings are formed.

It should be emphasized that the education of humane feelings and attitudes is a complex and contradictory process. The ability to sympathize, empathize and rejoice, not to envy, to do good sincerely and willingly - at preschool age is only laid down. Although it should be remembered that it is the preschooler who is open, predisposed to this kind of relationship. He is trusting himself and treats others the same way. Life experience over time will either confirm him in such an attitude towards others, or force him to change.

The problem of education collectivismcontains serious contradictions, which, if not resolved correctly, can indeed have an ambiguous effect on the developing personality of the child. The essence of the contradictions lies in the fact that the collective can suppress the individual. On the other hand, if a person does not take into account the interests of the team, then his individuality can develop, but conflict situations will arise.

The concept of "collective of adults" and "children's collective" are not identical. And it's not just the age of the participants, but also the function that the team performs. The main and only function of the children's team is the educational function: children are included in activities that, in their purpose, content and forms of organization, are aimed at shaping the personality of each of them.

Collectivism is a complex integral quality, which, of course, can only be fully inherent in an adult person. Preschool age should be considered as the first, basic stage in the formation of collectivism. Therefore, it is more correct to talk about the education of collective relationships, that is, relationships that are characterized by mutual assistance, responsiveness, friendship, responsibility, kindness, and initiative. The condition for the education of such relationships is the communication of children with other people: adults, peers. Through communication, the child learns the social world, masters and appropriates social experience, receives information and acquires the practice of interaction, empathy, and mutual influence.

Meaningful relationships between children are characterized friendship.The problem of friendship between preschoolers was studied in preschool pedagogy as a component of collective relationships. It has been noticed that even at a younger age, a child shows a selective attitude towards peers: he plays with certain children more often, talks, shares toys more willingly, etc. Of course, the object of friendship still changes often. There are no long-term friendly associations. However, this period of "recognized" friendship by children is important and necessary, since it is from it that quite conscious friendly attachments grow. Children of the fifth year of life already not only have friends, but can also motivate the choice of a friend ("We play with him", "We live in the same house", "He always gives me toys.") . Children not only realize their friendship, but also make attempts to explain the very concept of "friendship". Children of this age attach great importance to the moral qualities of their peers, begin to evaluate each other by actions, and even try to understand the motives of friendship. They show constancy, affection in friendship, strive to be together in games, at a holiday, that is, they feel the need for constant communication and joint activities.

Most often, at this age, children are friends for three or four people, less often for two. And if a commonwealth has already been formed, they try not to allow other children to come to them and jealously watch this.

Mutual assistance and responsivenessare significant characteristics of collective relationships. In the team, everyone must be sure that he will receive help and support, and he himself should feel capable and ready to help a comrade. At the heart of mutual assistance and responsiveness lies the focus on the other person. This is a kind of way of expressing sympathy, empathy. Children's responsiveness is manifested in simple forms of mutual assistance, in actions aimed at jointly overcoming any difficulties, in moral support, in the ability and desire to share toys and sweets.

The problem of educating responsiveness and mutual assistance was studied in preschool pedagogy (L.A. Penevskaya, T.I. Ponimanskaya) and in child psychology (T.A. Repina, A.G. Ruzskaya, A.D. Kosheleva).

In the fifth year of life, preschoolers help each other in joint games, in the classroom, in everyday life. The motives for providing help become more solid: children are able to penetrate the essence of certain phenomena, have great powers of observation, and correlate the facts of behavior with learned norms. Older preschoolers can already explain when and how to help or not to help. Children willingly help kids and adults, but with less desire - peers. The fact is that in communicating with the kids, the child is attracted by the position of the elder. In communication with adults, the position changes: the child becomes small and, in addition, joint activities with any adult bring joy.

One of the most important tasks of moral education is the education love for the motherlandand tolerant attitude towards the people of the Earth. The complexity of solving this problem is associated primarily with the age of the children. It must be understood that at preschool age not a single moral quality can be formed completely - everything is just emerging: humanism, collectivism, hard work, and self-esteem.

The feeling of love for the Motherland is akin to the feeling of love for one's own home. These feelings are related by a single basis - affection and a sense of security. The feeling of patriotism is multifaceted in its structure and content. It includes responsibility, desire and ability to work for the good of the Fatherland, to protect and increase the wealth of the Motherland, a range of aesthetic feelings ... these feelings are brought up on different materials: we teach children to be responsible in their work, take care of things, books, nature, that is, we educate the quality of personality - frugality, we teach to work for the benefit of our group and comrades, we attach to the beauty of the surrounding nature.

An important component of the work on the patriotic education of preschoolers is to familiarize them with the traditions and customs of the people, country, and art. Children should not only learn about traditions, but participate in them, accept them, get used to them.

1.2 Features of the upbringing of children of senior preschool age

The age of children from 5 to 6 years old is called senior preschool, and children are senior preschoolers. An adult who is engaged in the upbringing and education of children aged 5-6 years must remember that at this age significant changes occur in the physical and intellectual development of the child. The processes of higher nervous activity are being improved. The content and forms of children's activities are becoming more diverse and richer. Along with the game, productive activities continue to develop. The level of arbitrary control of one's behavior is significantly increased, which positively affects all aspects of development. Of particular importance is the management of one's behavior in order to create the preconditions for learning activities.

When organizing work with children, each educator should take into account not only the age, but also the individual characteristics of the children.

In order to understand the specifics of the upbringing process at this age, it is necessary to turn to the peculiarities of the psyche of older preschoolers.

The increasing interest of the child at this age is directed to the sphere of relationships between people. Adult assessments are critically analyzed and compared with their own. Under the influence of these assessments, the child's ideas about the I-real and I-ideal are differentiated more clearly.

By this period of life, the child accumulates a fairly large store of knowledge, which continues to be intensively replenished. The child seeks to share his knowledge and impressions with peers, which contributes to the emergence of cognitive motivation in communication. On the other hand, a child's broad outlook can be a factor that positively influences his success among his peers.

There is a further development of the cognitive sphere of the personality of a preschool child.

The development of arbitrariness and volitional qualities allow the child to purposefully overcome certain difficulties specific to the preschooler. The subordination of motives also develops (for example, a child may refuse to play noisily during the rest of adults), which can positively affect the moral and labor education of children.

An older preschooler is able to distinguish the whole range of human emotions, he develops stable feelings and relationships. Higher feelings are formed: intellectual, moral, aesthetic. This feature must also be used in the moral education of the child.

Against the background of emotional dependence on the assessments of an adult, the child develops a claim to recognition, expressed in the desire to receive approval and praise, to confirm his significance. This feature can be used in the upbringing of the child to form adequate motives in activities.

Stability, distribution, switchability of attention continue to develop, but the transition to voluntary attention has not yet been completed, therefore it is necessary to use visualization, interesting moments, and various types of activities to implement a specific task of education in working with children.

The moral education of a preschooler largely depends on the degree of participation of an adult in it, since it is in communication with an adult that a child learns, comprehends and interprets moral norms and rules. The child needs to form the habit of moral behavior. This is facilitated by the creation of problem situations and the inclusion of children in them in the process of everyday life.

The leading activity at this age is still the game. Therefore, it is necessary to saturate the education and training of older preschoolers with games. The game performs the role of anticipation of objective and spiritual activity. During the game, you can fix various educational moments, examples of a person's moral behavior. It always contains an element of labor, artistic or cognitive activity. The game has communication as an activity and value orientation. It can serve the teacher if he professionally uses the game as a way of equipping children with neoplasms of the most varied plan. Moreover, it is necessary to use games with elements of labor activity, evaluation, with elements of communication or spiritual understanding of life. The variety of the game performs a wonderful function - it contributes to the versatile preparation of the child for a colorful fan of various activities.

Thus, there are certain features of all children of this age, in accordance with which it is necessary to build a child's upbringing. But there are also individual differences between children, which are based, like adults, on the type of higher nervous activity. Taking into account in the upbringing of the child his individual characteristics, the teacher can avoid many difficulties and achieve better results in his work.

As you know, there are four types of higher nervous activity, and in children they are expressed as clearly as in adults.

The type of GNI, or the type of temperament determines the character, but in its pure form is rare. Usually, signs of one of the types of temperament predominate in a person’s character, they are combined with manifestations of others and create their own, individual style of behavior, determine the reaction to the surrounding reality.

Temperament determines the behavior of the child in the team, as well as how he learns and plays, experiences and rejoices.

But you should not attribute bad manners, irresponsibility and other shortcomings of education to the characteristics of temperament. Temperament characterizes only innate character traits: emotionality, sensitivity, activity, vigor. Hobbies, views, upbringing and social orientation of a person do not depend on him. The type of temperament determines the manner of behavior and mode of action of a person in the environment.

The child is cholericvery mobile, does not tolerate long waiting, subject to sudden changes in mood. It is difficult to predict how he will behave in a new environment - the reaction can be very different. This is a terrible fidget and debater. He is decisive, persistent and fearless, he can change his mind at the last minute exactly the opposite, he loves risk, adventure.

Tight control, limiting the activity of such children, angry demands to take care of themselves only lead to nervousness and loss of contact with the child. The main thing is to turn his energy in the right direction.

To compensate for excessive haste and inattention, it is necessary to help the child realize that quality is often much more important than speed. To strengthen the inhibitory processes, it is necessary to engage in design, drawing, manual labor, and needlework with it. It is especially important to teach such a child to build relationships in a team. It is necessary to encourage the child to analyze his behavior, to sort out conflict situations with him, to pronounce options for correct behavior.

The child is sanguinelively, cheerful. This child - the "sun" - is usually in a good mood, inquisitive, active, able to control his emotions.

Sanguine people are empaths, that is, they easily understand other people, are not particularly demanding of others and tend to accept people for who they are.

But sanguine people often do not complete the work they have begun if they get bored with it.

Sanguine people also need a mobile lifestyle, but the main emphasis in the classroom should be on the ability to focus on the work being done and bring it to the end. Constructors, puzzles, needlework, model building and other games that require attention and care will help develop composure and accuracy.

You should not support a sanguine person in his desire for a frequent change of activity. Usually it is important for such children to help step over the threshold of the next difficulties, and they will set to work with renewed vigor. If this is not done, the child will give up the next hobby as soon as it requires unusual efforts from him.

It is very important to encourage the perseverance of such children, diligence and determination and gradually raise the bar of requirements, achieving sustainability and effectiveness.

Phlegmatic childslow, assiduous and outwardly calm. He is consistent and thorough in his studies. At preschool age, he plays with a few favorite toys, does not like running around and making noise. He can not be called a dreamer and inventor. Usually from childhood, neatly folds toys and clothes. When playing with children, prefers familiar and quiet entertainment. He remembers the rules of the game for a long time, but then he rarely makes mistakes. Does not strive for leadership, does not like to make decisions, easily giving this right to others. He may well grow up to be a very enterprising person. A phlegmatic person can work smoothly and productively even in adverse conditions, and failures do not piss him off.

If punished for slowness and uncertainty, the child may develop a fear of action and develop a sense of inferiority.

You need to trust the child, he is responsible and thorough enough to do the assigned work, to develop creative thinking by drawing, music, chess. It is extremely important to teach him to understand the feelings and emotions of other people. You can analyze with him the motives of the actions of his peers, relatives or favorite heroes.

It is also necessary to help him learn to understand and accept views that are different from his own.

melancholic childrenespecially need the support and approval of loved ones. They are very sensitive, touchy, wary of everything new. The melancholic is unsure of himself, it is difficult for him to make a choice on his own.

Melancholics get lost in unfamiliar surroundings and are completely unable to fend for themselves. The slightest nuisance can throw them off balance. They speak quietly, rarely argue, more often they obey the opinion of stronger people. People with this type of temperament get tired quickly, get lost if they encounter difficulties, quickly give up.

The inner world of a melancholic is incredibly rich, he is characterized by depth and stability of feelings. He is prone to introspection and is constantly unsure of himself. In childhood, he behaves like a "little adult" - he is very reasonable, likes to find an explanation for everything, loves solitude. In bed, he dreams and thinks for a long time.

Often gives the impression of a closed person, usually among relatives he chooses one with whom he is completely frank; soft and kind, shares his experiences with him.

Melancholics make high demands on themselves and others and endure loneliness quite easily.

Reproaching for laziness, passivity and inability, educators only further exacerbate the self-doubt of such a child and develop an inferiority complex.

It is necessary to help the child to get involved in the game, to teach him to get acquainted.

For a melancholic, it is important to constantly receive the support of loved ones. Therefore, it is important to praise him as often as possible. Switch his attention to the result of the activity, and not to the assessment.

You need to teach him to perceive a mistake as a clue to future success.

It is difficult for an insecure melancholic to enter a new team, to participate in common affairs and entertainment. The teacher needs to try to become a close person for the child, whom he can trust. You also need to teach him to find a way out of conflict situations, to defend his opinion.

Thus, teachers working with children of older preschool age need to pay attention to individual differences between children, use different methods and approaches in raising children, depending on their temperament, character, and mental characteristics. Only taking into account the characteristics of the age and the individual, it is possible to fully and successfully carry out the mental, aesthetic, labor, moral education of children, helping them find themselves, their position and place in the team and in the world around them.

1.3 Folk pedagogy, its means and the importance of Russian folk culture in the education of generations

Modern pedagogical science did not arise from scratch: it, like other human sciences, has many sources.

The most important source of scientific ideas about the upbringing and education of the younger generation is folk pedagogy. It is a pedagogical experience that has developed over the history of the existence of a particular nation.

Folk pedagogy is a historically established set of pedagogical information and educational experience preserved in oral art, heroic epic, a set of rules for behavior and education, customs, rituals, traditions, children's games and toys.

Folk pedagogy contains both the ideal of education and the ways and means of achieving it.

Folk pedagogy reflects the culture of the people, their values and ideals, ideas about how a person should be. The golden fund of modern scientific pedagogy is made up of the historically established and life-tested traditions of the people in the field of upbringing and education of children and youth.

The upbringing of moral qualities in preschool children occurs in the pedagogical process using the means of public education. The main means of folk pedagogy, and, accordingly, folk education are nature, play, words, traditions, life, and art.

Nature- one of the most important factors of folk pedagogy, it is not only a habitat, but also a native side, the Motherland. The nature of the motherland has an inexplicable power over man. The natural conformity of folk pedagogy is generated by the naturalness of folk education. Therefore, it is quite legitimate to talk about ecology as a universal concern of mankind - the ecology of the surrounding nature, the ecology of culture, the ecology of man, the ecology of ethnic formations. Russians talk about the nature of man, about the natural mind, and there is a lot of sense in this, moreover, this is consistent with the democratic, humanistic features of folk pedagogy with the naturalness of folk education.

The whole traditional way of life is determined by native nature. Its destruction is tantamount to the destruction of the ethnosphere, and therefore of the ethnos itself. Therefore, it is simply necessary to cultivate love for the native land, a caring and kind attitude towards all living things.

Nature has a huge influence on the formation of a person's personality. Speaking "in the bosom of nature", the Russian people very simply and tenderly defined the role of nature for man.

Of the phenomena directly and directly related to education, play is closest to nature.

A game -the greatest miracle of miracles invented by man according to nature. The importance of games in the moral education of children is great. Word, melody and action are closely connected in them.

Through games, the child was taught respect for the existing order of things, folk customs, and he was accustomed to the rules of behavior. Consequently, the game is a universal means of educating children in the spirit of their native culture, instilling national-characteristic personality traits.

Games for children are serious lessons, a kind of lessons that prepare them for work, for adulthood. The game, which preceded social activity, is, as it were, its dress rehearsal, sometimes merges with labor holidays and enters, as an integral element, into the final part of labor and even into the very process of labor. Thus, games prepare for labor activity, and labor ends with games, fun, general fun. Children begin to play very early, long before the word comes into their lives: with a sunbeam, with their own fingers, with their mother's hair… thanks to such games, the child learns and knows himself step by step.

The game is a surprisingly diverse and rich field of activity for children. Together with the game, art, beautiful, comes into the life of children. The game is associated with song, dance, dance, fairy tale, riddles, tongue twisters, recitatives, draws and other types of folk art as means of folk pedagogy. Games are life lessons. They teach the child to communicate with other people, the rules of behavior, a kind attitude towards people. The game is the materialization of a fairy tale-dream, myths-desires, fantasies-dreams, it is a dramatization of memories of the beginning of the life path of mankind.

In games, such features of folk education, folk pedagogy as naturalness, continuity, mass character, complexity, completeness are most fully manifested. And what is also very important - in the course of the game, children are often included in self-education, which in this case occurs without a pre-set goal - spontaneously. Games are so significant in human destiny that they can be used to judge personality and character. Interests, inclinations, abilities, attitudes of a person. This is especially important, since the child himself, without realizing it, moves to another, higher level of moral development.

The most common and most meaningful means of folk pedagogy is the word.

The power of a benevolent word in folk pedagogy is boundless, but most of all - the native word, native speech, native language. As Fazil Iskander said: “Language is the greatest mystical phenomenon of human existence. I don’t even know if there can be any reliable explanations for its appearance. Language is given to people so that, having understood each other, they can live together.”

In folk pedagogy, the native word plays an important role. Accordingly, verbal means of education and upbringing. For example: ditties, jokes, songs, riddles, sayings, nursery rhymes ... to establish emotional contact, and later emotional communication between an adult and a baby, they are of great importance: a work of folk art can be used when dressing, feeding, putting to bed, in the process of playing activities . It is desirable to accompany folklore works, poems with actions, or vice versa, actions should be accompanied by reading, beating them.

IN proverbsa lot of practical material: everyday advice, wishes in work, and so on.

About the proverbs of Ya.A. Comenius said: "A proverb or saying is a short and deft statement of some kind in which one thing is said and another is implied, that is, the words speak of some external physical, familiar object, but hint at something internal, spiritual, less familiar." This statement contains the recognition of the pedagogical functions of proverbs and taking into account in them certain patterns inherent in folk pedagogy.

The most common form of proverbs is instruction. From a pedagogical point of view, teachings of three categories are interesting: teachings that instruct children and youth in good manners, including the rules of good manners .: teachings that call adults to decent behavior, and, finally, instructions of a special kind, containing pedagogical advice, stating the results education, which is a kind of generalization of pedagogical experience. They contain a huge educational and upbringing material on the issues of upbringing.

The proverbs reflected pedagogical ideas concerning the birth of children, their place in the life of the people, the goals, means and methods of education, encouragement and punishment, the content of education, labor and moral education ...

In the children's environment, proverbs are rare, most often they are only situationally reproduced in imitation of the elders. Nevertheless, the situationality fixes them in memory as pedagogical resources for the future, and the time comes when they become means of educational influence. To increase the educational value of proverbs, the people support their authority in every possible way: “you cannot live without a proverb”, “a proverb is not judged”, “a proverb tells the truth to everyone”.

The proverb is "the color of the people's mind" (V.I. Dal), but this mind, above all, protects morality. In proverbs, the main thing is the ethical assessment of human behavior and folk life in general.

Puzzlesmost preferred in preschool children. Riddles - questions are extremely interesting. Such riddles are often given in fairy tales. According to the content of the riddle, the questions of all peoples are similar to each other, and their form reflects the features of figurative thinking and the poetic warehouse of the people.

The value of riddles-questions is also in the fact that their answers serve to spread proverbs, which are already perceived as their own conclusions of children and youth.

Usually, proverbs are the answers to those riddles-questions that use a problematic situation to spread moral and ethical knowledge among the younger generation. Many riddles-questions containing a variety of knowledge about the surrounding reality, developing the mind, ingenuity, memory.

Riddles are designed to develop the thinking of children, teach them to analyze objects and phenomena, and they also influence aesthetic and moral education.

IN songsage-old expectations, aspirations and innermost dreams of peoples are reflected. Their role in upbringing is enormous, perhaps incomparable with anything. There is definitely a pedagogical idea in the songs, it determines the educational and educational function of the songs. The lullaby is intended for the baby, it is sung mainly by the mother, but there are cases of its performance by four-five-year-old children rocking their younger brothers and sisters to sleep.

Such folk poetic works are interesting in that they demonstrate universal love for children. Most of the lullabies reveal the enormous power, especially of maternal love. But at the same time, they inspire love for children in everyone who performs them in the process of caring for a child, that is, in one way or another, they stimulate self-education.

Fairy tales -the most common means of public education used in kindergarten.

Fairy tales are an important educational tool, worked out and tested by the people over the centuries. Life, folk practice of education convincingly proved the pedagogical value of fairy tales. Children and a fairy tale are inseparable, they are created for each other, and therefore acquaintance with the fairy tales of one's own people must necessarily be included in the course of education and upbringing of each child.

In Russian pedagogy, there are thoughts about fairy tales not only as educational and educational material, but also as a pedagogical tool, method: if children repeat the same moral maxim at least a thousand times, it will still remain a dead letter for them; but if you tell them a fairy tale imbued with the same thought, the child will be excited and shocked by it.

Undoubtedly, in memorizing fairy tales, their capacious meaning, the combination of educational and educational material in them, plays a role. This combination contains the peculiar charm of fairy tales as ethnopedagogical monuments. In them, the idea of the unity of education and upbringing in folk pedagogy is implemented to the maximum extent.

Traditionsplay an important role in the upbringing of children. They, as it were, organize the connection of generations; the spiritual and moral life of peoples rests on them. The continuity of older and younger generations is based precisely on traditions. The more diverse the traditions, the spiritually richer the people.

Tradition contributes to the restoration of the now lost heritage, such restoration can be salutary for mankind.

The degree of culture of people and peoples can be measured by how actively they oppose the process of the disappearance of valuable folk traditions, how directed they are looking for ways to preserve and revive the lost treasures. Only the revival of traditions can stop the destructive process of spiritual losses, deformations, and degradations.

Labor occupies a special place in folk pedagogy. Idle talk and efficiency mutually exclude each other. Children are constantly instilled with the idea of the need to say little, do a lot. In the traditional culture of education, there is an idea of self-value of selfless labor. Free labor can be useful knowledge, skills, skills acquired in the activity, and certain personal qualities, moral properties.

Diverse things that are useful for children, the families of neighbors, fellow villagers, people in general, the people - this is what folk pedagogy relies on. Both spirituality and morality are associated with devotion to the cause. This idea is instilled in children both directly and under the influence of public opinion and labor traditions.

So, folk culture is a rich stock of methods for the moral education of generations. When raising a child in these days, it is necessary to introduce him to culture, thereby forming the personality and self-consciousness of the child, introducing him to moral values, forming a culture of human thinking, the sphere of knowledge of the child.

Some will ask why such close attention is needed to the ancient past, the way of life of the people? Knowledge of what was before us is not only desirable, but also necessary. Culture and folk life have the deepest continuity, and you can step forward only when the foot is repelled from something. Movement from nothing is impossible. Preschool children need to be instilled with moral qualities and personality traits that are characteristic not only for any person, but also for their native people. Raising children in this way helps to improve the future.

In ancient times they said: "Each tree is strong with its roots, cut them off - and the tree will die." Similarly, a nation that does not know its history and culture is doomed to extinction, disappearance from the face of the earth. Therefore, it is necessary to instill in children their native culture from an early age, to educate them in the spirit of the Russian people.

Folk culture is based on many factors, the most important of which is tradition. It is on tradition that the identity of the people rests, its uniqueness and individuality are based.

Traditions have been around for a long time. They determined the public and private life of a person. They contain instructions, moral and aesthetic norms, rules and skills of economic activity, housing, ways of raising children.

Stability, repetition and consolidation in customs, norms, rituals and rules have made tradition a means of transmitting moral qualities from generation to generation.

Customs, traditions create various scenarios of human behavior in certain situations, that is, they program a person to live in their society. The meaning inherent in the traditions guarantees the correctness of actions, warns against wrong, immoral, immoral actions.

Introduction to progressive traditions is a necessary aspect of educating the younger generation. Knowledge of traditions organizes life experience, provides the necessary value orientations, and helps to consolidate authority. Therefore, cultural traditions are important for pedagogical science, the entire practice of education.

At all times, people have been concerned about how their children will grow up, whether they will achieve mastery, whether they will acquire the necessary knowledge and skills, whether they will be worthy members of society.

The culture of every nation is an inexhaustible source of fortitude, courage and nobility. These traits must be nurtured in the soul of every child.

To this day, folk methods of education are quite widespread, as they have a positive impact on the moral education of the child.

2. Pedagogical conditions for the education of moral qualities in older preschoolers

2.1 Identification of the level of formation of moral qualities in children of senior preschool age

Having studied the theoretical foundations of the problem of educating moral qualities in preschool children, we moved on to the practical part of the work. At this stage, we set a goal to identify the level of formation of moral qualities in older preschoolers.

To do this, we selected three diagnostic methods: conversation with children about friendship (developed by us); the game "Flower-Semitsvetik", developed by L.V. Ladygina; reading and conversation based on the Russian folk tale "Geese-Swans", developed by V.I. Petrova and N.M. Trofimova.

For diagnostics using these methods, a group of ten children was selected: Kirill M., Oleg N., Liza S., Daniil S., Polina Sh., Vika H., Vika S., Artem M., Andrey K., Andrew G.

Diagnostic technique No. 1. Conversation with children about friendship.

Purpose: to identify the level of formation of the concept of friendship in children.

Method: conversation.

The following questions were developed for the interview:

.Which of the guys in the group are you friends with?

2.Why are you friends with these kids?

.What are friends for?

.What person would you not be friends with?

.What is friendship?

To process the diagnostic results, the levels of formation of the concept of friendship in children were determined:

High level: children list friends, justifying their choice; give detailed answers to questions; determine the qualities that their friends possess; describe the moral qualities of a person with whom they would not be friends; value friendship and realize its importance, significance in life; define friendship.

Intermediate level: children answer questions incompletely, sometimes find it difficult to answer; cannot explain their choice of friends; find it difficult to define friendship;

Low: Children do not answer most questions; do not define friendship; cannot justify the choice of friends; they cannot name the moral qualities of friends, to separate the "bad" from the "good".

Diagnostic technique No. 2. Didactic game "Flower - seven-color".

Purpose: to reveal the level of formation of moral motives.

Method: game.

During the game, the child is given a flower with tear-off multi-colored petals and is invited, having torn off the petal, to think and voice one desire. If the wish is related to the satisfaction of the child's personal needs, he receives a yellow chip, if the wish is of social importance - a red one. By collecting chips at the end of the game and counting their number, you can determine the presence of moral motives, their predominance over other motives.

To process the diagnostic results, the levels of formation of moral motives were determined:

High level: children are actively involved in the game, make a variety of wishes; several wishes (3 or more) are socially significant, important for family, group, friends…

Intermediate level: children actively make and voice wishes; desires of a personal nature "for oneself" predominate, 2 or less desires are socially significant.

Low level: children make wishes that have personal significance - about material goods, toys, sweets and entertainment for themselves, there are no socially significant wishes.

Diagnostic technique No. 3. Reading and conversation based on the fairy tale "Geese-Swans".

Purpose: to reveal the level of formation of concepts about such moral qualities as kindness, mutual assistance.

Method: conversation.

To conduct a conversation after reading the Russian folk tale "Geese-Swans", the following questions were developed:

.Name the positive and negative characters in the story.

2.Why did the swan geese steal the boy?

.Why didn't the stove, the apple tree and the river help the girl at first?

.How did the apple tree, the river and the stove help the girl on the way back?

.What good and bad things did the girl do?

To process the diagnostic results, the levels of formation of the concepts of kindness and mutual assistance were determined.

High level: children actively answer questions; distinguish between positive and negative heroes of a fairy tale, as well as positive and negative actions and deeds; determine the motivation of the actions of the characters; detailed explanations of their activities.

Intermediate level: children answer questions, distinguishing between positive and negative heroes of a fairy tale; distinguish between good and bad deeds; partially explain the motivation of the actions of the heroes, they cannot explain their actions in detail and in detail.

Low level: children try to answer most questions; can distinguish between positive and negative heroes, do not distinguish between bad deeds and actions of heroes from good ones, cannot explain the motivation of their actions.

Analysis of diagnostics

Diagnostic technique No. 1.

During the conversation, the children showed different activity. Kirill M., Liza S., Vika Kh., Artem M. were the most active of all the children, they tried to answer most of the questions, their answers were more specific.

Oleg N., Vika S., Andrey G. and Andrey K. were the least active, often thinking for a long time before answering, sometimes they were silent.

All children happily named their friends from the group, but many could not explain why this or that child is their friend. But Cyril, Lisa and Vika coped with this issue. They explained their choice of friends not only by similar gaming interests, but also by their positive moral qualities: generosity, mutual assistance, and diligent behavior in class and on a walk.

Vika S. and Andrei G. could not identify and tell why they need friends. Their answers were limited only by their interest in joint games.

When asked what kind of person the child would not be friends with, most children answered stereotypically: "bad and evil." And only a few - Artem M., Liza S., Kirill M. - described the qualities of such a person: greedy, unhardworking, pugnacious.

Many children did not answer the last question about the definition of friendship (Oleg N., Vika S., Andrey G.).

Thus, there is little specificity among the children's answers; many children cannot name the moral qualities inherent in friends. For most children, the results of the conversation are not high.

Kirill M., Lisa S., Vika H., Artem M. (40%) have a high level of formation of the concept of friendship, the average level is in Daniil S. and Polina Sh. (20%), and the low level is in Oleg N., Vika S., Andreya K., Andreya G. (40%) (see Appendix No. 1)

Diagnostic technique No. 2.

The game "Flower-Semitsvetik" caused a revival and great interest in children. Most of the children were actively involved in the game, having carefully listened to the rules.

Among the desires made by children, of course, those that were aimed at satisfying their own needs, receiving toys, sweets, going on a trip, on vacation prevailed. Also, children made wishes of a fantastic nature, which were not destined to come true. But there were also desires of a social nature, beneficial not only to children, but to all those around them, or parents, or friends, animals.

Polina Sh. wanted a brother to appear in her family as soon as possible, Kirill M. wished health to his grandmother, a good birthday present for her mother; Lisa S. wanted the group to have new interesting games and toys for all the guys.

Thus, after analyzing the results of the game, we came to the conclusion that Liza S. and Kirill M. (20%) have a fairly high level of moral motives formation, Vika Kh., Artem M., Polina Sh. (30%) have an average level, and low Daniil S., Oleg N., Vika S., Andrey K. and Andrey G. (50%) (see Appendix No. 2)

Diagnostic technique No. 3.

During the conversation, the children showed different activity, but everyone remembered the plot and characters of the fairy tale well. Most of the children answered all the questions willingly, in detail. Many children were able to separate the negative and positive characters of the fairy tale, as well as their actions.

Kirill, Lisa and Artem correctly answered the question of why the boy got into such a situation, why the swan geese took him to Baba Yaga. They correctly remembered that the girl went on a walk, played and forgot about her brother, so trouble happened to her. Other children were unable to see the cause of the events.

Many children noticed that the apple tree, the stove and the river did not want to help the girl, as she was impolite, rude and refused to help these fairy-tale heroes. But on the way back, as Polina, Lisa, Artem and Kirill answered, the girl "reformed", helped the apple tree, the river and the stove, and they answered kindly - they helped to hide her brother.

Oleg, Vika S., Daniil, Andrey K. did not cope with the last question. They could not choose and distinguish between the girl's actions, describe her good deeds, kindness, responsiveness, desire to help her brother in trouble.

Based on the children's answers, we can conclude that Kirill M., Liza S., Artem M. (30%) have a high level of formation of moral concepts, Polina Sh., Vika Kh. and Andrey G. (30%) have an average level, low Daniil S., Oleg N., Vika S., Andrey K. (40%). (See Appendix No. 3)

As a result of the work carried out with children according to the above methods, we found that not all children have a high level of knowledge about morality, the formation of the concepts of friendship, mutual assistance, kindness. We determined at what level each child from the group is.

Three children out of ten (30%) are at a high level of formation of moral qualities - Kirill M., Liza S., Artem M.

20% of children have an average level - Vika H., Polina Sh.

Low level of formation of moral qualities in 50% of children - Daniil S., Oleg N., Vika S., Andrey K. and Andrey G. (see Appendix No. 4)

Thus, the diagnostics showed that the level of formation of moral qualities in children is rather low, and work is needed to educate moral qualities in preschoolers in frontal classes.

2.2 The system of classes on the formation of moral qualities in children by means of folk pedagogy

Upon completion of work on identifying the level of formation of moral qualities among older preschoolers, we began to implement a system of classes united by the goal of educating moral qualities by means of folk pedagogy. In the classroom, such means as Russian folk music, fairy tales, sayings, games, proverbs are used.

The plan consists of five lessons. (see Appendix No. 5) Most of them include elements of conversations on various topics, modeling, drawing, dramatization, and games are also used.

Analysis of the lesson "Wise Tales"

In this lesson, the children were interested in new books that appeared in the group. They carefully examined illustrations for Russian folk tales, many recognized and recalled the plot.

The illustrations for the fairy tale "Morozko" offered for viewing also caused a stir among the children. Everyone wanted to participate in the retelling, answer questions, express their point of view. Since the children were familiar with this fairy tale earlier, the conversation on it was lively, the children tried to answer questions in detail, to explain the actions of the characters. Kirill and Liza gave a rather detailed description of the positive characters: the old man and their stepdaughter, noted their kindness, gentleness, cordiality, honesty, and modesty. The characterization of negative characters in children turned out to be more stingy in determining moral qualities, but some children still remembered such words as greed, rudeness, anger.

This lesson helped the children learn to operate with the concepts of moral qualities, to oppose them.

Analysis of the lesson "Our dear Grandmother Yaga"

At the beginning of the lesson, the riddle about the most famous character in Russian fairy tales, Baba Yaga, helped to interest the children at the beginning of the lesson. The children were delighted with this topic of the lesson and perked up. During the conversation about fairy tales with the participation of Baba Yaga, the children remembered such fairy tales as "Geese Swans", "Ivan Tsarevich and the Gray Wolf", "Vasilisa the Beautiful". All children unequivocally described Baba Yaga as an evil, greedy, bloodthirsty old woman.

The children really liked the idea of reincarnation of Baba Yaga. The children's imagination immediately played out, everyone began to invent their own fairy tales. Daniel decided to put Yaga in a kindergarten and raise her with the children so that she becomes sympathetic and kind. Vika S. in her fairy tale came up with a different plot: forest animals make repairs in the hut, clean up the mess, prepare a delicious dinner, and Baba Yaga, seeing how her hut without windows, without doors, decides to start a different life. All the children's fairy tales were filled with a bright, cheerful mood. And they eagerly began to draw. For everyone, Baba Yaga turned out to be different, but happy from her reincarnation.

Analysis of the lesson "Miracles of Mother Rus'"

This lesson carries an important idea - to acquaint children with the folk art of Rus', with the beauty of its crafts, the splendor of nature. Illustrations and photographs of Russian nature depicting fields, meadows, forests, groves, rivers aroused great interest among children. Everyone looked at the pictures carefully. Some children recognized the trees shown in the pictures and called them.

But the most joyful for the children was getting to know the specimens of folk crafts. Children examined, touched objects, asked questions. Of course, folk toys aroused the greatest interest. We also managed to draw the attention of children to caskets, trays, dishes. The children listened with interest to the story about the history of their creation and purpose.

At the end of the lesson, the children sculpted a Kargopol toy from plasticine - a figure of a woman in an elegant sundress. Many children made a figurine, decorating it with colorful ribbons and plasticine patterns.

Analysis of the lesson "Playful games"

In this lesson, from the first minutes, the children reincarnated in various fairy-tale animals, using elements of costumes. Thus, the group included hares, squirrels, a bear, a fox, and other animals. The guys quite successfully entered the roles of their animals, using their habits, movement features, changed their voice. The active game "Animals in the meadow" caused a real revival among children. It used an element of Russian folk culture - dance folk music. During the game, the children performed movements, imitating the driver, carefully watching so as not to repeat the forbidden movement (spring).

Next was the staging of various problematic situations. The children were playing. Liza and Daniil, Artem and Vika Kh. most authentically and clearly played out conflict situations. But they managed to resolve all conflicts quite easily. Children used moral qualities already familiar to them. The animals forgave each other, yielded to each other, encouraged, told the truth... This part of the lesson most fruitfully influenced the moral education of children. They were able to "survive" those situations in which everyone can find themselves and managed to find a worthy and correct way out.

At the end of the lesson, a discussion was held about pranks and disobedience. Many children gave real life examples showing that disobedience leads to various consequences that are unpleasant for children and their parents.

Analysis of the lesson "Hurry to do good"

The lesson is based on the use of Russian proverbs and sayings on such an important topic as kindness and modesty. At first, not many children understood the meaning of this or that proverb. The most understandable for children were such: "Life is given for good deeds", "Good deeds make a person beautiful." The proverbs about modesty were less understood. Together with the children, we managed to figure out what they mean and give examples.

During the conversation about modesty and kindness, all the guys were active. They used the already accumulated stock of concepts about the moral qualities of a person. Children tried to explain the concept of modesty in their own words. Cyril and Polina did it most successfully. Other children also expressed their opinions, gave examples of heroes of fairy tales with these moral qualities.

A series of plot pictures turned out to be extremely understandable for children. All the children explained the boy's act (he moved the old grandmother across the road), approved. They described the qualities of the child: responsiveness to other people's difficulties, kindness, attentiveness.

Many children shared examples and stories from the lives of kind people. The most frequent were stories about a doctor who cured a patient, about children who sheltered a lonely puppy or kitten. This lesson helped the children to understand the differences between moral qualities that are difficult for them, to better understand their importance for a person.

2.3 Analysis of the dynamics of the level of formation of moral qualities in children of senior preschool age

To check the qualitative and quantitative level of the implementation of the tasks and the correctness of the hypothesis, we re-diagnosed the level of formation of moral qualities in children after the classes. (Diagnostic techniques see section 2.1)

After diagnosing, we confirmed that the education of moral qualities in children of senior preschool age is possible using the system of folk pedagogy in the pedagogical process: folklore, fairy tales, national customs, holidays, games.

We came to this conclusion by comparing the results of preliminary diagnostics and diagnostics after the training. Some children have increased their level of formation of moral qualities from low to medium and from medium to high.

During the course of the complex of classes, many children became more actively involved in work, realized the semantic significance of such moral qualities as friendliness, mutual assistance, empathy. Moreover, children's awareness of the meaning of these words led to the gradual appropriation of these moral qualities. Children began to actively help each other, teachers in the classroom, on duty, in the affairs of the group.

Children began to use in speech the concepts of various moral qualities, to notice them not only in others, but in some situations, and to analyze their own behavior.

The number of children who can fully justify the choice of friends and their qualities has increased. Many guys began to better understand the concept of friendship, to describe in detail those negative qualities that they would not want to see in potential friends.

The motives for choosing desires also changed for the better: the children in the game "Flower-Semitsvetik" had more red chips among the yellow ones than before, that is, their desires acquired a conscious social character and social orientation. Such success was achieved by Polina, Daniel and Andrey G.

Work with fairy tales was an incentive for the children to expand the concepts of morality. More and more children began to adequately identify positive and negative characters, bad and good deeds. The heroes of fairy tales now have certain moral qualities that are understandable to most children, Artem and Vika S. began to independently determine them.

Children try to resolve conflicts in games through negotiations, politely. Kirill and Lisa often ask for help to caregivers and children. Many children began to use polite words more often in speech, to say hello and say goodbye without being reminded.

After repeating the conversation about friendship, we got the following results: Liza S., Vika Kh., Artem M., Polina Sh. (40%) were at a high level, Kirill M., Daniil S., Vika S., average Andrey G. (40%), on the low - Oleg N. and Andrey K. (20%) (see Appendix No. 6)

After the game "Flower-Semitsvetik", Liza S., Kirill M., Polina Sh. (30%) turned out to be at a high level, Vika Kh., Artem M., Daniil S., Andrey K (40%) were on the average , at low - Vika S., Andrey G., Oleg N. (30%) (see Appendix No. 7)

After conducting a conversation on the Russian folk tale "Geese-Swans", we saw that Kirill M., Lisa S., Artem M. (30%) have a high level, Vika S., Andrey G., Polina Sh., have an average level, Vicki H. (40%), low in Daniil S., Oleg N., Andrey K. (30%) (see Appendix No. 8)

Thus, we see dynamics in the levels of formation of moral qualities in children. The number of children with high and medium levels has increased.

Polina Sh. achieved some success and moved from an average level to a high one. Daniil, Andrey G. and Vika S. moved from low to medium. The high level increased by 10%, the average by 20%, and the low decreased by 30% of the total. And as a result, children with a high and an average level of 40%, and with a low level of 20%. (See Appendix No. 9 and No. 10)

Conclusion

At present, not only the well-being, but also the survival of our society depends on the correct spiritual and moral education of children. Educators and parents must prepare children for life, that is, lay down the fundamental qualities of the personality that provide positive moral orientations, vitality and purposefulness. These spiritual qualities of a person do not develop spontaneously, but are formed, including within the walls of a kindergarten. Teachers have a large number of means for the moral education of preschoolers in the classroom and in other activities.

The study of literature on the problem of moral education of preschool children and modern pedagogical experience allowed us to begin work on the formation of moral qualities in children using the means of folk pedagogy: folklore, fairy tales, songs, folk games. Work was carried out to identify the levels of formation of moral qualities and improve the quality of knowledge about morality.

The work was carried out systematically and consistently. In the course of the work, the previously set tasks were successfully solved. The knowledge of children about the positive and negative qualities of people, morality was expanded and corrected; children learned new concepts and learned to use them in everyday life, to analyze themselves and their behavior.

In the course of the work, in addition to the implementation of the tasks set, the hypothesis stated at the beginning of the work was confirmed: the education of moral qualities in children of older preschool age is possible using the system of folk pedagogy in the pedagogical process: folklore, fairy tales, national customs, holidays, games.

As a result of the work carried out, the knowledge deepened and children's concepts of morality and moral qualities of a person expanded.

Literature

1.Arseniev, A.S. Scientific education and moral education // Psychological problems of moral education of children / A.S. Arseniev // Under the editorship of F.T. Mikhailova, I.V. Dubrovina, S.G. Jacobson. Moscow: Pedagogy, 1977.

2.Astapenko G.D. Life, customs, rituals and holidays of the Don Cossacks. - Rostov-on-Don, 2002.

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.Dal, V.I. Explanatory dictionary of the living Great Russian language. M.: Enlightenment, 1979, v.11.

.Zhukova G.N. Moral conversations with children. Moscow: Gnom i D, 2006.

.Zagrutdinova M. Folklore works // Zh. Preschool education. - 1991, No. 9.

.Zakharov, A.I. How to prevent deviations in the behavior of the child. M.: Education, 1986.

.Kodzhaspirova G.M. Dictionary of pedagogy (interdisciplinary) Rostov-on-Don: March, 2005.

.Kozlova S.A. Moral and labor education of preschool children. Dilya, 2004.

.Kozlova S.A., Kulikova T.A. Preschool Pedagogy. M.: Academy, 2002.

.Koktseva L.V. Spiritual and moral education of preschool children on the cultural traditions of their people. ARCTI, 2005.

.Kotyrlo, V.K. The role of preschool education in personality formation. Moscow: Progress, 1977.

.Kuzina T.F. Folk Pedagogy in the Modern Educational Process. School press, 2003.

.Ladygina L.V. Educator in an orphanage. Organization and methods of work on the formation of volitional and moral qualities in children aged 3-7 years. Moscow: Gnom i D, 2006.

.Likhachev B.T. Public relations - the basis of moral education and development of children // Soviet Pedagogy. 1965. No. 3.

.Mezherikov I.A. Dictionary-reference book on pedagogy. Sphere, 2004.

.Nechaeva V.G. Moral education of preschoolers. Moscow: Pedagogy, 1972.

.Novikova S.I. Education of kindness in younger students through familiarization with folk culture. - M., 1999.

.Novitskaya M., Solovieva E. Welcome to the folklore school! // Preschool education. - 1993, No. 9.

.Petrova V.I. The ABC of moral growth. Peter, 2007.

.Pyaterina, S.V. Education of a culture of behavior in children. M.: Education, 1986.

.Repina, T.A. Relationships between peers in the kindergarten group. Moscow: Education, 1978.

.Sakhinova R.A. Education and training on the traditions of folk pedagogy. MPSI, 2005.

.Semenaka S.I. We learn to sympathize, to empathize. M.: Arkti, 2004.

.Spencer G. Education: mental, moral and physical. URAO, 2002.

.Kharlamov I.F. Pedagogy. Lecture course. Minsk: BSU Publishing House, 1979.

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.Shchurkova N.E. Applied pedagogy of education. Peter, 2005.

Application

Application No. 1

Cyril M.

Which of the guys in the group are you friends with? I'm friends with Artem, with Lisa, Misha, Andrey and also with Vika. Why are you friends with these children? Because they do not offend me and other children, they do well, give toys to play and share. What are friends for? To share everything and help each other to have fun. What kind of person would you not be friends with? If a person is bad, greedy, angry, screams and fights. I would not be friends with him and would not play. What is friendship? This is when children play together and do not fight, do not call names.

Which of the guys in the group are you friends with? With Nikita and Katya. Why are you friends with these children? We sit together in class and play on a walk. What are friends for? To be friends. What kind of person would you not be friends with? With a bad person, if they are not friends with him. What is friendship? I don't know.

1. Which of the guys in the group are you friends with? Anton, Anya, Katya, Nikita, Denis. Why are you friends with these kids? Because we love to play games with them together, they always behave well and don't mess around. We always play together with them even on a walk. What are friends for? In order not to get bored, live cheerfully and always had someone to play with. To help each other in class. What kind of person would you not become friends with? If a person beats everyone and fights with everyone or does not want to play, how we play. What is friendship? This is when people are good friends together and they go to visit each other and walk on the street together.

Daniel S.

Which of the guys in the group are you friends with? Andrey, Vika, Kostya, Anya. Why are you friends with these children? I like them. They are good, not evil, well-behaved. What are friends for? To play. What kind of person would you not be friends with? With a bad, evil, greedy one who takes away toys. What is friendship? When children play.

Polina Sh.

Which of the guys in the group are you friends with? With Katya, Anton, Vika, Artem. Why are you friends with these children? I like them, it's good to play with them, it's fun. What are friends for? To help each other and play together. What person would you not be friends with? Someone who doesn't like to play with me. What is friendship? It is when children walk and play together.

Which of the guys in the group are you friends with? With Polina, Vika, Artem, Anya. Why are you friends with these kids? I have fun playing with them. They always help everyone to collect toys and are well on duty. The teacher praises them in class because they are doing well. And they are not greedy. What are friends for? To walk together, help each other, have fun, share sweets. What kind of person would you not become friends with? With one who does not study well and is scolded. If he doesn't share. What is friendship? This is when people are friends, go to visit on holidays and they have fun.

Which of the guys in the group are you friends with? With Artem, Vika, Anya, Katya. Why are you friends with these kids? We play together and sit in class. What are friends for? To play. With what person would you not become friends? With evil and bad. What is friendship? I don't know.

Which of the guys in the group are you friends with? With Vika, Kirill, Polina, Vika. Why are you friends with these kids? They don't fight, they always behave well and play interesting games with me. We run for a walk, share toys, if there are not enough of them, scoops. What are friends for? To help each other, to be friends, to protect if someone has been offended. What kind of person would you not be friends with? With a greedy one who does bad things, fights, offends everyone. What is friendship? This is when people are friends with each other and do not quarrel, they walk and play together.

Andrew K.

Which of the guys in the group are you friends with? Kirill, Danya, Katya. Why are you friends with these children? They let me take their toys. What are friends for? To play and not be offended. With what person would you not become friends? With evil and bad. What is friendship? When children play and make friends.

Andrew G.

Which of the guys in the group are you friends with? With Anton, Anya. Why are you friends with these children? I like them. What are friends for? To play and to have fun. What kind of person would you not be friends with? Bad and greedy. What is friendship? I don't know.

Application No. 2

"Flower - seven-flower".

Application No. 3

Application No. 4

Application No. 5

Lesson plan for the education of moral qualities in children of senior preschool age.

NamePurposeContentsPreliminary work "Wise Tales" To introduce children to the moral content of Russian folk tales, to show the great significance of their wisdom; to teach to determine the moral qualities of heroes by their actions. Familiarization of children with books of Russian folk tales. Examination of illustrations for the fairy tale "Morozko". Retelling the story for children. A conversation about the fairy tale about the actions and moral qualities of its characters. Reading the fairy tale "Morozko" to children. "Our dear Grandmother Yaga" Tell children about the possibility of self-improvement; continue to teach children to determine the moral qualities of the heroes of fairy tales. Riddles about Baba Yaga. A conversation about fairy tales with the participation of this character, about moral qualities. Children writing a fairy tale about how Baba Yaga became a kind grandmother. Drawing "Dear Grandmother Yaga" Reading Russian folk tales with the participation of Baba Yaga. "Miracles of Mother Rus'" To acquaint children with the beauty of Russian nature, talk about Russian folk crafts; cultivate love for the motherland. Examination of paintings and photographs depicting Russian nature. Conversation on paintings and photographs. Acquaintance with samples of folk crafts: Dymkovo, Kargopol toys, Gzhel, Zhostovo trays, Palekh caskets. Sculpting Kargopol toys by children. Modeling of geometric bodies: ball, cone, cylinder. "Playful games" To teach children to look for a way out of conflict situations, to form the concept of morality, mutual assistance. Reincarnation of children in fabulous animals. The mobile game "Animals in the meadow" to the Russian folk dance music. Playing conflict situations by children according to the scenario of the educator and finding a way out of them. Conversation with children about pranks and disobedience. Listening to Russian folk music and learning the outdoor game "Beasts in the Glade". "Hurry to do good" Introduce children to folk proverbs and sayings about kindness and modesty; educate these qualities in children. Acquaintance of children with proverbs and sayings, their discussion. A conversation about the concept of modesty and kindness. The story of the children in a series of plot pictures about how the boy was transferring his grandmother across the road. Children's stories about good deeds.

Application No. 6

Tables of the results of revealing the level of formation of moral qualities in older preschoolers. Conversation with children about friendship.

Cyril M.

Which of the guys in the group are you friends with? I'm friends with Artem, with Lisa, Misha, Andrey, Vika, Anya. Why are you friends with these children? Because they do well, give toys to play and share sweets or chocolates, they sometimes help me on duty. What are friends for? To help each other, to have fun. Friends will help in trouble. What kind of person would you not be friends with? With one who is greedy, sneaky, not honest, does not help people. What is friendship? This is when children play together and do not fight, do not call names.

Which of the guys in the group are you friends with? With Nikita and Nastya. Why are you friends with these children? We study together in the classroom and meet in the yard with mothers. What are friends for? To be friends. What kind of person would you not be friends with? With a bad person, if they are not friends with him and he fights. What is friendship? When children play together.

1. Which of the guys in the group are you friends with? Anton, Anya, Katya, Nikita, Denis and Kirill. Why are you friends with these kids? They always behave well and do not indulge. We always play together with them even on a walk. They are doing well and the teacher does not make comments to them. They are honest. What are friends for? To help each other study in class and put away toys so that we can have fun and be happy together. What kind of person would you not be friends with? With someone who offends other children, does not share anything, does not know how to communicate politely. What is friendship? This is when people are good friends together and they go to visit each other and walk on the street together.

Daniel S.

Which of the guys in the group are you friends with? Andrey, Kostya, Anya. Why are you friends with these kids? They are good, not evil, well-behaved. They are praised by the teacher and they are generous. What are friends for? To play. What kind of person would you not become friends with? Evil, greedy, who takes away toys. What is friendship? When children play and they are happy to be together.

Polina Sh.

Which of the guys in the group are you friends with? With Katya, Anton, Vika, Artem, Lisa. Why are you friends with these children? It's good to play with them, it's fun. They always share if they bring candy and give toys to play with. What are friends for? To help each other and play together, have fun. What kind of person would you not become friends with? Greedy, angry, rude, who does not like to play. What is friendship? This is when children are always together and help each other and do not leave each other.

Which of the guys in the group are you friends with? With Polina, Artem, Anya. Why are you friends with these kids? They always help everyone to collect toys and are well on duty. The teacher praises them in class because they are doing well. What are friends for? To walk together, help each other, share sweets. What kind of person would you not be friends with? If he does not share and offend children, he does not help the teacher. What is friendship? This is when people go to visit for the holidays and they have fun. They are happy to be together.

Which of the guys in the group are you friends with? With Artem, Vika, Anya, Katya, Lisa. Why are you friends with these children? They are kind, generous. They help to collect toys and get dressed for a walk if I don’t have time. They are good. What are friends for? To play and not offend each other, to trust friends. They can even tell secrets. With what person would you not become friends? With evil and bad. What is friendship? When children do not quarrel.

Which of the guys in the group are you friends with? With Vika, Kirill, Polina, Vika. Why are you friends with these kids? We run for a walk, share toys, if there are not enough of them, scoops. They always behave well. What are friends for? To help each other, to be friends, to protect, if someone was offended. What kind of person would you not be friends with? With one who does bad things to others and offends them. This is a bad person. What is friendship? This is when people are friends with each other and do not quarrel, they walk and play together.

Andrew K.

Which of the guys in the group are you friends with? Kirill, Danya, Katya. Why are you friends with these children? They share delicious sweets with me and do not offend. What are friends for? To play and not be offended. What kind of person would you not become friends with? With an evil, greedy and rude person. What is friendship? When children play and make friends.

Andrew G.

Which of the guys in the group are you friends with? With Anton, Anya, Kirill, Nastya. Why are you friends with these children? I like them, they are not greedy, polite and well-behaved. What are friends for? To help each other, if trouble and not to throw in trouble. What kind of person would you not be friends with? Bad and greedy. What is friendship? When no one quarrels and fights.

Application No. 7

Diagram. Identification of the level of formation of moral qualities in older preschoolers using a diagnostic technique: game

"Flower - seven-flower".

Application No. 8

Diagram. Identification of the level of formation of moral qualities in older preschoolers using a diagnostic technique: a conversation on the Russian folk tale "Geese - swans".

Application No. 9

Diagram. Identification of the level of formation of moral qualities in children of senior preschool age.

Application No. 10

Diagram. Identification of the dynamics of the levels of formation of moral qualities in older preschoolers

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Introduction

2. Experimental part

2.1 Research methods

Conclusion

List of used literature

Application

Introduction

At present, the problem of moral education of children of all ages is extremely acute for society, the pedagogical community is trying again to understand how to instill moral and spiritual values in modern children. Today, a huge amount of information falls upon a child from birth: the media, school, kindergarten, cinema, the Internet - all this rather contributes to the erosion of moral standards and makes us think very seriously about the problem of effective moral education of our own baby.

The relevance of this study is determined by the fact that the conditions for the development of a preschool child differ significantly from the conditions of the previous age stage. Significantly increase the requirements for his behavior by adults. The central requirement is the observance of the obligatory for all rules of behavior in society, the norms of public morality. The growing possibilities of cognizing the world around us bring the interests of the child beyond a narrow circle of people close to him, make those forms of relationships that exist between adults in serious activities (study, work) accessible for initial development. The child joins in joint activities with peers, learns to coordinate his actions with them, to take into account the interests and opinions of his comrades. Throughout preschool childhood there is a change and complication of the child's activity, placing high demands not only on perception, thinking, memory and other mental processes, but also on the ability to organize their behavior.

A developed moral consciousness presupposes knowledge of moral principles, norms and at the same time constant awareness and comprehension of one's moral position in society, moral state, sensations, feelings. Moral consciousness is an active process of the child's reflection of his moral relations and states. The subjective driving force behind the development of moral consciousness is moral thinking - the process of constant accumulation and comprehension of moral facts, relationships, situations, their analysis, evaluation, moral decision-making, responsible choices. Moral experiences, torments of conscience are generated by the unity of sensual states reflected in consciousness, and their comprehension, evaluation, moral thinking. The morality of a person is made up of subjectively mastered moral principles by which it is guided in the system of relations, and constantly pulsating moral thinking.

The prerequisites for the development of the personality, formed in early childhood, create the basis for new ways of influencing the child on the part of others. Developing, the child learns new psychological traits and forms of behavior, thanks to which he becomes a small member of human society.

At preschool age, that relatively stable inner world is acquired, which gives grounds for the first time to call the child a personality, although, of course, a personality not yet fully formed, capable of further development and improvement.

All this gradually, step by step, forms the personality of the child, and each new shift in the formation of personality changes the influence of conditions, increases the possibilities for further education. The conditions of personality development are so closely intertwined with development itself that it is practically impossible to separate them.

The development of a child's personality includes two aspects. One of them is that the child gradually begins to understand the world around him and realizes his place in it, which gives rise to new types of behavioral motives, under the influence of which the child performs certain actions. The other side is the development of feelings and will. They ensure the effectiveness of these motives, the stability of behavior, its certain independence from changes in external circumstances.

The success of the moral education of children largely depends on the nature of the subjective moral space in which they live. It includes relationships and communication in a team, family, on the street with comrades and friends, parents, teachers, attitude towards oneself, towards nature, towards the outside world, work, lifestyle, and social requirements. It is important for the teacher to know the state of the subjective moral space of all children, which reveals the moral climate in the team. He needs, through the pedagogical organization of relations and activities of children, to minimize spontaneous influences in the zone of moral space and interaction. If successful, the management of interactions in the subjective moral space of children turns into an effective mechanism for the qualitative transformation of their personality. Moral education is an active life process of relationships, interactions, activities, communication and overcoming contradictions. It is a process of constant and systematic decisions, choices of volitional actions in favor of moral norms, a process of self-overcoming and self-government in accordance with them.

The object of this study is preschoolers, the subject of this study is the moral education of preschoolers.

The purpose of our work is to consider the moral education of preschoolers in the system of comprehensive development of the individual.

Hypothesis: We assume that working with preschoolers in a certain direction can instill in them moral values that will guide them in their later life.

In connection with the goal and the hypothesis put forward, we formulated the following tasks of this study:

Consider the moral education of preschoolers in the system of comprehensive development of the individual.

To study the mechanisms and content of the moral education of preschoolers.

To study experimentally the attitude of preschoolers to moral standards.

Research methods:

Study and analysis of literature;

Analysis of the work done and the results of the study;

Observation of the communication of preschoolers in different types of activities (in educational activities and free activities).

In our work, we relied on the works of such researchers as L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontiev, J. Piaget, P.Ya. Galperin, L.A. Wenger, A. Vallon, D.B. Elkonin, A.P. Usov, N.N. Poddyakov, V.A. Averin, V.I. Garbuzov and others.

education moral preschooler

1. Moral education of preschoolers in the system of comprehensive personality development

1.1 The essence of moral education and its mechanism

Moral education is:

One of the forms of reproduction, inheritance of morality;

Purposeful process of introducing children to the moral values of humanity and a particular society;

Formation of moral qualities, character traits, skills and habits of behavior.

The basis of moral education is morality.

Morality is understood as the historically established norms and rules of human behavior that determine his attitude to society, work, and people.

Morality is an internal morality, morality is not ostentatious, not for others - for oneself.

Over time, the child gradually masters the norms and rules of behavior and relationships accepted in society, appropriates, that is, makes his own, belonging to himself, ways and forms of interaction, expressions of attitude towards people, nature, personally to himself.

Moral education is the main core of the general system of comprehensive development of the individual. Moral education is closely connected with physical, aesthetic, labor and mental education.

Moral education of preschool children is carried out in various spheres of their life and work. The child experiences a moral influence in the family, among peers, on the street. Often this influence is not adequate to the requirements of morality.

The systematic, purposeful formation of a highly moral personality takes place in an organized children's team. In preschool institutions, special educational work is carried out, aimed at the comprehensive development of the individual. Preparing the younger generation for life and work, educators teach children to be modest, honest, principled, they teach them to love the Motherland, to be able to work, to combine sensitivity and caring attitude towards people.

All these and other moral qualities characterize a morally educated person, without the formation of which it is impossible to imagine a comprehensively developed personality.

As you know, preschool age is characterized by increased susceptibility to social influences. A child, having come into this world, absorbs everything human: ways of communication, behavior, relationships, using for this his own observations, empirical conclusions and conclusions, imitation of adults. And moving through trial and error, he can eventually master the elementary norms of life and behavior in human society.

The goals of the moral education of preschoolers can be formulated as follows - the formation of a certain set of moral qualities, namely:

Humanity;

industriousness;

Patriotism;

citizenship;

collectivism.

The ideal goal of moral education is the education of a happy person.

A child who is able to correctly assess and understand the feelings and emotions of another person, for whom the concepts of friendship, justice, compassion, kindness, love are not an empty phrase, has a much higher level of emotional development, has no problems in communicating with others, he is much more stable stressful situations and is not amenable to negative influence from the outside.

The moral education of preschool children is especially important, because it is at preschool age that a child is especially receptive to the assimilation of moral norms and requirements. This is one of the very important aspects of the process of shaping the personality of the child. In other words, the spiritual and moral education of schoolchildren and young children can be viewed as a continuous process of assimilation by them of patterns of behavior established in society, which will further regulate their actions. As a result of such moral education, the child begins to act not because he wants to earn the approval of an adult, but because he considers it necessary to observe the very norm of behavior, as an important rule in relations between people.

At a younger age, the core that will determine the moral education of the child's personality is the establishment of humanistic relations between children, reliance on their feelings, emotional responsiveness. In the life of a child, emotions play a very important role, they help to respond to the surrounding reality and form their attitude towards it. As the baby grows, the world of his emotions develops, becomes more diverse and richer. The moral education of preschool children is determined by the fact that during this period the baby learns the language of emotions and feelings, he masters the forms of expression of his experiences accepted in society using all kinds of verbal and non-verbal means. At the same time, the child learns to restrain himself from expressing his feelings too violently or abruptly. Unlike a two-year-old, a five-year-old baby can already hide his fear or hold back his tears. He masters the science of controlling his emotions, learns to clothe them in the form accepted in society. Use your feelings consciously.

The formation of the preschooler's emotional environment is closely connected with his moral upbringing and has its own dynamics. So the baby, based on examples from experience, adds up an understanding of what is good and what is bad, forms his attitude to greed, friendship, etc. This attitude to the fundamental concepts of our life continues to form in the future as he grows up. The main helper of the child on this path is an adult who, with concrete examples of his behavior, lays in the child the basic moral norms of behavior.

Children in communication form the ability to express their feelings, evaluate them, develop the ability to empathize and sympathy, which is very important in the moral upbringing of the baby. The inability to express one's emotions, to understand the feelings of others can lead to the formation of "communicative deafness", which can cause conflicts between the child and other children and negatively affect the process of formation of his personality. Therefore, another very important direction in the moral education of children is to develop their ability to empathize. It is important to constantly draw the child's attention to what experiences he is experiencing, what the people around him feel, to enrich the baby's vocabulary with various words expressing experiences, emotions, feelings.

As he develops, the child tries on various social roles, each of which will allow him to prepare for various social duties - a student, team captain, friend, son or daughter, etc. Each of these roles is of great importance in the formation of social intelligence and involves the development of their own moral qualities: justice, responsiveness, kindness, tenderness, care, etc. And the more diverse the repertoire of the roles of the baby, the more moral principles he will get acquainted with and the richer his personality will be.

The strategy of moral education in kindergarten and at home should be directed not only to awareness of one's feelings and experiences, to the assimilation of socially significant rules and norms of behavior, but also to the development of a sense of community with other people, the formation of a positive attitude towards people in general. And such a task of moral education of children at preschool age can be solved by the game. It is in the game that the baby gets acquainted with different types of activities, masters new social roles for himself, improves communication skills, learns to express his feelings and understand the emotions of other people, finds himself in a situation where cooperation and mutual assistance is needed, accumulates an initial bank of moral ideas and tries to correlate them with their actions, learns to follow the acquired moral standards and independently make a moral choice.

The strength, stability of moral qualities depend on how they were formed, what mechanism was put in the basis of pedagogical influence.

The mechanism of the moral formation of a person:

(Knowledge and ideas) + (Motives) + (Feelings and attitudes) + (Skills and habits) + (Actions and behavior) = Moral quality.

For the formation of any moral quality, it is important that it takes place consciously. Therefore, knowledge is needed, on the basis of which the child will develop ideas about the essence of moral quality, about its necessity and about the advantages of mastering it. The child should have a desire to master the moral quality, that is, it is important that there are motives for acquiring the appropriate moral quality.

The appearance of a motive entails an attitude towards quality, which, in turn, shapes social feelings. Feelings give the process of formation a personally significant coloring and therefore affect the strength of the emerging quality.

This mechanism is objective. It always manifests itself in the formation of any (moral or immoral) personality trait.

At the same time, the operation of the mechanism is flexible: the sequence of components may vary depending on the quality of the quality (its complexity, etc.) and on the age of the object of education.

1.2 Tasks of moral education of preschoolers

The objectives of moral education are:

Formation of the components of the mechanism of moral education;

The formation of moral qualities that are of value to a given society in a given historical period.

Even a fragmentary analysis of approaches to the tasks of moral education in the middle of the last and the beginning of this century allows us to conclude that the modern approach to classifying the tasks of moral education is distinguished by a different relationship between both the individual and the collective. Education really puts at the forefront not some hypothetical "personality of the child", but a specific child with his specific characteristics and problems.

The tasks of moral education are divided into two groups:

1) the first group includes the tasks of the mechanism of moral education;

2) the second group of tasks of moral education reflects the needs of society in people with specific qualities that are in demand today.

Tasks of the mechanism of moral education:

Formation of ideas about the essence of moral quality, about its necessity and the advantages of mastering it;

Education of moral feelings, habits, norms;

Mastering the practice of behavior.

Each component has its own characteristics of formation, but it must be remembered that this is a single mechanism, and therefore, when forming one component, an influence on other components is necessarily expected. This group of tasks is permanent, unchanging.

Tasks of formation of moral values:

Education of humane feelings and attitudes;

Formation of the foundations of patriotism and interethnic tolerance;

Education of diligence, desire and ability to work;

Education of collectivism.

Education is historical in nature and its content varies depending on a number of circumstances and conditions: the demands of society, economic factors, the level of development of science, and the possibilities of the age of the educated. Consequently, at each stage of its development, society solves different problems of educating the younger generation, that is, it has different moral ideals of a person.

The restructuring of the motivational sphere is associated with the assimilation of moral and ethical norms by the child. It begins with the formation of diffuse assessments, on the basis of which children divide all actions into “good” or “bad”. Initially, a direct emotional attitude towards a person is inseparably merged in the mind of a child with a moral assessment of his behavior, therefore, younger preschoolers do not know how to argue their bad or good assessment of the act of a literary hero, another person. Older preschoolers connect their argumentation with the social significance of the act.

The possibility of a transition from an unmotivated assessment to a motivated assessment is associated with the development in children of internal mental empathy with the actions of another. The emergence of internal action in imaginary conditions at preschool age allows the child to actively experience the event and actions in which he himself did not participate, and through this comprehend the motives of actions and differentiate his emotional attitude and moral assessment.

At preschool age, under the influence of the assessments of adults, the rudiments of a sense of duty are also found in children. The primary feeling of satisfaction from the praise of an adult is enriched with new content. Along with this, the first moral needs begin to form. Satisfying claims for recognition from adults and other children, wanting to earn public approval, the child tries to behave in accordance with social norms and requirements. First, the child does this under the direct control of an adult, then the whole process is internalized, and the child acts under the influence of his own command.

Education of humanity as a personality trait;

Education of collectivism;

Formation of the principles of citizenship and patriotism;

Formation of attitude to work and diligence.

The education of humanity is the formation of such a moral quality, which implies sympathy, empathy, responsiveness, empathy.

The core and indicator of a person's moral upbringing is the nature of his attitude towards people, nature, and himself. Studies show that such attitudes can develop in children as early as preschool age. At the heart of this process lies the ability to understand the other, to transfer the experiences of the other onto oneself.

The formation of a humane attitude towards people and nature begins from early childhood. With systematic work aimed at educating a humane attitude of preschoolers to the people around them and nature, humanism is formed in children as a moral quality. In other words, humanism enters the structure of personality as its qualitative characteristic.

It should be emphasized that the education of humane feelings and attitudes is a complex and contradictory process. The ability to sympathize, empathize, rejoice, not envy, to do good sincerely and willingly - at preschool age is only laid down.

The education of collectivism as a moral quality of a preschooler is based on the formation of positive, friendly, collective relationships.

The main and only function of the children's team is educative: children are included in activities that, in terms of their goals, content and forms of organization, are aimed at shaping the personality of each of them.

For the education of collective relationships, the emergence of such a phenomenon as friendship has a meaningful meaning. Friendship as the closest connection between children accelerates the process of effective awareness of social relationships. Mutual assistance and responsiveness are significant characteristics of collective relationships.

In groups of preschool children there is a collective opinion. It not only manifests itself in the form of identical ideas about the norms of relationships, but can also be actively used as a personally significant factor influencing each member of the team and as the basis of collective relationships.

Children's relationships are governed by moral rules and norms. Knowledge of the rules of behavior and relationships makes it easier for the child to enter the world of his own kind, into the world of people.

The education of the principles of patriotism and citizenship is one of the most important components of the moral education of preschoolers.

The feeling of love for the Motherland is akin to the feeling of love for one's own home. These feelings are related by a single basis - affection and a sense of security. This means that if we instill in children a sense of attachment, as such, and a sense of attachment to their home, then with appropriate pedagogical work, over time, it will be supplemented by a sense of love and attachment to their country.

The feeling of patriotism is multifaceted in its structure and content. It includes responsibility, desire and ability to work for the good of the Fatherland, to protect and increase the wealth of the Motherland, a range of aesthetic feelings, etc.

1.4 Means and methods of moral education of preschoolers

Moral education is determined with the help of certain means, among which it is necessary to indicate: artistic means; nature; children's own activities; communication; surrounding environment.

1. A group of artistic means: fiction, fine arts, music, cinema, etc. This group of means is very important in solving the problems of moral education, since it contributes to the emotional coloring of cognizable moral phenomena. Artistic means are most effective in the formation of moral ideas in children and the education of feelings.

2. The means of moral education of preschool children is nature. It is able to evoke humane feelings in children, the desire to take care of those who are weaker, who need help, to protect them, contributes to the formation of self-confidence in the child. The impact of nature on the moral sphere of the personality of children is multifaceted and, with the appropriate pedagogical organization, becomes a significant means of educating the feelings and behavior of the child.

3. The means of moral education of preschool children is the children's own activity: play, work, teaching, artistic activity. Each type of activity has its own specifics, performing the function of a means of education. But this means - activity as such - is necessary, first of all, when educating the practice of moral behavior.

A special place in this group of means is given to communication. It, as a means of moral education, best of all fulfills the tasks of correcting ideas about morality and educating feelings and relationships6.

4. The whole atmosphere in which a child lives can be a means of moral education; the atmosphere can be saturated with benevolence, love, humanity, or, on the contrary, cruelty, immorality.

The environment surrounding the child becomes a means of educating feelings, ideas, behavior, that is, it activates the entire mechanism of moral education and influences the formation of certain moral qualities.

The choice of means of education depends on the leading task, the age of the pupils, the level of their general and intellectual development, the stage of development of moral qualities (we are just beginning to form a moral quality, or we are strengthening, or we are already re-educating).

Methods of education are ways, ways to achieve a given goal of education.

In pedagogy, there are several approaches to the classification of upbringing methods (Yu.K. Babansky, B.T. Likhachev, I.P. Podlasy - in general and school pedagogy; V.G. Nechaeva, V.I. Loginova - in preschool pedagogy) .

To classify the methods, researchers define some one basis, for example, the activation of the mechanism of moral education.

The proposed classification combines all methods into three groups:

Methods for the formation of moral behavior: exercises, instructions, requirements, educational situations;

Methods for the formation of moral consciousness: explanation, exhortation, suggestion, request, ethical conversation, example;

Incentive methods: encouragement, competition, approval, rewarding, subjective-pragmatic.

Principles of selection of methods of moral education:

Compliance of the method with the goals and objectives of education;

The humane nature of the method;

The reality of the method;

Preparedness of conditions and means for using the method;

Selectivity of the selection method;

Tactful application of the method;

Planning the possible result of the impact of the method;

Patience and tolerance of the teacher when using the method;

The predominant practical orientation of the method in the moral education of preschoolers.

The methods of moral education of preschool children are not applied in isolation, but in a complex, in interconnection. The basis for the selection of methods that can and should be used in combination is the leading educational task and the age of the children. (For example: explanation + exercises + encouragement, etc.).

Raising children requires a complex of different methods. In preschool pedagogy, the following classification of methods for the moral education of children is adopted:

Methods of formation of skills and habits of behavior;

Methods of Formation of moral ideas, judgments, scenes;

Methods for correcting behavior.

1. Methods for the formation of skills and habits of behavior. This group of methods ensures the accumulation of practical experience in social behavior in children.

This includes the method of accustoming the child to positive forms of social behavior (saying hello and goodbye, thanking this service, politely answering questions, taking care of things, etc.). They learn to do this with the help of exercises that involve the inclusion of children in a variety of practical activities, in communication with peers and adults (in natural and specially created situations).

The instruction method is most effective when 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 importance is the method of purposeful observation organized by the teacher (for example, younger children watch the friendly games of older preschoolers). This is not just a passive method, it nourishes children's experience, gradually forms an attitude towards the phenomenon and positively influences behavior. You can use show action. This method is effective in educating children's cultural behavior skills.

The method of organization by the educator of activities that are of a socially useful nature (for example, collective work on cleaning the site, planting shrubs, flowers, etc.) is very important. 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 the child's moral development, to outline the tasks of his upbringing.

2. Methods of formation of moral ideas, judgments. ratings include:

Conversations on ethical topics,

Reading fiction,

Story,

Examination and discussion of paintings, illustrations, filmstrips;

method of persuasion.

These methods are widely used both on jams and in the daily life of children. At the same time, the educator should avoid moralizing, the assimilation of knowledge by children should proceed against the background of their positive emotional state. The formation in children of correct assessments of the behavior and attitudes of people contributes to the transformation of moral ideas into motives for behavior.

3. Methods of behavior correction. If the methods of the first two groups are among the main methods of moral education, then the methods of this group are auxiliary. These are rewards and punishments. In rewards and punishments, the result of the moral upbringing of the child is most often recorded.

4. Encouragement (of the educator) can manifest itself in different forms: approval, a smile, a nod of the head, a gift, a story about the positive actions of the child in the family circle or in front of peers, joint work of children and adults, assignment of a responsible matter, going to the cinema, park, etc. .

Encouraging, you need to consider the following Pedagogical requirements:

1. Encouragement should be timely and skillfully.

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

3. Encouragement must be well deserved. It is necessary to encourage only those actions that require physical, mental, moral efforts.

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

5. 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, punishments can be dispensed with, provided that _- 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, insulting characteristics; punishments that degrade the dignity of the child's personality; punishment by labor, deprivation of food, sleep, walks.

Punishment can be carried out in the following forms: remark, deprivation of affection, temporary refusal to talk and talk with the child, a ban on doing what you love, deprivation of communication with peers and promised pleasures, warnings that others will learn about the act, discussion of the act by all family members or in a team peers.

Requirements for the use of punishments:

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

2. Punishment is not an obligatory method of education.

3. Punishment requires great tact, patience, caution.

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

5. The educator must anticipate the reaction of children to punishment, try to make them aware of the unacceptability of their actions.

6. Punishment is based on respect for the personality of the child.

7. Adults need to remember about the punishment. The harm of frequent punishment is obvious: the child begins to deceive in order to avoid punishment or stops responding to it. Frequent punishments speak of the helplessness of the educator.

The process of education, including preschoolers, is always associated with the desire to get results. The very goal of education is the expected result of activity aimed at shaping the personality of the child. Ever since mankind began to think about the upbringing of children, over their future, the desired result has been the upbringing of a comprehensively developed harmonious personality. He acted as a leading idea, an ideal that was worth striving for and for which it was worth living. But _- the history of human society, the study of the patterns of development of the individual showed that, firstly, in one person all aspects of his personality cannot really be developed with due completeness (each has his own heredity, his own predisposition to perceive the world around him, etc. .), and secondly, the socio-political conditions of each society, although they influence the creation of favorable or unfavorable conditions for development, but even in an ideal society, if this is possible, a person who is equally developed cannot be fully educated. This goal turned out to be ideal, impossible. But it is a guide to the capabilities of a person and helps to formulate the tasks of educating a multifaceted personality in different directions. In the upbringing of preschool children, it is especially necessary to focus on an ideal goal. Even today, science still does not give an answer to the question with what “gift” a person came into this world, in what area he will be most expressive and successful. And in order to avoid mistakes by restraining one and developing the other (chosen by an adult), it is necessary to create conditions in which the child could try himself in different directions.

The real goals of education are carried out in a particular society in relation to specific people. The real goals of education, in contrast to the ideal ones, are of a historical nature, and in different historical periods they are different. They are aimed at meeting the needs of society in certain qualities of a person, in qualities that can serve to strengthen the value orientations of society. And if throughout the entire Soviet period in the history of Russia the most significant was the education of collectivism, in other years of the same period - the education of patriotism. Today, business qualities, enterprise, etc., have become significant. And each time the ideal created by society was extrapolated to preschool childhood, since the phrase “everything starts from childhood” is not only journalistic, journalistic, it has a deep scientific meaning and justification.

So, moral education at preschool age is determined by the fact that the child forms the very first moral assessments and judgments. He begins to understand what a moral norm is and forms his attitude towards it, which, however, does not always ensure its observance in real actions. The moral education of children takes place throughout their lives, and the environment in which they develop and grow plays a decisive role in the formation of a child's morality. Therefore, it is impossible to overestimate the importance of the family in the moral education of preschoolers. The ways of behavior adopted in the family are very quickly absorbed by the child and are perceived by him, as a rule, as a generally accepted norm.

The first task of parents is to help the preschooler identify the objects of his feelings and make them socially valuable. Feelings allow a person to experience satisfaction after doing the right thing or make us feel remorse if moral standards have been violated. The basis of such feelings is laid in childhood, and the task of parents is to help their child in this. Discuss moral issues with him. Strive for the formation of a clear system of values so that the baby understands which actions are unacceptable and which are desirable and approved by society. Effective moral education is impossible without discussing with the child the moral side of the actions of other people, characters of works of art, expressing his approval of his moral actions in the most understandable way for the child.

Methods of education are ways, ways to achieve a given goal of education, these are methods of pedagogical influence, with the help of which the formation of a child's personality is carried out.

2. Experimental part

2.1 Research methods

In the experiment, we used two methods. We give their descriptions.

1. Technique "Finish the story"

The methodology is designed to study children's awareness of moral norms. The study is carried out individually.

Instruction. I'll tell you stories and you finish them.

Situation examples

Story I. Children built the city. Olya stood and watched the others play. The teacher approached the children and said: “We will have dinner now. It's time to put the cubes in boxes. Ask Olya to help you." Then Olya answered...

What did Olya say? Why? How did she do? Why?

Story 2. Mom gave Katya a beautiful doll for her birthday. Katya began to play with her. Then her younger sister Vera came up to her and said: “I also want to play with this doll.” Then Kate answered...

What did Katya say? Why? How did Katya do? Why?

Story 3. Lyuba and Sasha were painting. Lyuba drew with a red pencil, and Sasha with green. Suddenly Lubin's pencil broke. “Sasha,” said Lyuba, “can I finish the picture with your pencil?” Sasha answered...

What did Sasha say? Why? How did Sasha do? Why?

Story 4. Petya and Vova were playing together and broke an expensive beautiful toy. Dad came and asked: “Who broke the toy?” Then Peter answered...

What did Peter say? Why? How did Peter do? Why?

All answers of the child, if possible verbatim, are recorded in the protocol.

Results processing

0 points - the child cannot evaluate the actions of children.

1 point - the child evaluates the behavior of children as positive or negative (correct or incorrect, good or bad), but does not motivate the assessment and does not formulate a moral standard.

2 points - the child names the moral norm, correctly assesses the behavior of children, but does not motivate his assessment.

3 points - the child names the moral norm, correctly assesses the behavior of children and motivates his assessment.

Technique "Subject Pictures"

The technique "Subject Pictures" is designed to study the emotional attitude to moral standards.

The child is presented with pictures depicting positive and negative actions of peers.

Instruction. Lay out the pictures so that on one side there are those on which the good deeds are drawn, and on the other, the bad ones. Lay out and explain where you put each picture and why.

The study is carried out individually. The protocol records the child's emotional reactions, as well as his explanations. The child must give a moral assessment of the actions depicted in the picture, which will reveal the attitude of children to moral standards. Particular attention is paid to assessing the adequacy of the child's emotional reactions to moral norms: a positive emotional reaction (smile, approval, etc.) to a moral act and a negative emotional reaction (condemnation, indignation, etc.) to an immoral one.

Results processing

0 points - the child incorrectly lays out the pictures (in one pile there are pictures depicting both positive and negative actions), emotional reactions are inadequate or absent.

1 point - the child correctly lays out the pictures, but cannot justify his actions; emotional reactions are inadequate.

2 points - correctly laying out the pictures, the child justifies his actions; emotional reactions are adequate, but weakly expressed.

3 points - the child justifies his choice (perhaps he names the moral norm); emotional reactions are adequate, bright, manifested in facial expressions, active gestures, etc.

2.2 Research results and their analysis

We carried out diagnostics of the moral sphere in 15 preschoolers of kindergarten No. 10 "Firefly". The diagnostic results are presented in tables 1, 2 (Appendix 1, 2)

From the diagram, we can see that almost half of the subjects (53%) showed a high awareness of moral norms, most of the subjects (33%) showed an average awareness of moral norms, and only a small percentage of the subjects (7%) showed a low and very low level of awareness of moral norms. Thus, we can say that in the group we tested, children have a good level of awareness of moral norms.

It can be seen from the diagram that the majority of the tested children (47%) have a high emotional attitude towards moral norms, the average part of children (33%) have an average emotional attitude towards moral norms. A low emotional attitude to moral standards was shown by only 13% of the children and a very low one - by 7% of the children tested.

Thus, we see that the tested children have good indicators of emotional attitude to moral standards.

Conducting observations of the communication of preschoolers in educational and free activities, we came to the conclusion that the conduct of special work with children on moral education contributes to an increase in the general moral education of children.

In situations where a discrepancy between moral norms and impulsive desires of a child is experimentally created, 3 types of behavior are found and, accordingly, 3 ways to resolve such situations:

Type 1 - "disciplined" (follow the rule, no matter what it takes) occurs from 3 to 4 years. Throughout the preschool age, there is a change in the motivation for moral behavior: at first, the child tries to avoid punishment or censure, but gradually there is an awareness of the need to comply with the rules of behavior.

Type 2 - "undisciplined untruthful type of behavior" (break the rule by satisfying one's desire, but conceal the violation from an adult) is characterized by the predominance of impulsive behavior with knowledge of the moral norm and the consequences of its violation. This type of behavior breeds lies.

3rd type - "undisciplined truthful type" (break the rule, following your desires, and not hide it): younger preschoolers manifest it due to the lack of voluntary control, therefore they do not experience "their shame"; and older children are embarrassed and ashamed of what has been done even in private.

At preschool age, a sense of responsibility for the actions taken is also formed, therefore, at this age, “sneaks” appear for the first time.

Within the framework of the need for recognition, the formation of empathy, the child's orientation towards group assessment, the foundations of altruism are formed - the child's desire for selfless good deeds.

Most preschoolers from 4 to 7 years old already know that selflessly sacrificing their wealth for the common good is good, but being selfish is bad. In the experiments of E.V. Subbotsky revealed that there is a difference between children's altruism in words and in deeds. At first, the children were told a story about a certain Vova, who was instructed to cut a flag for the holiday for an award (stamp). With the award, you could do this: either take it for yourself, or leave it for the “exhibition”. Vitya took the mark for himself. The children were asked what they would do in a similar situation. Many children condemned Vitya and said that they would definitely leave the stamp for the exhibition.

In a real experiment, most of the children took the reward for themselves: some openly, others were hidden in pockets, mittens, shoes. And only some older preschoolers left the stamp in the box, leaving with a visible sense of pride and joy.

But at the same time, in those cases when a child is guilty before others or sees the suffering of another, he, in a fit of compassion, can give him the best toy, help, do something for another.

And the older the preschooler, the stronger the desire to do good “just like that” is in him.

To clarify the influence of moral education on a child, we carried out a diagnosis of the moral sphere of children in kindergarten No. 10 "Firefly" after certain classes with them on the development of morality.

As a result, we saw that after the moral education classes, almost half of the subjects showed a high awareness of moral norms, and only a small percentage of the subjects (7%) showed a low and very low level of awareness of moral norms. Although before the special lessons on the moral education of children, these indicators were completely different: about 30% of the children showed a low and very low level of awareness of moral norms.

We also examined the assessment of the emotional attitude to moral standards in preschoolers. As a result of the diagnostics, we saw that after classes on moral education, the majority of the tested children (47%) have a high emotional attitude towards moral norms, the average part of the children (33%) have an average emotional attitude towards moral norms. A low emotional attitude to moral standards was shown by only 13% of the children and a very low one - by 7% of the children tested.

Thus, we see that after special classes in moral education, the test children have good indicators of their emotional attitude to moral norms. Although before special classes on moral development, this group of children had much lower indicators than after classes. So, about 30% of children had a low and very low emotional attitude to moral standards.

Thus, we see that in each kindergarten there should be special classes or activities aimed at developing moral standards in children. Instilled in childhood, these norms remain with them for the rest of their lives. The upbringing of a moral personality must begin not from the school bench, when many concepts and norms in children are already formed and are difficult to change, but from kindergarten, when the child's psyche is most receptive to the development of various kinds.

Conclusion

Thus, having considered the issue of moral education of preschool children, we can draw the following conclusions.

Personally oriented education is based on the well-known principles of humanistic pedagogy:

Self-worth of the individual;

Respect for the personality of the child;

Natural conformity of education;

Kindness and affection as the main means of education.

In other words, personality-oriented education is the organization of the educational process based on:

Deep respect for the personality of the child;

Taking into account the peculiarities of his individual development;

Attitudes towards him as a conscious, full and responsible participant in the educational process.

The moral education of the younger generation is one of the main tasks of society. A small person enters a complex multifaceted world, in which he meets not only with goodness and justice, heroism and devotion, but also with betrayal, dishonesty, self-interest. The child must learn to distinguish good from bad. To do this, it is necessary to form a person with strong ideological convictions, high morals, a culture of work and behavior. It is necessary to educate and form a child's worldview when his life experience is just beginning to accumulate. It is in childhood that the orientation of the personality is determined, the first moral attitudes and views appear.

Social conditions determine the content and direction of education. Therefore, it is so important to identify the potential of the social environment in the process of moral development of the individual. The content of moral education is objectively set by the requirements of our social system, it is a kind of social order from society to all institutions of education: kindergarten, school, production, university. Basically, the content of education remains unchanged in our society, but its specific content varies depending on the stage of development of society, on the age of the pupils, and on their psychological capabilities in the perception of the world around them.

Public life, the phenomena taking place in it, constantly correct the content of moral education. That is why the specific development of it will always remain an urgent problem of pedagogy. At the same time, it should also be taken into account that, when concretizing the content of the moral education of the younger generation, one must not only keep in mind the achievements and requirements of today, but also anticipate the tasks of the future, extrapolate the content to the period when today's baby becomes an adult.

...

The relevance of the moral education of children

It is a generally accepted fact that it is impossible to teach moral education. The inculcation of moral norms, habits, qualities, behavior occurs due to individual personal characteristics. It is impossible to re-educate an adult. He himself accepts for himself certain principles of morality.

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

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

Moral education of preschoolers

This process is considered from different points of view:

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

The moral education of preschoolers is complex, that is, at each lesson, the teacher observes the children, corrects their behavior. Problematic situations are played in role-playing games, discussed using the example of literary works, resorting to the help of a psychologist and parents.

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

Now they are also paying attention not only to the development of collectivism, but also to the individual. The child must be able to communicate with other people, but at the same time defend his opinion, not allowing others to "crush" him. Therefore, more often teachers in their activities resort to the personality-oriented theory of Sukhomlinsky.

The problem of morality of younger students

The moral education of schoolchildren in the primary grades 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 development of a child's moral personality. In communist times, the morning began with a collective line, where positive and negative moments from the life of the school were discussed. The whole day was built on collective events, extra-curricular conversations designed to educate a harmoniously developed personality.

Now any discussion of a student's misconduct is perceived as a 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 consider the moral education of younger students superficially. That is, in their subjects, teachers have practically ceased to inform about moral feelings for the Motherland, faith, people, themselves, nature, work, animals. Various problem situations are solved at the highest level (director - parents), while the influence of fathers and mothers can radically differ from pedagogical requirements.

Features of moral and spiritual education

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

universal (world, culture, Earth, ecology);
national (attaching oneself to the nation, country, traditions, centuries-old history, pride in the Fatherland);
family (relationship to the 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 implies four main areas:

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

Social and moral education

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

Many schools introduce such subjects as law, social science, which study legal aspects in the event of various life situations. However, children quickly grasp that any social and personal problems can be easily solved at the expense of third parties (the prosecutor's office, the police, the 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 deeds and personal qualities. In some situations, teachers resort to the help of a psychologist who organizes various problem situations, trainings, 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 of different time periods is deliberately distorted.

Moral and patriotic education is expressed in informing about the political and social needs of the country and in the formation of 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, to transfer some of his things and toys to an orphanage, keep his yard clean, be attentive and careful about suspicious persons (swindlers, drug dealers), etc.

The task of civic education is to teach children to accept their country with all its advantages and disadvantages, not to change it to foreign countries, but to solve problems on their own. Also, this process is designed to subsequently push older students to choose a profession that will help not only personal development, but also partially contribute to solving state 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 goes in unity. A person who is drawn to the beautiful will never commit an immoral act.

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

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

Features of moral labor education

To this day, society appreciates diligence, initiative, diligence, discipline, responsibility, mobility, the ability to plan, analyze and predict. It is these qualities that begin to form at preschool age, accustoming children to duty in a group, a corner of nature, a locker room, etc.

Kids work on their site, removing snow in winter and watering plants in summer. It is important to consolidate in children respect for the work of others, to teach them to take care of things. This is the labor spiritual and moral education of children.

From preschool age, children are taught that kindergarten should be treated like home. All assignments 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, fixing toys or furniture, and other similar activities. Moreover, most mothers and fathers continue to fiercely defend the rights of schoolchildren, forbidding them to have an internship, to be 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 plant and animal world. After all, babies are unconsciously drawn to our smaller brothers. Therefore, educational institutions organize corners of nature, where they teach children to look after and take care of fish, hamsters, rabbits, birds, and plants.

It is important to instill in kids a love for all living things, to consolidate a sense of responsibility for our smaller brothers, to show that environmental pollution can lead to global irreversible consequences. Daily observation of natural phenomena, plants, animal behavior expands the child's horizons and emotional experiences.

Moral education of junior schoolchildren and preschool children through environmental methods allows developing altruism, attentiveness, caring, mutual assistance, patience, kindness, diligence, 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 such terms as moral education, development and formation? Preschool age, as Rousseau said, is a "blank slate", fertile ground for the "planting" of moral feelings. That is why you first need to form in children the rudiments of certain qualities.

Older preschoolers can already distinguish between good and bad deeds, can find causal relationships, so the term “education” or “development” refers to them. Only education is a continuous process throughout life. It can be purposeful and uncontrollable. For example, at one time, children wanted to become tough guys, like Sasha Bely (the film "The Brigade"), despite the antisocial behavior of the protagonist. Therefore, the spiritual and moral education of schoolchildren should be continuous on the part of the teaching staff and parents.

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

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

Brief conclusions

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

The moral education of schoolchildren in the future determines the moral character of the citizens of the country. If teachers focus the attention of their pupils on the social problems of the state (Nazism, racism, fascism, selfishness and indifference), teach them to solve difficulties in every possible way, and not look for excuses, then the state will increase the number of enterprising strong personalities who will change the future for the better.

Spiritual and moral development and education of preschool children. Relevance of the problem

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Brief conclusions