Education of children's behavior is the most important task of teachers and parents. The level of a child's moral development is determined not only by his feelings and ideas, but also by actions, "deeds", albeit childishly naive, small, but sincere. For the education of behavior, it is necessary in the family and in kindergarten to create conditions for the active manifestation of the child's feelings and thoughts. Moral instructions alone cannot form the heart and will of a child, wrote KD Ushinsky. It is important that the development of behavioral skills is not accompanied by detached slogans (“You can’t!”, “They don’t do that!”, “What do you look like!”), But the child likes it, does not cause negative emotions in him.

When developing behavioral skills in children preschool age it is important to consider that initially the child seeks encouragement from adults: parents, grandparents, educators. As the well-known educator-teacher V.A. Sukhomlinsky, “the foundation of education is the desire of the child to be good, the readiness to be educated, to actively “appropriate” the moral ideal from which the teacher proceeds.”

At first, at the suggestion of the educator, the child helps his peers, the nanny: he cleans up his toys, folds his clothes neatly, sets the table, makes a simple toy “for kids”, prepares a gift for his mother on March 8. If systematic work is carried out in this direction, then in the future children begin to do this on their own impulse, show initiative.

In this case, a book comes to the aid of the future teacher, which, immersing the preschooler in a fictional world, simultaneously teaches him the norms of behavior, acceptable and unacceptable actions. It tells about children whose actions the preschooler thinks about, as he perceives the literary text literally and treats fictional characters as peers, friends in the kindergarten group. It is important that children are interested in this kind of activities, love them. They can show activity, ingenuity, provided that the literary text is attractive. Then the majority can speak out, declare their position.

The upbringing of the child occurs through educational work in the classroom. First of all, the ideological program content of the classes is of educational importance: the content of books, conversations, excursions, paintings based on which conversations and storytelling are held, topics for drawing, modeling. The very process of learning in the classroom makes it possible to instill in children the ability to listen to adults and follow their instructions, to accustom them to organization, restraint, the ability to do what is necessary and useful, and not just what they want. The education of activity in the classroom is combined with the education of inhibition, which is very important for the education of children's behavior. Purposefulness, the ability to overcome feasible difficulties and other moral and volitional qualities are brought up in children in the process of classes.

Of great educational importance is the mode of children's life. By teaching children to fulfill it, to actively participate in maintaining order in the washroom, bedroom, at the table, the teacher brings up organized behavior, the habit of work, mutual assistance, the ability to perform simple duties, and other routine moments are repeatedly repeated, and this makes it possible to strengthen children's useful habits.

The game is very important for the assimilation of moral norms. In the game, preschoolers take on the roles of adults, play out the "adult content of life" and, thus, in an imaginary plan, obeying the rules of the role, they learn both the typical forms of behavior of adults, and their relationships, and the requirements that guide them. This is how children develop ideas about what is good and what is bad, what is good and what is evil, what can and cannot be done, how one should behave with other people and how one should relate to one's own actions.

The education of behavior is facilitated by the rules in which the teacher formulates his constant requirements for children: “When you come to kindergarten, say hello to adults and comrades”, “Played - put the toys in their place”, “Come into the bedroom quietly”, “Do not disturb your comrades” etc. Rules are one of the means of educating a child's behavior; they help to acquaint children with what needs to be done, how to behave, what is prohibited. And when a child knows what is required of him, he more easily learns the requirements. The rules enable adults to agree on their requirements for children and thereby achieve unity in the educational impact on the child.

An important method moral education is an example. This is due to the special susceptibility, plasticity nervous system children of preschool age, imitation and concreteness of their thinking, lack of their own experience. The child involuntarily, imitatively learns the behavior of the people around him. He strives to work as deftly, accurately, as a teacher. Observing the tireless work of the mother, whose hands are always busy, the child himself is drawn to work: he wants to wash, sew, cut pies, wipe the dust, as mother does. This imitative desire must be used to organize children's games, their elementary labor activity.

In the development of moral behavior, the example of an adult also plays an important role. No wonder V.A. Sukhomlinsky emphasized: “A child is a mirror of the moral life of parents.” In order to develop a child's conscious attitude to the environment, in order for him to strive to imitate the good and avoid the bad, it is necessary to give him an idea of ​​what is good and what is bad.

A positive example of parents contributes to the fact that the baby easily and unobtrusively learns to live in accordance with the norms accepted in society. The norm, which is only declared, but not observed by adults, will never begin to influence the real behavior of the child. Moreover, the baby will understand that moral standards can be violated with impunity, it is not necessary to comply.

A preschooler begins to learn moral and ethical norms first through imitation. At the same time, adults have to explain to him what can and cannot be done, what it means to do well and what is bad, since the child does not yet have moral selectivity and is equally likely to imitate good and bad patterns of behavior. Only after some time does the child move from purely external imitation to the emergence of an internal need to comply with moral standards - when he accumulates his own practical experience of following these standards.

In the practice of upbringing, a situation is often encountered when teaching children moral knowledge is not based on their own life experience. This leads to a gap between moral knowledge and moral behavior.

The task of the teacher is to single out in the surrounding life the aspects that are accessible to children and valuable in an educational sense, to attract the attention of children to them through explanation, a story, to teach them to comprehend them. Teachers widely use observation of the work of adults, excursions to familiarize children with the life around them as a means of educating children. Observation by children of organization, mutual assistance of adults in the process of work, a devoted, responsible attitude to the work performed, the social side of the events and phenomena that they get acquainted with, accessible to children, should positively influence their behavior, the upbringing of moral qualities. When introducing children to the surrounding life, the educator explains the observed, interprets it. The word of the teacher helps the children in the subsequent conversation, conversation, remember what they saw, supplement, clarify. The educator, with the help of the word, encourages children to moral actions, deeds. Under the influence of the word of the teacher, the child tries to correct his guilt. The remarks of the educator, his instructions, the assessments that he gives to the actions of children, encourage them to be organized, develop ideas about good and bad, and influence behavior. The teacher monitors the behavior of each child, his attitude to adults and comrades, to things and toys, his organization and diligence. It encourages good deeds and condemns bad ones.

Instructions of the educator, his assessment of the actions of children should be based on specific facts, examples available to children from the surrounding life. The word of the teacher should explain the experience of children, confirm it, correspond to this experience. Then the children will follow the word of the educator in their behavior and in those cases when they act independently or are placed in new conditions.

It is good if the teacher talks to the children not only seriously, but also uses a joke, a saying, a joke, a stanza from a favorite children's book. Artistic word, children's book - an important means of influencing children. In the best books for little ones, serious and instructive things are combined with amusing and funny ones. A children's book as a means of moral education affects children with the ideological content of its content and its artistic form. But not always and not all children to whom the book is read have correct assessments, not all children correctly perceive his idea.

A conversation after reading a book deepens its educational impact. The educator, revealing the main idea of ​​the book, helps children evaluate the actions of the characters, leads them to an assessment, directs the behavior of children. Such conversations give the educator the opportunity to check whether the children understand the content of the book correctly, to clarify the misunderstood. In order to have a greater educational impact, books are selected for reading and conversations related to the experience of children, with their experiences, with a specific life situation. In such cases, artistic images are associated with children's perception of life, the educational value of the book increases.

To educate a child's moral qualities, you can use some types of activities, in particular excursions - observations to familiarize children with the life around them and ethical conversations in connection with the facts and events of children's lives and after reading fiction stories. These classes make it possible to systematically influence all the children of the group: all children created ideas about what is good and what is bad, formed assessments of good and bad deeds, brought up attitudes towards them, which was reflected in the content of their activities and influenced behavior.

Of great interest is such a technique as "training of emotions", a study: you need to show an angry wolf, an attentive boy, a kind girl, loving son.

The influence of fiction on the spiritual and moral development of a child is very great. As an effective way of educating the positive qualities of a person - love for one's neighbor, a good attitude towards people around - is fiction, but under the obligatory condition - its careful selection. The selection of stories and poems that form an emotionally positive attitude towards good deeds is one of the ways to educate morality. Pupils learn to analyze their actions, control their behavior, expressing their attitude to a particular act in the works.

Thus, the methods and techniques for the formation of moral ideas and skills are ethical conversations, explanation and clarification of the essence of moral concepts, about which actions are unacceptable and which are desirable and approved, discussion with the child of the moral side of the actions of other people, characters of works of art, persuasion, personal example.

Chapter I Conclusion

The moral formation of a person occurs throughout life.

At preschool age, the most favorable conditions for the moral development of children are created. During this period, the system of the child's relationship with adults and peers expands and restructures, types of activities become more complicated, and joint activities with peers arise. The child looks closely at the world of adults, starting to highlight the relationship between people in it. A preschooler comprehends the world of human relations, discovers the laws by which the interaction of people is built, that is, the norms of behavior. In an effort to become an adult, a preschooler subordinates his actions to social norms and rules of behavior.

The main conditions for the formation of moral ideas of children of senior preschool age can be:

1. Knowledge by the educator of the patterns of formation of moral ideas at the early stages of the development of ontogenesis;

2. The ability to plan work on the formation of moral ideas, to develop and put into practice the ways and means of moral education;

3. A positive attitude of an adult to a baby and a baby to an adult, against which moral development takes place;

4. The emotional attitude of the baby to various situations, his inner position and the moral assessment of the adult;

5. The unity of requirements for the observed norms and rules of the child, their argumentation;

6. Exercise of children in moral actions, actions at the level of the child's involvement in a common cause and relationships with others in order to consolidate social behavior;

7. Claim for recognition in good deeds, actions of the child;

8. Development of the need for the implementation of norms and rules;

9. The development of moral ideas is associated with the level of awareness of socially approved ways of behavior and self-regulation.

The environment in which he grows and develops is of fundamental importance, since on this path for a child the main reference point for imitation is an adult. By his example of behavior, he lays the basic moral norms in the child. The accepted ways of behavior in the family are quickly perceived by the child and accepted by him as a generally accepted norm. To help the child learn these norms, to make them socially valuable, such methods and techniques for the formation of moral ideas and skills are used as ethical conversations, explanation and clarification of the essence of moral concepts, about which actions are unacceptable and which are desirable and approved, discussion of the moral side with the child actions of other people, characters of works of art, persuasion, personal example.

INTRODUCTION

For thinking people of different historical epochs, it was obvious that the quality of life of a people depends on its morality. In our time, a generalized image of a person who meets the requirements of the twenty-first century has already emerged in the public mind. This is a physically healthy, educated, creative person, capable of purposeful social work, building his own life, habitat and communication, in accordance with fundamental moral principles. Therefore, the problem of moral education in kindergarten is present stage life of society acquires special relevance and significance.

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

The essence, the main content of moral development is the ability of a person to distinguish between good and evil, to have ideas about the whole variety of manifestations of good and evil, and also to be guided in their behavior by the socially set norm of “good” and resist “evil”. "Good" and "evil" act as fundamental concepts in the categorical apparatus of philosophical anthropology, theology, axiology and ethics (A.G. Dolgiy, V.V. Znakov, I.A. Ilyin, N.O. Lossky, V.P. Fetisov, etc.).

Knowledge of the norms and rules of behavior and relationships accepted in society, feelings, the ability to sympathize, sympathy, actions in relation to other people, the development of one's own qualities - and constitutes the concept of morality. Without it, a person cannot live among other people.

V. G. Belinsky, K. D. Ushinsky, N. A. Dobrolyubov, V. A. Sukhomlinsky believed that from an early age it was important to cultivate a sense of kindness, justice, the ability to resist lies and cruelty, to learn to balance one’s own desires with the interests of others. He who, in the name of his desires, casts aside the laws of conscience and justice, will never become a real person and citizen.

The standards of morality, reflected in the concepts of good and evil, are the regulator of the relationship of the individual to the world and give meaning and direction to personal positions and actions (S.L. Rubinshtein, E.O. Smirnova, D.B. Elkonin, S.G. Yakobson) . From the ability and ability to distinguish between good (“what is good”) and unkind (“what is bad”) phenomena of social life depends on how not only the further moral development of the child will be carried out, but also the formation of his personality as a subject of social relations (L. I. Bozhovich, L. S. Vygotsky, B. S. Mukhina, etc.).

Until recently, it was believed that preschoolers are not capable of moral consciousness. However, the work of domestic psychologists (V.S. Mukhina, E.V. Subbotsky, S.G. Yakobson) showed that many older preschoolers act honestly and fairly, even when violation of these norms is very desirable and does not threaten them. Moreover, there is evidence that the senior preschool age is the so-called sensitive period, when children are especially sensitive and predisposed to moral development.

The problem of the moral development of children with mental retardation was covered to varying degrees in the studies of domestic psychologists N.L. Belopolskaya, E.A. Vinnikova, E.I. Kyakinen, I.F. Markovskaya, E.S. Slepovich and others. The available works are mainly devoted to the formation of the moral sphere junior schoolchildren with ZPR. Less commonly, researchers touch on certain aspects of the moral development of preschool children with intellectual disabilities. The authors note that the moral sphere of children with mental retardation has a number of features in comparison with normally developing peers. These features are manifested in the situational nature of the child's behavior, the weak orientation of children in moral and ethical standards, which leads to unrealized age-related opportunities in the moral development of the child and cannot but affect the formation of his personality. In this regard, it is extremely important to study the possibilities of the moral development of preschoolers with mental retardation, which will prevent many difficulties in the formation of their moral sphere, contributing to their more successful socialization and integration into society.

Thus, the relevance of this problem led to the choice of the topic of the course study "The possibilities of the formation of moral ideas in children of senior preschool age ZPR" and determined the following tasks:

To study the theoretical foundations of the problem of the moral development of preschoolers.

Based on a theoretical analysis of literary sources, to reveal the specifics of the formed moral norms and the attitude towards them of children of senior preschool age with normal psychophysical development and with mental retardation.

To select methods for assessing moral ideas in children of senior preschool age with mental retardation.

In the course of an experimental study, diagnose the moral ideas that children have and draw a conclusion about the peculiarities of the moral ideas of children of older preschool age in comparison with normally developing peers.

Purpose of the study consists in developing recommendations for the formation of moral ideas in preschoolers with mental retardation based on the study of the characteristics of their moral ideas.

An object: moral ideas of children of senior preschool age.

Subject of study: features of moral ideas of children of senior preschool age.

Hypothesis: the first moral ideas in children of senior preschool age have basically developed, however, due to the fact that known moral norms do not immediately begin to guide the child's behavior, the emotional attitude towards them is not always adequate.

Today, our society has reached undeniable heights in the scientific and technical field. However, in the moral and spiritual sphere, there is a decrease in the level of development, which causes concern among specialists in various fields, since the continuation of existing trends threatens with disastrous consequences. In the process of development of children, value orientations are rapidly fading into the background. Parents, when educating the younger generation, focus on intellectual development forgetting about the importance and significance of the spiritual and moral component of development. It should be noted that the classics of Russian psychology and pedagogy (P.F. Kapterev, K.M. Venttsel, M.M. Rubinshtein) called moral development and education the core of the personality, considering it more significant than the development of the intellect. In the current situation, the topic of our study is in demand and relevant.

Morality is a polymorphic concept, it includes the knowledge and acceptance of moral standards, as well as, which is important, the ability of a person to take responsibility for their actions.

Moral consciousness is a reflection of the real relationship of people to each other and to various forms of social life in the form of a set of principles, rules, norms, assessments that regulate communication and behavior of people in order to achieve unity of public and personal interests. Moral consciousness determines the optimal model of behavior for a given society.

Moral conception is a generalized image, a form of knowledge about moral norms, criteria for a proper, correct and true attitude towards oneself, towards other people and the world. An important condition for the development of moral ideas is an educational environment in which an adequate hierarchy of goals and values ​​of human life is laid.

Moral feelings are experiences of one's attitude to reality, to one's own behavior. In the moral consciousness of the individual, these feelings are in organic unity with moral concepts and represent, as it were, an alloy of moral, rational and sensual.

With the expansion of moral experience, the development of moral ideas, the moral knowledge and feelings of children expand and deepen. In connection with the change in the conditions for the development of a child - a preschooler from the conditions of the previous age stage, the requirements for his behavior by adults increase significantly. The central requirement is the observance of the obligatory for all rules of behavior in society, the norms of public morality. This also applies to children with various deviations from the developmental norm, including children with mental retardation (MPD). The slowdown in the normal rate of mental maturation in comparison with the accepted age norms adversely affects the development of the child as a whole, including the moral sphere.

Chapter 1. Theoretical foundations of moral ideas in children of senior preschool age

1. Essence and nature of morality

The moral education of the personality of the child is one of the most important tasks of kindergarten and school. And this is natural, because in the life of our society the role of moral principles is growing more and more, the scope of the moral factor is expanding. moral education is a process aimed at the holistic formation and development of the child's personality, and involves the formation of his relationship to the Motherland, society, people, work, his duties and himself. In the process of moral education, the kindergarten forms in the younger student a sense of patriotism, camaraderie, an active attitude to reality, and deep respect for working people. The task of moral education is to turn the socially necessary requirements of society into internal incentives for the personality of each child, such as duty, honor, conscience, dignity.

The core of education, which determines moral development, is the formation of humanistic relations and relationships among children. Regardless of the content, methods and forms educational work and the corresponding specific goals, the teacher should always be faced with the task of organizing the moral relations of children. Own moral experience creates the conditions for effectively mastering the experience of other people, which is passed on to children in the process of moral education.

Accumulating their own moral experience, the child may make a mistake, do the wrong thing. The educator must help him to realize and survive the fallacy, immorality of his act; of course, it is necessary to help him not only to correct his behavior, but also to influence the direction of the motives that caused this or that action. The moral upbringing of the older preschooler takes place mainly and above all in the process of learning. The teaching of a child only with a superficial approach may seem to be a purely individual matter. In fact, occupation is a place of various collective actions and experiences, accumulation of experience in moral relationships. In the classroom, children can experience together a keen sense of joy from the very process of acquiring new knowledge, grief from failures and mistakes. It goes without saying that work on the education of moral qualities in children is carried out in a complex manner throughout all the years of upbringing and education. In order to develop the moral consciousness of preschoolers, the teacher helps them to comprehend both their own experience and the experience of others (an example of comrades, parents and adults, examples from literature). With older preschoolers it is necessary to conduct systematic conversations on ethical topics.

In the moral education of older preschoolers, the personal example of teachers, their attitude towards children, is of decisive importance. Even in small things, in manners, children try to imitate their teacher. If the relationship between the teacher and the children is characterized by sincerity, responsiveness, caring, the same will be the relationship of pupils among themselves. The teacher should avoid general assessments of the personality of each child. A preschooler can be praised or condemned for his act, but one should not transfer the assessment of a specific fact to his personality as a whole and say that he is generally good or, conversely, bad in everything. home furnishings and family relationships have a great influence on the moral development of a preschooler. That is why it is important to teach parents how to raise children.

Moral education is the process of forming moral qualities, character traits, skills and habits of behavior. The fundamental basic category of moral education is the concept of moral feeling (constant emotional sensation, experience, real moral relations and interactions).

Moral consciousness is an active process of reflection by the child of his moral relations, states. The subjective driving force behind the development of moral consciousness is moral thinking- the process of constant accumulation and comprehension of moral facts, relations, situations, their analysis, evaluation, adoption of moral decisions, the implementation of responsible elections. 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 that guide him in the system of relations and constantly pulsating moral thinking.

Moral feelings, consciousness and thinking are the basis and stimulus for manifestation moral will. The morality of a person is manifested in the conscious adherence to moral principles and in habitual forms of moral behavior.

The result of moral education is moral education. It materializes in socially valuable properties and qualities of the individual, manifests itself in relationships, activities, communication.

Moral education is effective when its consequence is moral self-education(the purposeful influence of the individual on himself in order to develop the desired character traits) and self improvement (the process of deepening the general moral state of the individual, the elevation of the whole way of life, raising it to a higher quality level) of schoolchildren.

Considering the system of moral education, N.E. Kovalev, B.F. Raysky, N.A. Sorokin distinguish several aspects:

Firstly, the implementation of coordinated educational influences of the teacher and children in solving certain pedagogical tasks, and within the group - the unity of actions of all pupils.

Secondly, the use of methods for the formation of educational activities by moral education.

Thirdly, the system of moral education also refers to the interconnection and mutual influence of the moral qualities being educated in children at the moment.

Fourthly, the system of moral education should also be seen in the sequence of development of certain personality traits as children grow and mentally mature.

The development of morality (the ability to make moral judgments) is closely related to cognitive development.

The levels of morality (according to Kohlberg) have the following gradation:

1. The premoral level (up to 10 years old) includes stages: at the first stage, the child evaluates an act as good or bad in accordance with the rules he has learned from adults, he is inclined to judge actions by the importance of their consequences, and not by the intentions of a person (“heteronomic morality ”), judgments are made depending on the reward or punishment that this act may entail.

At the second stage, an action is judged in accordance with the benefit that can be derived from it, and the child begins to judge actions according to the intentions that caused them, realizing that intentions are more important than the results of the completed action (“autonomous morality”). Applied to primary school a level must be reached when the child acts morally not only in public, but also alone with himself. It is very important to teach children to rejoice in the joy of others, teaches them to empathize. At this age, the child is able to evaluate his behavior, based on the moral standards that are accepted by him. The task of the teacher is to gradually accustom children to such an analysis of their actions.

2. Conventional level (from 10 to 13 years old) - orientation to the principles of other people and laws. In the third stage, the judgment is based on whether the act will receive the approval of other people or not. In the fourth stage, the judgment is made in accordance with the established order and the official laws of the society.

(from the age of 13) - a person judges behavior based on his own criteria. At the fifth stage, the justification of the act is based on respect for human rights or recognition of the democratic decision taken. At the sixth stage, an act qualifies as right if it is dictated by conscience - regardless of its legality or the opinions of other people. Kohlberg notes that many people never get past stage four, and that less than 10% of people aged 16 and over reach stage six.

Thus, moral education is a process aimed at the integral formation and development of the child's personality, and involves the formation of his relationship to the Motherland, society, people, work, his duties and himself. The moral upbringing of the older preschooler takes place mainly and above all in the process of learning. In the moral education of older preschoolers, the personal example of teachers, their attitude towards children, is of decisive importance.

Moral education includes such concepts as moral consciousness, moral will, moral education, moral self-education and self-improvement.

NOT. Kovalev, B.F. Raysky, N.A. Sorokin considered the system of moral education and identified four aspects: the implementation of coordinated educational influences of the teacher and children in solving certain pedagogical tasks, and within the group - the unity of actions of all pupils; the use of methods for the formation of educational activities by moral education; the system of moral education is also understood as the interrelation and mutual influence of the moral qualities being brought up at the moment in children; the system of moral education should also be seen in the sequence of development of certain personality traits as children grow and mentally mature.

We examined the levels of morality (according to Kohlberg), they have the following gradation:

1. Pre-moral level (up to 10 years).

2. Conventional level (from 10 to 13 years old).

3. Post-convection level (from 13 years old).

Formation of moral feelings in children in ontogenesis

Preschool age, occupying a period of time from three to six to seven years on the scale of the physical development of the child, makes a great contribution to the mental development of the child. Over the years, the child acquires much of what remains with him for a long time, defining him as a person and subsequent intellectual development.

Domestic psychologists believe that moral development is carried out within the framework of the general process of socialization. The general approach to the study of the process of the moral development of a personality in ontogenesis is based on taking into account the change in the successive stages of the child's moral development. At each age stage, different levels of formation of ideas about moral norms and ways of behavior, social relationships and moral qualities of people are presented.

The moral sphere of the personality develops gradually through the growth of arbitrary and conscious self-regulation of the individual's behavior based on moral norms and ideals. In the early stages of ontogeny, moral development external factors of upbringing and control prevail, which, as the moral consciousness and self-awareness of the individual develop, pass into the internal plane of the personality, regulating its social behavior.

V.V. Zenkovsky identifies three successive stages in the moral development of the child. At the first stage (1 - 5 - 6 years), moral consciousness is determined through the influence of the environment, surrounding people, traditions and customs that prevail in his family. At this stage, moral consciousness manifests itself as a direct assessment, moral feeling or experience (heteronomic morality). Here there is a combination of environmental influences and innate moral “settings for moral meaning”. These attitudes allow the child to consider his own experience from the point of view of morality. The second stage (5-6 - 12-13 years old) is marked by the existence of internal and external moral assessments, and one's own moral experience is also becoming more important. At the third stage (12-13-16-18 years old), moral consciousness develops towards autonomous morality, when a teenager acts without relying on any stable law, but only on his feelings and desires, his own experience. At the last stage of the development of moral consciousness (from 16-18 years old), characteristic of an already adult person, “autonomous morality” functions. Thus, V.V. Zenkovsky believes that moral development is a consequence of the manifestation of an innate "attitude to meaning" and, at the same time, the action of society. N.P. Kapustin linked the formation of a moral position with the development of the motivational-cognitive sphere: 1) curiosity (0-4 years); 2) cognitive interest (5-7 years); 3) cognitive activity (8-9 years); 4) cognitive needs (10-11 years).

E.V. Subbotsky (1983), studying the moral development of preschoolers, connects the emergence of the first moral motives of behavior in a child with his desire to maintain positive relationships with adults. According to E.V. Subbotsky, the moral development of a preschooler occurs not only due to the complication of the cognitive sphere, but also due to internalization, “growing” of external control. In his experimental studies, E.V. Subbotsky showed that only 10% of preschoolers can be guided in their behavior by a moral norm without the influence of adults. Studies of the psychological mechanisms of moral regulation in preschoolers, conducted by S.G. Yakobson and T.I. Moreva (1989), showed that an important condition for a child to comply with moral standards can be considered his ability to imagine himself in the future, after violating the norms, to assess his potential self. The motive for fulfilling the moral norm will be the desire to maintain a positive image of himself (I-real).

Thus, the moral sphere of the individual develops gradually through the growth of arbitrary and conscious self-regulation of the individual's behavior based on moral norms and ideals. In the early stages of ontogenesis, moral development is dominated by external factors of upbringing and control, which, as the moral consciousness and self-awareness of the individual develop, pass into the internal plane of the personality, regulating its social behavior.

The study of the moral development of children of primary school age is reflected in the works of G. A. Gorskaya, M.I. Volovikova (1990), S.V. Tarasova, L.I. Bozhovich (1972), I.A. Zaitseva and others. These researchers believe that the process of formation of moral and evaluative judgments of younger schoolchildren includes the level of development of awareness and acceptance of moral norms, cognitive understanding of the moral aspect of an action or attitude, the ability to recreate the motives of people's assessments and actions, an assessment of possible alternatives to a moral choice and their consequences. .

Introduction

Chapter 1. Theoretical and methodological foundations Problems

1 Features of the assimilation of ethical ideas by preschool children

2 Foreign and domestic preschool pedagogy about the formation of ethical ideas of behavior in preschool children. Modern research on the problem of moral education of preschoolers

3 Ways of forming ethical ideas in children of senior preschool age

Chapter 2. Pedagogical conditions for the formation of ethical ideas among older preschoolers

1 Experimental study of the formation of ethical ideas in children of senior preschool age.

2 The system of complex work on the formation of ethical ideas in children of senior preschool age.

3 Analysis and evaluation of performance

Conclusion

References

INTRODUCTION

“Compliance with the norms and principles governing the relationship of people and their social behavior is an indispensable condition for life in human society. And their assimilation by the younger generation was a matter of concern in all cultures known to us.

And each era has its own style, each society has its own rules of conduct, but there are universal human values ​​and it is on their basis that the culture of any nation develops.

“The process of formation of 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 their own kind.

According to many teachers (L.S. Vygotsky; D.B. Elkonin; L.I. Bozhovich, A.V. Zaporozhets; Ya.Z. Neverovich, etc.), the period of origin and formation of ethical instances, norms of morality and morality is Preschool age. A feature of preschool children is a pronounced ability to imitate. At the same time, insufficiently developed arbitrariness of behavior, the inability to control one's actions, to be aware of their moral content can lead to undesirable actions. These circumstances make the formation of moral habits of behavior, which develop into moral habits in the process of accumulating experience, a paramount task.

Education in children of moral feelings is a complex process. It involves, first of all, the formation of generalized and differentiated ethical ideas in them (what it means to be good, kind, fair, honest, sensitive). .

is the formation of its mechanism: ideas, moral feelings, moral habits and norms, behavioral practices. We will focus on the formation of ethical ideas in children.

The development of a child's ideas about morality is influenced simultaneously by the family, the kindergarten, and the surrounding reality. Moreover, this influence can be both positive and negative, sometimes it is contradictory. For example, when sending a baby to kindergarten in the morning, a mother can repeat several times: “Don’t give your toy to anyone, they will break it.” In kindergarten, the teacher constantly teaches children to be kind, to share toys. What to do, how to do the baby? Such contradictions cause irritation, dissatisfaction, and sometimes give rise to cunning, opportunism. As a result, the child cannot form a clear idea of ​​how to treat people, how to act in each specific case.

The solution of this responsible task requires positive qualities from the educator and parents, which are manifested in the areas of activity. 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. The basis of their formation is the ability to understand the other, to transfer the experiences of the other to oneself.

That is why ethical norms of behavior should be formed in children from childhood. The teacher faces a difficult task - work on the formation of ethical ideas should be carried out not only with children, but also with their parents. The formation of ethical ideas is only the first step on the path of the moral development of the individual.

The importance of ethical education of the individual is noted in philosophy (Aristotle, N.A. Berdyaev, B.C. Bibler, I.A. Birich, B.S. Gershunsky, I.V. Danilcheva, I.A. Ilyin, Ogorodnikov Yu.A., Pischulin, Platon, V. S. Solovyov, E. Fromm, C. JL Frank and others).

A huge merit in revealing the issue of ethical education belongs to the classic teachers: YL. Comenius, P.F. Lesgaft, J. Locke, A.S. Makarenko, J.-J. Russo, VA. Sukhomlinsky, L.N. Tolstoy, K.D. Ushinsky and others. Innovative teachers such as Sh.A. Amonashvili, G.Z. Apresyan, O.S. Bogdanova, VA, Karakovsky, T.M. Kirilenko, L.I. Novikova, A.M. Novikov, A.I. Savostyanov, N.L. Selivanova, SE. Shatalov and others noted that ethical education begins with the creation of the necessary stock of elementary ethical norms and is a process that takes place under the influence of life relations and influences that have moral standards. In the process of ethical education, ethical norms are formed, the ability to make ethical assessments in Everyday life.

For the formation of any moral quality, it is important that it takes place consciously. 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. At older preschool age, moral skills and habits that develop on the basis of a meaningful attitude of children to the moral content of actions become stronger. That is why children of 5-6 years old were taken to study the problem of the formation of ethical ideas.

IN Lately an unusually increased interest in the problems of the formation of morality. Today the world is full of rudeness, people are deprived of ordinary moral feelings. Ideas about good and evil, morality turned over in the minds of people. Very often in our society you can hear such phrases: "Money decides everything", "He is stronger - who is richer." Scolding is heard from the TV screen, parents allow children to plot stories in which problems are solved by force and murder. And the parents themselves forget that they themselves are role models. But what about the feelings of kindness, empathy, mutual assistance, friendship. In a completely different sense, they are presented to the younger generation. Recently, teachers have been paying attention to a number of negative manifestations of preschoolers in the society of adults and peers. For the upbringing of a moral personality in general and the formation of ethical ideas in children in particular, it is necessary to clearly define the ways of forming ethical ideas, as well as the content of the work of ethical education.

Based on the foregoing, we can conclude that the problem of the formation of ethical ideas in preschool children is relevant.

Target: to propose and experimentally substantiate the content and exemplary system of integrated work on the formation of ethical ideas in children of senior preschool age.

Object of study: the process of formation of ethical ideas in children of senior preschool age.

Subject of study: ways of forming ethical ideas of children of senior preschool age.

Research hypothesis: we assume that the formation of ethical ideas in children of senior preschool age may be more effective if:

· planning of work on this problem will be carried out in a complex, and be purposeful, systematic.

Research objectives:

.To study the problem we have taken in the scientific research of teachers and psychologists.

.To characterize the ways of formation of ethical ideas in preschool children.

.To study the level of formation of ethical ideas in children of 5-6 years old.

.To theoretically substantiate and test an exemplary system of integrated work on the formation of ethical ideas in children of senior preschool age.

Research methods:

Theoretical analysis of psychological and pedagogical literature on the research problem.

Pedagogical experiment (at different stages of the study), including:

· survey of children, teachers, parents through conversation and questioning;

· analysis of the conditions created in the kindergarten for the formation of ethical ideas (documentation analysis, methodological support);

· diagnostic examination;

· comparative analysis of the work done and the results of the study.

CHAPTER 1. THEORETICAL AND METHODOLOGICAL BASES OF THE PROBLEM

.1 Features of the assimilation of ethical ideas by preschool children

Ethics? (Greek ethika, from ethos - custom, disposition, character) is a philosophical discipline that studies morality, morality. As a designation of a special field of study, the term was first used by Aristotle.

If ethics is considered as a subject of education, then its main task is to include the child in a consistent process of awareness, assimilation of the norms of the moral life of people, familiarization with these norms.

One of the objectives of moral education is the formation of its mechanism: ideas, moral feelings, moral habits and norms, behavioral practices. We will focus on the formation of ethical ideas in children.

Ethical ideas determine what is generally accepted and acceptable in the actions of a member of society, and what is not. Uniform and generally accepted rules ensure a high level of relationships and communication in society. Therefore, it is so important to teach the child everywhere and in everything to respect society as a whole and each of its members individually to treat them as he treats himself and that others treat him the same way.

The lack of such ideas in children, ignorance of “what is good and what is bad”, prevents them from contacting the people around them, their people, can cause tears, whims, and a negative attitude towards the demands of adults. Often, adults take a too formal approach to the assimilation of ethical norms by children. Some requirements: “you can’t lie, you can’t get angry, fight, you can’t be rude, etc., you need to be kind, honest, polite ...” is not enough to awaken genuine feelings.

Before starting a conversation about the development of ethical ideas in children, it is necessary to consider the features of moral development at a certain age stage, in particular at the senior preschool age. This will help to correctly determine the directions in working with children on the formation of ethical ideas.

Each age stage in the life of a preschooler has its own mental characteristics that determine the specifics of moral development. Thus, the dominance of perception in the second year of life determines the attachment of an action to a specific situation. By the age of three, memory begins to occupy a dominant position as the basis for preserving personal experience of behavior. When thought processes come to the fore, it becomes possible to generalize the accumulated facts of moral content. The visual-figurative nature of the thinking of preschoolers makes it possible to convey to them complex manifestations of morality in a figurative form. Naturally, the development of thinking is impossible without speech development child, which expands the possibilities of communication with others, allows the teacher to diversify the forms of work with children (more opportunities to accompany the show with clarification, persuasion, to argue the assessment of children's behavior). The emotionality inherent in preschoolers, often determining their actions by the motive "I want", is gradually balanced by the development of arbitrary actions, strong-willed behavior, and the ability to follow the rules.

General age characteristics of preschool children do not exclude individual development options. In moral development, this is especially noticeable: some children are very sensitive, show moral talent, others are distinguished by moral callousness (N. Leites, J. Korchak). .

“The complexity of moral phenomena determines the gradual penetration into their essence. At first, children understand them on an emotional level (“good”, “bad”), then gradually they begin to realize why this or that act is performed. Some children quickly comprehend the depth of the situations discussed, others more slowly. It `s naturally. It is important that they accumulate moral concepts and ideas about moral standards.

The moral development of a preschooler includes three interrelated areas. In the sphere of moral knowledge, judgments, ideas, that is, the cognitive sphere, children master various aspects of social moral consciousness, and above all, an understanding of moral requirements, criteria for moral assessment. The child learns to voluntarily follow the norms of morality, even if its violation is associated with personal gain and the child is confident in impunity.

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.

In the behavior of an older preschooler, the connection of moral qualities and personality traits with intellect, cognitive and interesting, attitude to the world around us, to activities, to adults and peers, to oneself is more pronounced. A child in the process of communication can already be restrained, able to act in the interests of a partner or a group of peers, while showing strong-willed sufficient efforts. But, of course, this is only the beginning of a skill that needs to be developed and consolidated.

By the end of senior preschool age, children should form such ethical ideas as honesty, justice, respect for the work of adults, children should be able to systematize polite behavior, be aware of the confrontation between good and evil. Children must learn the culture of behavior in in public places, transport, kindergarten, etc. the educator must develop in children respect for elders, the desire and ability to obey, follow their advice, form friendly relations with peers, caring attitude towards the younger ones. The child must learn to remember his duties and try to fulfill them, he must learn to respond to the grief and joy of other people, to correctly evaluate the behavior and actions of his peers and literary heroes. Through the influence of a wide variety of methods, the child learns a benevolent attitude towards people of different nationalities, the desire and ability to work not only for the benefit of himself, but also for the common good, the child must develop a sense of collectivism, he must learn the rules of the hostel.

The process of formation of ethical ideas in preschoolers proceeds with some peculiarities.

.The development of a child's ideas about morality is influenced simultaneously by the family, the kindergarten, and the surrounding reality.

.At preschool age, the system of relationships between the child and adults and peers expands and restructures, activities become more complicated, and joint activities with peers arise.

.At older preschool age, moral skills and habits that develop on the basis of a meaningful attitude of children to the moral content of actions become stronger. This allows the teacher to educate children in conscious behavior, subject to the norms of human morality.

.The behavior of the pupils of the older groups convincingly indicates that at this age there is a gradual transition from the perception of the content of individual actions to enriched concepts of good behavior children develop their first moral judgments and assessments; initial understanding of the social meaning of the moral norm;

.The effectiveness of moral ideas increases; Conscious morality arises, that is, the child's behavior begins to be mediated by a moral norm.

However, moral norms, even those that the child knows well, do not immediately begin to guide his behavior. Initially, they are performed only at the request of an adult or in his presence, they are easily violated by a child. Moreover, the child does not notice this violation and, negatively evaluating such behavior in general, does not attribute a negative assessment to himself.

Having learned the norm, the child, first of all, begins to control his peer. It is easier for him to see and evaluate the presence of moral qualities and the fulfillment of norms by his peers than by himself. The desire to establish themselves in the knowledge of the moral norm leads to the appearance of special statements addressed to the adult - “complaints-statements”, which contain messages about the violation of the rules by one of the children. A child, turning to an adult, wants to establish himself as to whether he correctly understands the norm or rule. Gradually, evaluating a peer, comparing himself with him, listening to the assessment of his actions by adults, the child comes to a real self-esteem.

At the age of 5-7 years, preschoolers move from spontaneous morality to conscious. For them, the moral norm begins to act as a regulator of relationships between people. The senior preschooler understands that the norm must be observed in order for the collective activity to be successful. The need for external control over compliance with the norm by an adult disappears. The behavior of the child becomes moral even in the absence of an adult and in the case

Formed ethical ideas serve as the basis for the development of behavioral motives that encourage children to do certain actions. It is the analysis of the motives of actions that allows the teacher to penetrate the essence of the child's behavior, understand the reason for one or another of his actions and choose the most appropriate method of influence.

At older preschool age, it is important for children to form such motives of behavior that would encourage them to act that reflect the social orientation of the individual (take care of a peer, give up personal desire in order to satisfy the interests of the team, make a gift to loved ones with your own hands). The formation of behavioral motives is associated with the organization of various activities of children, their communication with each other, with adults.

The upbringing of moral feelings, the formation of moral ideas, habits and motives of behavior is carried out in unity and ensures the moral education of preschool children.

The moral development of a person is an extremely complex and multifaceted process. Yakobson S.G. aspects of this process were highlighted:

· development of the need-motivational sphere, the formation of life values, attitudes towards other people, as well as worldview. The content of needs and motives may be such that their satisfaction will come into conflict with the legitimate interests of other people and therefore need moral control. The value system determines the content of those moral problems that a person has to solve.

· the development of the so-called moral qualities of a person - kindness, honesty, justice, etc.

· mastering the content of moral principles, norms and requirements.

An important feature is the fact that for the formation of any moral quality it is important that it takes place consciously. Therefore, at the first stage of work, children need to be given knowledge,on the basis of which the child will develop representationabout the essence of moral quality, about its necessity and about the advantages of mastering it.

It must be remembered that the child must have a desire to master the moral quality in order to have motivesto acquire the appropriate moral quality. The appearance of a motive entails attitudeto quality, which, in turn, forms social feelings.Feelings give the process of formation a personally significant coloring and therefore affect the strength of the emerging quality. Knowledge and feelings must be practically realized in actions, behavior, whichtake on the feedback function, which allows you to check and confirm the strength of the quality being formed.

The mechanism of moral education is as follows:

(knowledge and ideas) + (motives) + (feelings and attitudes) + (skills and habits) + (actions and behavior) = moral quality.

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

main feature the mechanism of moral education lies in 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. In this case, the sequence of components may vary depending on the quality of the quality (on its complexity, etc.) and on the age of the object of education.

The development of moral judgments and evaluations is necessary but not sufficient for moral development. The main thing is to determine the ways, to create the conditions when the norm of morality will begin to regulate the real behavior of the child, that is, to establish a connection between moral consciousness and moral behavior. Only in the presence of such a connection does the norm become a motive for behavior and perform an inciting meaning-forming function. Then the child's consciousness moves from the result to the process of fulfilling the norm, and he follows the norm for its own sake, because he cannot act otherwise. And compliance with the norm acts as an emotional reinforcement for a preschooler. The relationship between moral consciousness and behavior is established when the child is exercised in moral deeds, put in a situation of moral choice, when he himself decides what to do: go for an interesting walk or help an adult, eat candy himself or take it to his mother, play with new toy or give it to the younger one. By choosing to comply with the norm, overcoming momentary desires and sacrificing one's own interests in favor of another in order to please him, the child takes pleasure in doing the right thing.

We examined the main features of the formation of ethical ideas in preschool children in general, and in older preschool age in particular. For a deeper study of the problem, it is necessary to consider the main studies in the field of moral education of preschool children.

1.2 Foreign and domestic preschool pedagogy about the formation of ethical standards of behavior in preschool children. Modern research on the problem of moral education of preschoolers

Questions about the decisive role of moral education in the development and formation of personality have been recognized and raised in pedagogy since ancient times. Its roots go back to Ancient Greece, where the ideal person was considered to be the one who is beautiful in physical and moral terms. Thus, the idealist philosopher Socrates (469 - 399 BC) believed that there are universal and immutable moral concepts. The purpose of education, in his opinion, should not be the study of the nature of things, but the knowledge of oneself, the improvement of morality.

Plato (427 - 347 BC) believed that the approach to the highest idea of ​​the good is carried out mainly through education, including moral education, which is given special importance. Plato expressed a number of important thoughts about preschool education, about a consistent state system of education, put forward demands for education through a positive example.

Aristotle (384 - 322 BC) ? student of Plato, was the greatest philosopher and scientist of ancient Greece. In the field of moral education, Aristotle, who put forward a strong-willed, active principle in his philosophy, attached great importance to moral skills and exercises in moral deeds. Natural inclinations, development of skills (accustoming, frequent repetition of desirable actions) and reason - these are the three sources of moral education.

Many centuries later, Ya. A. Kamensky (1592 - 1670) in his treatise "Instruction of Morals" cited the saying of the ancient Roman philosopher Seneca: "Learn first good morals, then wisdom, because without the first it is difficult to learn the latter." In the same place, he quoted a popular saying: "He who succeeds in the sciences, but lags behind good morals, lags behind more than he succeeds."

The problems of moral education were further developed in the works of D. Locke, Zh.Zh. Russo, I.G. Pestalozzi, R. Owen and others.

Russian enlighteners A.N. Radishchev, V.G. Belinsky, A.I. Herzen also paid moral education great attention, considering it as a necessary condition for the harmonious development of personality.

L.N. Tolstoy highly valued moral education and believed that of all the sciences that a person should know, the most important is the science of how to live, doing as little evil as possible and more good.

Sukhomlinsky V.A. also emphasized the great importance of moral education.

However, among the classical teachers of the past, K.D. Ushinsky. In the article “On the Moral Element in Education,” he wrote: “We are convinced that morality is not a necessary consequence of learning and mental development, we are also convinced 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 children's activities, on their 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.

A psychological and pedagogical review of the literature shows that the problem of the moral development and upbringing of a child has been developed quite versatile in relation to preschool children (R.S. Bure, A.V. Zaporozhets, I.V. Knyazheva, V.K. Kotyrlo, T.A. Markova, V. G. Nechaeva, J. Piaget, T. A. Repina, E. V. Subbotsky, S. G. Yakobson and others). In studies on the problem under study, issues related to moral ideas, knowledge and judgments are considered; moral conduct; moral feelings of preschoolers.

The problem of educating humane feelings and relationships has been studied in domestic preschool pedagogy in some detail and from different positions. 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, L. P. Strelkova, A. D. Kosheleva, I. V. Knyazhina, T V. Chernik and others.

The problem of friendship between preschoolers was studied in preschool pedagogy as a component of collective relationships (A.A. Arzhanova, V.P. Zalogina, T.A. Markova, A.V. Bulatova, etc.).

The problem of educating responsiveness and mutual assistance was studied in preschool pedagogy (F.S. Levin-Shchirina, L.A. Penevskaya, T.I. Ponimanskaya, M. Mirzaabdullaeva, A.M. Vinogradova, etc.) and child psychology (T.A. Repina, A.D. Kosheleva, A.G. Ruzskaya and others).

At present, people are striving to create a legal society with a high culture of relations between people, which will be determined by social justice, conscience and discipline. Such a society necessitates the moral upbringing of everyone. Morality in society is supported by the power of public opinion, the expression of public assessment of the moral and immoral acts of the individual. Of great importance in the moral development of the individual is his own attitude to the actions and deeds performed, to the observance of the moral requirements established in society. It is necessary that the personality itself strives to be moral, so that it observes moral norms and rules by virtue of its own inner attraction and a deep understanding of their necessity.

“For centuries, folk pedagogy has developed ways and methods of moral education of children and, to a greater or lesser extent, solved this problem. However, the spontaneous nature of such education did not ensure the full assimilation of the norms by everyone, without exception.

Thus, based on all of the above, we can conclude that for a long time the problem of the formation of morality was of great importance. But morality was seen as something unified. Only in recent years has each component of moral education been considered as a separate area of ​​ethical education with the aim of better forming morality in general in preschool children.

Let us consider the main ways and means of forming ethical ideas among older preschoolers.

.3 Ways of forming ethical ideas in children of senior preschool age

V. A. Sukhomlinsky believes that it is important to create education with the help of ethics as a process of a child discovering himself and others, as a deepening into “his own unprecedented”, as an unexpected revelation, as a search, creativity, play, travel, a constant and unnoticed by the child dialogue with the world, contact with the eternal truth of wise thought. And this is possible if we consider an ethics lesson or an ethical lesson as a process of human studies and, having rejected the typology of didactic principles, build it as a continuous thread of a meaningfully verified canvas of a dialogue between children and a teacher-educator, in which the voice of each is significant and heard, is not possible.

Formation of ethical ideas? the process of purposeful and organized mastery of universal human values ​​by children.

The moral formation of the personality of a preschooler requires compliance with certain pedagogical conditions:

· humane attitude of adults (first of all, parents and teachers) to the child;

· a clear statement of the tasks of moral education and upbringing;

· creating conditions for active practical and intellectual activity of the child, forming friendly relationships.

When determining the content, forms and methods of moral education, teachers rely on the fundamental positions of Russian psychology and pedagogy: the activity approach and the determining role of education (A. Zaporozhets, D. Elkonin, V. Davydov, etc.). When selecting the content of work with children, implementing certain forms and methods of education and upbringing, the teacher always takes into account the place of each teaching situation and each method in the general system of education aimed at moral formation preschooler personality.

The child must learn not only the form (knowledge in the field of morality, external observance of moral requirements), but also the very relations that arise between people (their inner meaning, motives). Most likely, the child first acquires knowledge about moral norms, which, under the condition of his upbringing, become the motives of his behavior.

Knowledge of moral relations includes two aspects:

.The ability to highlight relevant actions and evaluate them as good or bad;

.The idea of ​​why in a given situation it is necessary to behave in such a way, and not otherwise.

The transition of the child's external ethical ideas to internal ethical instances is due to the following factors:

Ø the representation of a certain moral content to the child, the acquaintance of the child with it;

Ø the disclosure of moral meaning implies the ability to isolate the experiences of another person and focus on them in one's behavior;

Ø the transition of the child's ethical ideas into the internal motives of behavior by fulfilling the moral norm in a specifically significant situation, and for a preschool child, the most significant is precisely the game situation.

Based on the analysis of methodological literature, it was revealed that the formation of ethical ideas among preschoolers goes in the following areas:

organization of work in the classroom;

organization of work in everyday life;

work with parents.

In the classroom, children are taught, and in everyday life, both in a preschool institution and in the family, the knowledge gained by children is consolidated, on the basis of which the habits and behavior of children are formed.

All work, both in a preschool institution and in the family, is organized on the basis of ethical education.

Means of ethical education:

· Artistic media: Fiction, visual arts, music, cinema, filmstrips, and other media can be grouped together. This group of means is very important in solving the problems of moral education, as it contributes to the emotional coloring of cognizable moral phenomena.

· Nature makes it possible 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 feelings and behavior (S.N. Nikolaeva, L.G. Niskanen, V.G. Fokina, V.D. Sych).

· Children's own activities: 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? it is necessary, first of all, when educating the practice of moral behavior. A special place in this group of means is given to communication, if, following psychologists (M.I. Lisina, A.G. Ruzskaya), it is considered a type of activity. Communication as a means of moral education best fulfills the tasks of correcting ideas about morality and educating feelings and relationships.

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 cruelty, immorality. The environment surrounding the child becomes a means of educating feelings, ideas, behavior, i.e. it activates the whole mechanism of moral education and influences the formation of certain moral qualities. The means of moral education of preschool children are not used in isolation, but in a complex, interconnected. The basis for the selection of funds that can and should be used in combination is the leading educational task and the age of the children.

Activity serves as a pedagogical tool for the education and development of preschoolers. Learning, closely related to activity, provides meaningful material for it. In the preschool period of a child's development, play is the leading activity. Gradually, thanks to the game, the child masters a variety of activities. Activity serves as a pedagogical tool for the education and development of preschoolers. Learning, closely related to activity, provides meaningful material for it. In the preschool period of a child's development, play is the leading activity. Gradually, thanks to the game, the child masters a variety of activities.

A game?one of the most effective means formation of ethical ideas. It, as a way of knowing the world around, gives the child in a bright, accessible and interesting form of ideas about how it is customary to behave in a given situation, makes you think about your behavior. We must not forget the disciplinary value of the game.

The leading type of activity in senior preschool age is role-playing game, where the child models the ways of behavior, actions, relationships of adults. It highlights the relationship between people and the meaning of their work. Performing roles, the child learns to act in accordance with the moral standards accepted in human society. It is important for the teacher to know how each child of the group is able to control their behavior. One of the ways to form controlled behavior, develop self-control in unrestrained children can be a long-term collective (with an interesting, detailed plot) role-playing game organized by the teacher, where such a child is entrusted with the role of leader. Children may have good play skills and are ready to take on any role, but the inability to restrain themselves usually prevents this.

The role of the leader can only act as a force restraining and organizing the child's behavior if the teacher explains to him in detail the content of the game, acquaints him with its main and intermediate goals. Knowing them limits the child's excessive activity, helps to understand that the assigned role is a necessary condition for the implementation of joint activities: not fulfilling it (with the collective nature of the game), not coordinating one's actions with the actions of partners means preventing all children in the group from completing the game to the end. The relationships of older preschoolers in play are complex, selective, and not always favorable for the child. Complicated relationships with peers have a negative impact on the emotional well-being of the child in the group, on the formation of his personal qualities. Deprived of positive contacts with children, the child experiences acute experiences that contribute to the appearance of increased resentment, stubbornness, anger, and sometimes aggressiveness towards peers. On the other hand, they can lead to self-doubt.

In mobile games , used mainly to solve the problems of physical education, children compete: who will run around the kindergarten faster, who will throw the ball farther. But the element of life necessarily intervenes in an organized game. Od fled and fell, the other hurries to defeat everyone, the third also wants to be the first, but stopped to help the fallen. The most important ethical aspect underlies the behavior of the child. In such a situation, we once again make it clear to the child: the basis of etiquette behavior is a moral principle. .

In games with building materials , when children are busy building architectural structures (houses, bridges, etc.), there are also rules of conduct. The teacher praised the builders. How did he do it? What words and intonations? What was his facial expression? Are all the children happy when they hear the praise of their friend? Children watch the teacher every minute, even when they are doing what they love and learning certain behavior from him.

Both in the classroom, in everyday life, and in the family are used didactic games, whose main goal? child development. They are good for reinforcing already learned ethical ideas. Tasks can be varied. Board games are of great interest to preschoolers. A creative approach to business and the imagination of the educator will help the variety of children's play activities, during which they master the world. The role of the educator in the game itself can be different. In one case, he will suggest her story, in another he will play a leading role in it, in the third he brought the material necessary for her, in the fourth he will observe the children and take pedagogical notes. The teacher and children are co-authors of any game. We must not forget about children's independence and initiative, you just need to direct them in the right direction. Then there will be no boring notations, rigid and incomprehensible requirements for children, and ethical standards will easily enter the life of a small person who, during the game, has realized their reasonableness and necessity.

It is characteristic of all moral norms that they reinforce the social way of behavior, which preschoolers express as follows; “You can’t deceive adults”, “You can’t offend little ones”, etc. That is, children state what can be done and what cannot be done. We can talk about the formation of an understanding of a moral norm if the child explains why the norm must be observed. .At preschool age, there are quite different levels of such understanding. The younger the child, the more often he explains the need to comply with the norm, referring to possible consequences if it is observed for oneself or to the requirements of adults, for example: “We must tell the truth, otherwise they will find out and punish”, “We must share toys. And then someone else will give it to you." At the age of 5-7, a child understands the social meaning of a moral norm, realizes its objective necessity for regulating relationships between people.

Numerous studies (N.S. Karpinskaya, L.N. Strelkova, A.M. Vinogradova) show that children vividly, emotionally and trustingly perceive fairy tales, poems, stories read to them, consider illustrations for books (V.A. Eliseeva, G.N. Panteleev). The child is strongly impressed by the work of artists if they depict the world in a realistic and understandable way for a preschooler. Artistic means are most effective in the formation of moral ideas in children and the education of feelings.

Research by V.I. Loginova, M.A. Samorukova, L.F. Ostrovskaya, S.V. Peterina, L.M. Gurovich show that one of the most effective means of educating the ethical ideas of children of senior preschool age is fiction. Fiction affects the feelings and mind of the child, develops his receptivity, emotionality, consciousness and self-awareness, forms a worldview. For the development of ethical ideas, it is advisable to use works of fiction, which would describe not only some specific situation, but also good and evil would be opposed to each other. (N. Nosov "Karasik", K Chukovsky "Aibolit", Sh. Pierro "Fairy" and others).

« I believe in the mighty, limitless power of the teacher's word. The word is the most subtle and sharpest tool with which we, teachers, must skillfully touch the hearts of our pupils ... The word of the educator's ethical teaching is perceived only when he has the moral right to teach "

Prominent domestic and foreign scientists studied the process of formation of ethical ideas through fiction: Zaporozhets A. V., Sukhomlinsky V. A., Kostyuk G. S., D. M. Aranovskaya. A. V. Zaporozhets showed the conditions for the emergence, nature and characteristics of the child’s activity, which makes him a talented reader, forms high moral motives for his behavior. Aranovskaya D. M. revealed age-related opportunities for children to understand the ethical meaning of a fairy tale, the intentions and actions of its characters, with a different nature of its construction.

Famous domestic and foreign scientists studied the influence of fiction on the development of the personality of a preschooler: Vygotsky L. S., Zaporozhets A. V., Sukhomlinsky V. A., Teplov B. M., K. E. Khomenko, Makeeva I. P. , Aranovskaya D. M., Kontsevaya O. M., Morozova N. G., Slavina L. S., Titarenko T. I., Gubova E. O. under the supervision of Panasevich Z. M., Tikhomirova I. I.

In preschool pedagogy, for a long time, due attention was not paid to the originality of the experience of works of art. L. S. Vygotsky in his works considers the question of the influence of literature on personality.

A. V. Zaporozhets subjected to a special study the importance of fiction, and in particular fairy tales, for the assimilation of moral norms by preschool children and the formation of new motives for their activity. He identified the following features. The child is not satisfied with uncertain situations when it is not known who is good and who is bad. Children immediately strive to highlight positive characters and unconditionally accept their positions. And in relation to everyone who impedes the implementation of their plans, they become in a sharply negative attitude. When listening to a literary work, a preschooler takes a position “inside it”. He strives to imitate his favorite characters. This is how mechanisms of moral identification arise, internal action in an imaginary plane, the personal experience of the child is enriched, because he is actively experiencing events in which he did not participate. Literary characters are fixed in the mind of the child in accordance with a certain characteristic. It is very difficult for a preschooler to attribute himself to a negative character. So, a child, even realizing that he has violated a moral norm, cannot identify himself with Caracas, but claims that he acted like Pinocchio.

Preschool children are especially susceptible to the influence of artistic images, their flexible psyche absorbs all the information contained in the book, processing it in accordance with little life experience and the needs of a developing personality. And aesthetic, and especially ethical ideas, according to V. A. Sukhomlinsky, children should take it out of works of art.

At the age of 3-7 years, children develop ethical standards-samples that contain a more or less generalized idea of ​​positive or negative behavior in life situations. A preschooler correlates his behavior not only with a specific adult, but also with a generalized idea. That is, the external model of an adult's behavior translates into an internal plan, expanding the possibilities for the moral development of the individual. Thus, one of the ways to form ethical ideas in children is adult example.

V.A. Sukhomlinsky emphasized: “A child? it is a mirror of the moral life of the parents.” A positive example of parents contributes to the fact that the baby easily and unobtrusively learns to live in accordance with the norms accepted in society. The norm, which is only declared, but not observed by adults, will never begin to influence the real behavior of the child. Moreover, the kid will understand that moral standards can be violated with impunity, it is not necessary to comply. This is how opportunism, maneuvering is born. The child strictly fulfills the norm in some conditions and violates in others, without feeling guilty. The child observes and evaluates adults. It is advisable to always evaluate your behavior from the standpoint of evidentiary reasonableness, the need to observe etiquette, and correspond to his own instructive words, the actions of the educator should be aimed at achieving the main goal - creating the development of the child's personality in a creative, friendly, friendly environment. From early childhood, the child enters into a complex system of relationships with other people and gains experience in social behavior. To form behavioral skills in children, to educate consciously, an active attitude to the task assigned, camaraderie, you need to start from preschool age . Recall that in early childhood the child mastered a wide range of objective actions, "discovered" ways to use objects. This "discovery" inevitably led him to the adult as a bearer of the social way of performing actions, as a model with which one must compare oneself. The child looks closely at the world of adults, starting to highlight the relationship between people in it. A preschooler comprehends the world of human relations, discovers the laws by which the interaction of people is built, that is, the norms of behavior. In an effort to become an adult, a preschooler subordinates his actions to social norms and rules of behavior.

Of course, one cannot but recall the main ways of pedagogical influence on children:

Parenting situations: create conditions in which the child faces a choice, must choose what to do.

promotion: carried out in various ways, activates preschoolers to learn, to choose the right behavioral step.

Adult ratingmust meet certain requirements, that is, to be:

· objective and at the same time tactful, therefore, positive aspects are first distinguished in the act; they talk about negative ones as if in passing, but in such a way that the child understands what exactly the adult is dissatisfied with;

· differentiated, since general assessments do not give anything for the development of the individual. It is necessary to show for what the child is evaluated in a certain way. And the child will strive to repeat the action in order to again deserve a positive assessment;

· systematic, and not given on a case-by-case basis;

· including a combination of verbal and non-verbal methods of influence. Preschoolers are especially sensitive to the latter.

Ratio different ways assessment depends on the age, individual characteristics of the pupils, the situation. It is not the child himself that should be evaluated, but his offense. Reprimand should be resorted to in exceptional cases, showing how to act; focused on the child's own behavior, and not on comparing him with other children, so as not to humiliate in the eyes of adults, not to destroy joint activities.

Punishment: used extremely rarely; punishment resulting in pain and physical suffering is not used; condemnation by the educator and other children of a negative act is aimed at the emergence of a desire to do well.

An example to follow: is a kind of visual image and is necessary for the child. They can be a teacher, a parent, a familiar adult or child, a literary (fabulous) hero.

Diversity verbal methods: helps to more consciously study ethical ideas, but, when applying them, boring moralization and notation should be avoided. The story is real or fairy tale creates an emotional perception of behavioral rules. There should be no unnecessary verbal edification, reproaches, remarks. The effectiveness of education is ensured by the creation of special situations that encourage children to do the right thing.

clarification: it is necessary not only to show a drawing, read a story, but also explain how and why one should act in a given situation. In each case, the educator looks for the cause of the child's misbehavior, uses individual measures of influence: reminder, remark, explanation. In any case, you need to remember the slight vulnerability of the child, about respect for his personality. Even if the child is guilty of something, one should not make remarks that offend him.

Principles of selection of methods of moral education:

· correspondence of the method to 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 method selection;

· tactful application of the method;

· planning possible outcome 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.

Children should understand that a lot depends on the behavior of each of them: someone did not put away the toys on time - the lesson started later, littered during meals - gave extra work to the nanny and the attendants. Appropriate assessment of such actions and the teacher's reaction to them have a great educational impact. The formation of relationships between children is based on the mutual sympathy of children, their attachment to kindergarten, the ability to evaluate the behavior of peers and their own.

In order to correctly judge the nature of the relationship that develops between children in the kindergarten group, the teacher should constantly monitor the communication of children in the game and other types of joint activities. Observations allow him to judge the authority of a particular child, identify organizers and inactive children, understand on what basis children's associations are formed, which encourages children to be their participants. It is necessary to encourage the development of associations with a humane and equal nature of relations between children and, on the contrary, to show the unattractiveness of unequal relations.

Establishing friendly relations contributes to the ability of children to communicate, friendly talk with each other. The example of adult communication has a decisive influence on children. It is necessary to use naturally occurring situations associated with the arrival of a group leader, a nurse and their communication with a teacher, a nanny. It is useful to draw the attention of children to how friendly, kindly adults talk to each other, to encourage them to communicate with each other in the same way.

It is important to discuss with children certain facts and cases that take place in their communication with peers in joint activities, prompting them to express their attitude to the actions of a particular child, to compare their actions and the actions of their peers. It is useful to talk about how to act towards each other and how to talk among themselves when any joint activity is organized, for example, a game. It is necessary that children take into account the right of each child to participate in a joint game, be able to address their peers in a friendly and friendly manner with a request to play together (“Accept me, please”, “Can I play with you?”), Respond affably to a friend’s request to accept him into the game. It is necessary to teach children to be attentive to the suggestions of another child when performing joint activities, to be able to agree with the plan proposed by a peer. If the children do not know how to kindly, politely refuse to participate in common activities or reject the proposals of another child, you should discuss the form of refusal with them, teach them to express disagreement tactfully (“Let's build the road first, and then the bridge. Agreed?”), Answer politely to refusal (“Do you want to play store? Maybe we can play hospital?”).

It is useful to discuss with children whether they fairly distributed objects and materials for joint activities, to praise those who took into account the interests and desires of other children. To teach children the ability to find out if the other is satisfied with the materials and toys received, while using such expressions: “Do you agree?”, “Satisfied?”, “Agreed?”. Encourage children, when addressing a peer with similar questions, to look at him, call him by name, listen carefully to the answer. It is important to show how unsightly a child looks who offends another, takes all the best for himself.

The teacher draws the attention of children to the inadmissibility of rude, harsh appeals and answers, which express a disdainful attitude towards the interests and desires of a peer.

In addition to talking with children, it is imperative to show them specific situations noticed by the teacher in their communication with each other, for example, while on duty, dressing for a walk, in games, in order to give children the opportunity to see themselves from the outside and learn patterns of friendly communication.

The teacher can use puppet, shadow theater and toy theater for this. The characters of the performances help children learn the rules of politeness necessary for communication.

effective method clarifying the systematization of ethical ideas of older preschoolers is ethical conversation. Such conversations should organically be included in the system of diverse methods of education. Ethical discourse is notable for its essential originality. The content of ethical conversations consists mainly of genuine life situations, the behavior of the people around and, above all, the pupils themselves. The teacher gives a description of the facts and actions that the child observed or performed in communication with peers and adults. Ethical conversations are planned, prepared and organized classes. The number of such conversations is small: five to seven a year, i.e. once every one and a half to two months.

It should be remembered: the main goal of ethical conversations is to form in the child the moral motives of behavior, which he could be guided in his actions. And such conversations should be based, first of all, on genuine events and phenomena, which are provided in abundance by the life and activities of the child in the circle of peers.

Preparing for such a conversation, the teacher should analyze what was the subject of the most vivid impressions of the children, how they perceived what they saw, how they experience it. If an educator considers it necessary to include excerpts from a particular work of art in an ethical conversation, he must necessarily subordinate their content to educators with functions.

If the content of the conversation is accessible and interesting to children, then interested questions, vivid emotions, sincere assessments follow: the teacher, as it were, opens up the inner world of the child. This allows you to reasonably determine how the kids perceived the idea, the moral of the work, and makes it possible to further tactfully correct the behavior of children. And the fact that the children as a group jointly discuss the facts of behavior and various situations causes empathy, the emotional influence of children on each other, contributes to the mutual enrichment of their feelings and ethical ideas.

The main thing in the work of an educator is the emotional response of children to the situation, the development of the ability to see the moral side of this or that event, act. .

Thanks to conversations on ethical topics, the educator has the opportunity to concrete examples show what to contain such concepts as "kindness", "honesty", "truthfulness", "courage", "justice", "friendship", etc. With the help of such conversations, the teacher can put children before a choice of action. In this regard, he formulates questions with a moral orientation, so that they awaken children's activity, independence in solving the problem. Older preschoolers can be asked questions like “What would you do and what would you say?” and offer different situations, for example: “If you saw that an adult dropped something? If you are sitting in a carriage, and a passenger enters at the nearest stop, and there are no more empty seats? If a friend came to your doi, and you eat an orange? If your mother sent you to the neighbors to borrow something? If you walked into the lobby of the kindergarten, and there are the parents of your bandmates? etc. You can talk in the classroom with all the children or only with some, as well as individually in the process of holding regime moments, games, work. These can be short questions that contain the problem of moral choice and encourage the child to evaluate the act when he is guided by the acquired moral standards. These may be situations with a moral orientation. It is advisable to discuss them collectively. In the course of the conversation, children express their opinions and listen to the opinions of others, defend their point of view, and, if necessary, can refuse the original opinion.

How the conversation is conducted largely depends on how the children comprehend the situation under discussion. It should not be instructive, so the teacher does not impose his opinion, but encourages the children to think, to express their own opinion. And here the emotional attitude of the teacher himself to the situation under discussion is of no small importance. His voice, facial expressions, gesture emphasize the relationship to the moral problem that lies in the content of the situation.

For the most complete understanding of the moral essence of the situation, it is important to clearly and correctly formulate questions, logically put them in sequence so that they are problematic, i.e. aimed at solving a moral and ethical problem.

It is advisable that the content of the conversations be based on the personal experience of the children, their life impressions and experiences. Here is one of those familiar situations for every child.

The influence of the moral consciousness of the older preschooler on the self-regulation of his behavior is not yet great. But at this age, the child is still able to evaluate his behavior on others. Therefore, the topics of ethical conversations must necessarily include the leading concepts for this age group. “My mother”, “My family”, “Kindergarten”, “My comrades”, “I am at home” and many others. etc. It is important that the content of the listed leading topics and complementary topics is necessarily associated with the entire content of the pedagogical process. Without which it is impossible to ensure the effectiveness of moral education, and also help to systematize and generalize the ideas about morality that children acquired while in previous groups.

Ethical conversations, their results should be directly manifested in the practice of behavior, the actions of children in various situations. What is very important for fixing the results of pedagogical influence.

A positive attitude of children to the conversation is achieved through:

· posing questions understandable to children and practically important for them, related to their everyday experience. Questions are thought out in advance, but may change depending on the reaction of the children;

· presentation of material in a figurative form that can arouse the interest of preschoolers, attract their attention. For this purpose, during the conversations, works of art, examples from life are used. They help in a bright form to convey moral standards to the minds of children. The use of proverbs in the process of conversation helps preschoolers to penetrate (although not immediately) into the essence of the rules contained in them. To do this, it is necessary to associate the proverb with specific situations familiar to children;

· encouraging the activity of children, their desire to take part in the conversation (for this purpose, the teacher corrects the child's statement, helping to adequately express the thought, supports different judgments, possibly controversial, requiring arguments).

The educator should always feel how much this form of work enriches and occupies the children.

Children love it when adults read to them. They seek to communicate with the educator, feel a sense of satisfaction and even pride, answering questions and receiving approval, especially if the educator outlines the importance of the issues discussed. If the teacher does not support the children's emotional attitude to the conversation, does not talk about its importance, there is a danger of formalizing this type of work.

An essential factor that the educator focuses on when assessing the effectiveness of the conversation is the activity of children, their desire to speak out, argue, and prove. In a conversation, the teacher connects the rules and norms of behavior with images that are understandable to preschoolers. Frequent use of general formulations, edification, didacticism are dangerous for fruitful, effective work with children.

In classes for the development of speech, familiarization with the outside world, visual activity, the teacher teaches preschoolers to observe, highlight individual features of objects and phenomena, determining the most significant. Children learn to analyze, compare, generalize, differentiate, etc. The educator is guided by these mental operations in the process ethical conversation only moral situations serve as material for them.

Ethical conversation helps to draw the attention of children to the inner world of a person (his thoughts, experiences), the world of human relations, which are manifested in good and evil deeds. At preschool age, all these moral categories appear before the child in the form of images, ideas about good and bad.

Children learn that human relationships are subject to certain rules that must be followed. The idea of ​​the need to obey the rules of the hostel, which helps to live in harmony with others and with oneself, is mastered by children with the help of various images and examples, which in the minds of preschoolers are gradually generalized into the rule: you need to help others when they need it; the one who helps, does well, does a good deed. The teacher helps to make such a generalization by directing the statements of the children answering the questions that arise in the course of the conversation.

In a conversation, the facts and events under discussion are assessed. A positive assessment reinforces certain forms of behavior, a negative assessment is designed to slow down unwanted actions. The imitative ability of preschoolers gives rise to the desire to follow what is approved and avoid what is condemned. A positive image becomes a guide for the child in choosing an act.

Based on the materials of the conversation, children can draw a picture, come up with a story, a fairy tale, give a name to the work, etc. (these tasks are optional). The creative work of children significantly increases the efficiency of assimilation and comprehension of moral ideas by them. In addition, drawings good names can be used in everyday educational work, for example, an exhibition of drawings allows you to recall a particular rule. The same role can be played by a proverb or a line of a poem (“I will do well and I will not do badly”).

Often the knowledge of preschoolers about correct behavior and the actions themselves do not match. It `s naturally. Children are still poorly oriented in various situations, do not know how to adequately assess their intentions and actions. In addition, children are prone to emotional outbursts, cannot control their desires (“I want”), sometimes they show stubbornness, protest, etc. But all these facts are no reason to deny the importance of "verbal" education.

Moral consciousness is the basis of moral behavior. It is necessary to bring children to this on the basis of the material that is available to them, and those forms of work that will interest them and will contribute to moral development. At the same time, it must be remembered that ethical conversation is only one of the forms of the educator's work on the formation of the child's moral consciousness. It is combined with various types of practical, playful activities of preschoolers, exercises aimed at the formation of moral consciousness and behavior.

In the course of an ethical conversation, the teacher seeks to solve the following tasks:

· to teach children to see the moral side of perceived actions, events, to understand their essence;

· to give ideas about the moral side of human relations, based on the actions of children, images of fiction and other types of art;

· contribute to the accumulation and generalization of an emotionally positive attitude towards the images of good heroes and their actions;

· to form the ability to reasonably evaluate their own actions and the actions of other people (“it is possible” - “it is impossible”, “good” - “bad”);

· learn to observe moral standards of behavior.

The duration of conversations with children 6-7 years old is 30-35 minutes. The number of children participating in ethical conversation depends on the age and experience of participation of preschoolers in this type of work.

The effectiveness of the formation of benevolent social motives of behavior increases if the teacher establishes an organic connection between the various tastes of children's activities. This work must necessarily be reflected in the plan of educational work.

There are many opportunities for this in kindergarten. In the process of everyday communication with peers, children learn to live in a team, master in practice the moral norms of behavior that help regulate relations with others.

When working with children, educators pay great attention to the formation of their behavior in the classroom, in games, work and do not sufficiently evaluate the possibilities of everyday household activities, often passing by the pedagogical values ​​that are hidden in the daily life of a preschool institution.

Any of the moments of the day regimen in kindergarten contains huge educational opportunities. Take at least a period of time when the children are in the locker room. Children stay in the dressing room for a very long time, but they constantly enter into relationships with peers. In these relationships, their own microclimate is formed, there is an "automation" of the norms of behavior. Therefore, the teacher can use the stay of children in the locker room to exercise the children in the friendly attitude of children towards each other, in the ability to yield, come to the aid of comrades, and politely address them.

The teacher should use every situation in everyday and everyday activities in order to show the children in practice that a friend can fasten buttons, untie a scarf, etc., you just need to politely ask him about it, and then thank him for the service rendered.

From childhood, adults should instill in children sensitivity, responsiveness, readiness to come to the aid of each other. “If it’s difficult for a friend, help him”, “If it’s difficult for you, ask for help”? these are the rules that children should follow in everyday life.

Politeness -It decorates a person, makes him attractive, evokes a feeling of sympathy in others. “Nothing is so cheap and valued so dearly as courtesy. Without it, it is impossible to imagine human relationships. The politeness of children should be based on sincerity, goodwill, respect for others. Politeness acquires a price if it is manifested by a child at the behest of the heart.

Delicacy -courtesy sister. A person endowed with this quality will never cause inconvenience to others, will not give a reason to feel his own superiority by his actions. The makings of delicacy come from deep childhood.

Precautionary -It is necessary to achieve from children that courtesy, attention, help to others are manifested in them from good intentions.

modesty -This moral personality trait is an indicator of true upbringing. Modesty is accompanied by respect and sensitivity to people and high demands on oneself. It is necessary to develop skills in children.

Sociability -It is based on elements of benevolence, friendliness to others - indispensable conditions in the development of a culture of relationships in children. A child who feels joy from communicating with peers will readily give up a toy to a friend, just to be close to him, for him to show goodwill is more natural than impudence, harshness. In these manifestations are the origins of respect for people. Sociable child quickly finds a place in kindergarten.

A necessary condition for the comprehensive development of the child is the presence of a children's society in which the features of a new person are formed: collectivism, camaraderie, mutual assistance, restraint, social behavior skills. Communicating with peers, the child will learn to work, engage, achieve the goal. The child is brought up in life situations that arise as a result of communication between children. Preparing a child for life among adults begins with his ability to build his relationships with peers: from the beginning, in kindergarten and school, then in individual children and the corresponding manifestations - take away, push, etc. When a child begins to realize that next to him are children like him, that his desires have to be commensurate with the desires of others, then a moral basis arises in him for mastering the necessary forms of communication.

Each type of children's activity (games, work, occupation) creates favorable opportunities for the formation of ethical ideas among preschoolers.

Work on the formation of ethical ideas will be successful if the knowledge gained by children in the classroom is consolidated in everyday life, not only in a preschool institution, but also in the family. The task of the teacher is to acquaint parents with all possible ways of forming ethical ideas, so that the education of children would be coordinated.

Based on all of the above, we can conclude that in working with preschool children to form ethical ideas, a variety of means, methods, and techniques are used, but a positive result in work in this area can be achieved if children are taught according to ways such as learning in the classroom, learning in everyday life, learning in the family.

CHAPTER 2

2.1 Experimental study of the formation of ethical ideas in children of senior preschool age

moral upbringing ethical preschool

The formation of ethical ideas in children largely determines the development of their feelings and behavior. Misconceptions about friendship, kindness, honesty, justice are the cause of frequent conflicts between children. Therefore, the teacher, before organizing any work on the formation of ethical ideas, must find out what the children themselves know about the ethics of relations between people, what specific content they put into the concepts of “kindness”, “friendship”, “honesty”, “fairness”, whether they are aware of manifestations of cruelty, deceit, selfishness.

The experimental study took place in several stages. At the first stage, the analysis of psychological and pedagogical literature on the research problem was carried out, the base of the experiment was determined. At the second stage, the selection of research methods was carried out, and the control and experimental groups of subjects were determined. It was necessary to determine the level of formation of ethical ideas in children. At the third stage, the results of the study were processed.

We have identified the following tasks of the ascertaining experiment:

.To identify the presence of certain conditions and the state of the work of the teacher in the group for the formation of ethical ideas among preschoolers of this group.

.To identify the level of parents' awareness of the presence of ethical ideas in the child, as well as the use of means of forming ethical ideas.

.To study the formation of ethical ideas in children of senior preschool age.

To solve the tasks and to develop an experimental methodology at the ascertaining stage of the study, we carried out work to study the conditions and state of the work of the teacher in the group on our problem. For this purpose, the calendar plans for educational work in the "Dreamers" group, the methodological support of the preschool institution on the topic of moral education of preschoolers were analyzed, as well as a survey of teachers was organized.

In the course of the analysis, the following was revealed: no special classes or ethical conversations on the formation of ethical ideas in children were planned for the period from April to September. Role-playing games are planned in order to form positive relationships in the group between children (“Family”, “Ambulance Hospital”, “On the Bus”, “Hairdresser”, “Journey”, “Kindergarten”, etc.). Didactic, desktop-printed and educational games, the purpose of which would be the formation of ethical ideas, are not planned. It should be noted that when planning the educational process in a group, teachers pay great attention to reading fiction, Russian and Belarusian languages ​​are used in working with children. folk tales, fairy tales of other peoples, works by A.S. Pushkin, K.I. Chukovsky, N. Nosov, V. Bianchi, Ya. Bryl and others. In the communication section, several conversations were planned on the topics: “How to behave on the street”, “What is good, what is bad”, “Respect for elders”. From a conversation with the teachers of the group, it was found out that they are trying to form ethical ideas in everyday life, using pedagogical situations, suddenly arising problem situations between children, while reading works of art and looking at various pictures, reproductions of paintings. Questionnaires were also offered to the teachers of the group.

Target:is intended for a qualitative analysis of the process of ethical education carried out by the teacher in the group.

Equipment:questionnaire, pen.

Research progress:a questionnaire with a list of questions is distributed to teachers. Questions are posed in the questionnaire, for the answer to which you need to choose an answer option from the options provided, or write your own.

Data interpretation:carried out by quantitative and qualitative analysis.

2 teachers took part in the survey, carrying out the educational process in the "Dreamers" group. Questionnaires filled out by teachers were analyzed. The analysis revealed the following: educators understand the importance of the formation of ethical ideas in children, according to teachers, in their work on ethical education, they use ethical conversations, fiction, pedagogical situations, life situations, i.e. Ethical learning takes place in the daily life of preschoolers. The teachers also indicated that they involve parents in the work on the formation of ethical ideas in children, and the children of the group have formed ethical ideas. Also at this stage, the methodological support of the group and the methodological office with the necessary literature, visual material was analyzed. As a result, it was found that there are not enough methodological aids in the group for the formation of ethical ideas in children: no didactic material, there are only two books on moral education: Alyabyeva E.A. “Moral and ethical conversations and games with preschoolers” and “Education of moral feelings in older preschoolers”, ed. Vinogradova D.A. There were about 10 sources on the problem of moral education in the methodological cabinet of literature, but there are no developments, advanced pedagogical experience in the formation of ethical ideas in preschool children.

Based on the analysis of the presence of certain conditions and the state of the work of the teacher in the group on the formation of ethical ideas among preschoolers of this group, it was revealed that in a preschool institution there is not enough methodological material for working with children on the formation of ethical ideas in children. Teachers are aware of the need for ethical ones, use some ways of forming ethical ideas in their work with children, involve parents in the work and believe that the children of their group have sufficiently formed ethical ideas. But, despite the positive assessment of the teachers of their work, the planning does not reflect the main ways of forming ethical ideas in children of this group.

To solve the second problem, we developed questionnaires for the parents of the group, the purpose of which was to identify the level of parents' awareness of the presence of ethical ideas in the child, as well as the use of means of forming ethical ideas.

Target:The methodology is designed to identify the awareness of the parents of children brought up in kindergarten about the presence and formation of ethical ideas in the child.

Equipment:questionnaire, pen, blank sheet of paper.

Research progress:Questions are posed in the questionnaire, for the answer to which you need to choose or write your own option.

Data interpretation:produced through quantitative

and qualitative analysis.

12 parents took part in the survey. Based on the analysis of the results of the survey of parents, it was revealed that all parents (100%) consider ethical education to be one of the important tasks of educating and educating preschool children. 100% of parents (12 people) tell their children about the ethical standards of behavior in public places, make comments to the children when they behave incorrectly. To the question “Does your child know what “kindness”, “fairness”, “honesty”, “evil”, “injustice” are? the majority of parents (60%) answered “yes”, the remaining 40% answered “don't know”. Also, according to the results of the survey, it was found out that parents do not cooperate with teachers on the problems of ethical education of children? 90% answered that they do not cooperate with teachers and 10% answered that they do.

Based on this, we can conclude that parents are guided in matters of ethical education, but there is no necessary for the effective formation of ethical ideas, cooperation between parents and teachers.

At the final stage of the ascertaining experiment, a study of the level of formation of ethical ideas in children of senior preschool age was organized. The following methods were used in the work: conversation using the plot of a work of art; a survey of children on the ability to differentiate individual ethical concepts such as "kindness", "honesty", "fairness"; a technique for identifying the level of emotional attitude of children to moral standards

The children of the "Dreamers" group took part in the experimental work on the basis of the State Educational Observatory "Nursery-garden No. 77 of Mogilev". The experiment involved 16 children.

All subjects were divided into two groups: control and experimental. The control group included 8 people from the Dreamers group, the experimental group? 8 people of the same group.

Technique No. 3. Conversation using the plot of a work of art.

Target:to reveal the level of formation in children of ethical ideas, ideas of friendship, mutual assistance.

Material:texts fairy tales "Zayushkina's hut", stories by V. Oseev "On the skating rink" and "In the same house", chairs.

Research progress:children sit on chairs near the experimenter. He reads a work of art to the children. Then he conducts a conversation with them on the plot of a work of art:

"Zayushkina's hut"

Why do you think Hare is sad?

What do you think, good or evil Fox?

Why do you think the Fox was able to kick out the Bunny?

What happened next?

What can you say about the Rooster?

Outcome: the experimenter concludes: “Yes, the Cockerel is brave, kind, caring. He is a good friend, he came to the aid of Zainka. It would be bad for Zainka if he did not have such a friend.

"On the rink"

Questions of the experimenter for discussion.

Why do you think the girl fell down and started crying?

Why do you think Victor did this?

What do you think, did Vitya act badly or well?

Outcome: “Yes, Vitya acted badly. He pushed the girl, but did not help her get up. Instead, he laughed at her. Since Vitya cannot act.

"In the same house"

Questions of the experimenter for discussion.

Why do you think Vanya pulled Tanya's pigtail?

Why do you think Tanya didn't hit Vanya back, but kicked Barbos?

Why do you think Barbos didn't bite Tanya, but bit a duck?

Why do you think the duck didn't touch the chicken?

What happened next?

Which character do you think was right and which was wrong?

Bottom line: “Yes, guys, the duck did the right thing, because the small and weak cannot be offended. And all the other heroes did badly."

Data interpretation:is carried out on the basis of children's answers to questions about the plot of a work of art.

The next step at the ascertaining stage was a survey of children on the ability to differentiate individual ethical concepts such as "kindness", "honesty", "fairness". To solve this problem, a conversation was organized with the children on the following questions:

.What is "kindness"?

.What is "honesty"?

.What is "justice"?

.What is "politeness"?

.What is "anger"?

.What is friendship"?

The results of the survey of children in the control and experimental groups are shown in the tables.

Method 4 Talking to children

Target:to study the ability to differentiate individual ethical concepts such as "kindness", "honesty", "fairness" The child is presented with pictures depicting positive and negative actions of peers

Material:protocol for questioning children

Research progress:The study is carried out individually. The conversation with the child is conducted in a relaxed manner. In the protocol, his answers are not noticeable to the child.

Results processing:

We have developed criteria for evaluating children's responses: the correct definition of the concept, giving examples that characterize this concept, emotional evaluation of the concept. Indicators of each level were defined.

Low level - the child incorrectly differentiates concepts, cannot give examples, there are no emotional ones.

Intermediate level - correctly differentiates some of the concepts, substantiates some of them with an example; emotional reactions are expressed poorly.

High level - the child correctly differentiates concepts, reinforces each with an example, emotional reactions are bright, appear in facial expressions, active gestures, etc.

During the conversation, it was found that 75% of the children in the control group and 75% of the children in the experimental group were able to explain the concept of "kindness", 25% of the children in the control group and 12.5% ​​of the children in the experimental group were able to define the concept of "honesty", 50% of the children and the control and experimental groups were able to define the concept of "friendship". As a result of the conversation, all children were divided into levels as follows:

Control group:

Low - 50% (4 children)

High level - 12.5% ​​(1 child)

Experimental group:

Low level - 62.5% (5 children)

Average level - 37.5% (3 children)

High level - 0%

Diagram 1. Results of a survey of children in the control group at the ascertaining stage

Diagram 2. The results of a survey of children in the experimental group at the ascertaining stage

On the basis of the study, it was found that serious work on moral education was not carried out with children, the ethical ideas of the children were not correctly formed, and some of them did not exist at all. It was also revealed that many of the examined children poorly differentiate individual concepts, they confuse the concepts of "kindness", "honesty", "fairness". Although it should be noted that among the examined children there were those who correctly differentiate concepts. But it should also be noted that the survey was conducted at the beginning school year, which, of course, could worsen the results of the study.

Based on the results of the study, we came to the following conclusions:

1.In a preschool institution and in the Dreamers group, insufficient conditions have been created for the formation of ethical ideas in children: all the necessary activities aimed at forming ethical ideas among preschoolers are not planned, there is not enough methodological support on the problem of moral education of children.

.The parents of the children of the "Dreamers" group are not sufficiently aware of the problem of the formation of ethical ideas in preschoolers.

.Children of senior preschool age of this preschool institution have enough low level formation of ethical ideas.

All this served as the basis for the development of a system of integrated work for the formation of ethical ideas in children of senior preschool age.

2.2. The system of complex work on the formation of ethical ideas in children of senior preschool age

Analysis of the results of the ascertaining experiment determined the tasks for the formative stage of our study:

To determine the main directions of work on the formation of ethical ideas among preschoolers.

Develop and test a system of work on the formation of ethical ideas in children of senior preschool age.

It is the assimilation of ethical concepts in a certain system that helps the older preschooler to understand the essence of the concepts of goodness, the common good, and justice that forms the initial concept of human dignity. And the assimilation of basic ethical concepts can be possible only if the work on the formation of ethical ideas is carried out in a complex. Of course, the leading role in solving this problem belongs to the teacher. It is necessary to properly build work not only with children, but also with their parents. We reflected the work on the formation of ethical ideas in the form of a small scheme consisting of the following components: teacher, self-education, family, child. All components are interconnected with each other. If one of them falls out, the process of forming ethical ideas among preschoolers will not be sufficiently effective and appropriate.

teacher

Self-education Family Child

Only with the interaction of the family and teachers of the group, their self-education and cooperation will help to form ethical ideas in the child.

Our work on the formation of ethical ideas in children of senior preschool age was carried out in three areas:

.Working with teachers.

.Working with parents.

Work with children.

For teachers, consultations were developed on various topics “Peculiarities of the formation of ethical ideas among older preschoolers”, “Ways for the formation of ethical ideas”, “We bring up by example”, “Cooperation with the family on the ethical education of children” and others. The educators of the "Dreamers" group were offered a variety of propaganda material: memos, tips, recommendations.

A workshop was also organized on the topic “What is it - ethical ideas?”, At which teachers were introduced to the basic ethical concepts from a scientific position (“good”, “justice”, “politeness”, “friendship”, “ empathy” and others), various pedagogical situations were solved, teachers were asked to develop a plan to introduce children to ethical ideas, material was proposed for working with children and parents on this issue. Also, teachers were recommended methodological and fiction literature for working with children on the problem of forming their ethical ideas.

For parents, consultations and materials of conversations on the formation of ethical ideas in preschool children were also developed, with which parents were familiarized. Was organized Parent meeting, one of the issues whose agenda was "Ethical representations". In the parental corner, information on the problem we had taken was periodically posted, an exhibition of methodological literature and didactic material on the formation of ethical ideas among preschoolers was organized. Five-minute conversations were organized with parents when they came to the preschool institution for the child, in which it was tactfully stated what should be paid attention to in the ethical development of the child. Parents took part in the work with pleasure, of course, there were those who were constantly in a hurry and did not have the opportunity to listen to the teacher, but there were very few of them. The result of the work was that many parents (mostly mothers) turned to teachers with various questions and even suggestions: one mother suggested that we discuss the problem at a round table, to which we gladly agreed.

An experimental study was conducted with the children of the experimental group in order to compare the results of our work at the control stage. The work with children was organized as follows. Planning was carried out in accordance with the age characteristics of children. The content, methods, techniques and forms of organizing children's life were selected in accordance with the tasks of moral education, defined by the Praleska program. When developing thematic planning We relied on the following principles:

scientific character;

· gradual complication of content;

· specificity and reality, that is, planning should be developed taking into account the conditions, the material base that exist in kindergarten;

· flexibility, that is, the ability to change and vary according to the conditions provided.

First of all, we have selected necessary material on the problem of the formation of ethical ideas in older preschoolers. For convenience, it was divided into planning sections: specially organized activity, communication, work, play. Working with children included:

· Classes such as “Lessons of kindness”, “Among peers”, “What does it mean to be honest”, etc. We tried to make classes with children emotionally built, enriched with visual material, using TSO tools. The guys in the classroom were active, but it was worth dragging out the story a little and the children were distracted, so they had to keep the children's attention with surprise moments. Also, all the knowledge gained in the classroom had to be consolidated in everyday life, since it was difficult for the children to immediately remember a large number of material.

· Conversations on the topics “What does it mean to be kind?”, “What kind of friend is he”, “What is the right thing to do?”. During the conversations, the children were offered pictures with a variety of situations on the topic of conversations. Also during the conversations, we tried to get the guys to actively participate in the discussion of the problem, giving examples.

· Various types of games - didactic games “Describe the pictures”, “Who is whose friend?”, “Who is more?”, “Spread out the pictures”, “Good? Bad”, “Yes? no" and many others. Role-playing games "For a friend's birthday", "Shop", "On the bus" and others; outdoor games "Polite hide-and-seek", "Polite hide-and-seek".

· Observations, work, solving situations, dramatizations

In our work, we have assigned a major role to the use of fiction. The children were introduced to the literary works of A.S. Pushkin, P. Bazhov, B. Zhitkov, M. Prishvin, V. Oseeva, R. Sefa and others. Together with the children, during the conversation, we characterized the actions of the heroes, gave them an assessment.

Most of all, the children liked to act out situations and show their correct solution. So they learned the basic ethical norms by illustrative examples. Also, work on the formation of ethical ideas took place in everyday life, when situations arose that could be used in the formation of ethical ideas.

Of course, it was difficult for the children to cope with the demands of the teachers: often situations arose when the children did not want to share treats at all, show a friendly attitude towards their peers, and not bother the teacher with petty complaints. There were also difficulties with sympathy: not all children could stop laughing when one of their peers fell or got into an unpleasant situation. But by the end of the work, the guys became more friendly, sociable, kind. This suggests that even the smallest result has been achieved.

After analyzing the work done, the behavior of children during classes and other forms of work, we came to the conclusion that the work we have done has brought positive results. A control study was organized to confirm our assumptions.

2.3 Analysis and evaluation of performance

We needed to evaluate the results of our work on the formation of ethical ideas in children of senior preschool age. Children took part in the experimental work, with whom research methods were carried out to study the level of formation of ethical ideas at the ascertaining stage, and work was organized to form ethical ideas.

At the control stage, a conversation was used on the same issues that were used at the ascertaining stage.

As a result of the experimental work, it was revealed that in the children of the experimental group, ethical ideas were formed at a fairly high level, in contrast to the children with whom the work was not carried out.

Based on this, the following conclusion can be drawn:

.The developed and organized system of work aimed at the formation of ethical ideas in children of senior preschool age has yielded results.

2.The hypothesis put forward by us, the formation of ethical ideas in children of senior preschool age, may be carried out more effectively if:

· when working with children, the teacher will use a variety of ways to form ethical ideas;

· planning of work on this problem will be carried out in a complex, and be purposeful, systematic - it has been proved.

CONCLUSION

1.The problem of the formation of ethical ideas in preschool children at the present stage is relevant.

.The problem of the formation of ethical ideas in preschool children, the problem of moral development and education of preschoolers has always interested teachers and psychologists. And today many scientists are working on this problem.

.Each stage of a child's development has its own psychological characteristics; at each age stage, various neoplasms are formed. The older preschool age is sensitive for the formation of ethical ideas in children, but the formation of basic ethical ideas also proceeds with certain features that teachers should take into account when organizing work with children.

.On the basis of the studied and analyzed psychological and pedagogical literature, we came to the conclusion that for the successful formation of moral ideas it is necessary:

.Know the features of ethical ideas in preschool children;

.Know the ways of forming ethical ideas in preschool children;

.Ensure comprehensive work in this area.

LITERATURE

1.Alyabyeva E. A. Moral and ethical conversations and games with preschoolers: Textbook. - 2nd ed. -M.: Publishing Center "Academy", 2003. - 160s.

.Boguslavskaya Z.M., Smirnova E.O. The role of play in the moral development of the child. ?M.: Enlightenment, 1991.

.Vasilyeva-Gangnus L.P. The ABC of politeness - 3rd ed. - M: Pedagogy, 1988? 144 p.

.Education of moral feelings in older preschoolers / R.S. Bure, G.N. Godina, A.D. Shatova and others / ed. Vinogradova D.A. ? M.: Enlightenment, 1989.? 96 p.

5.Preschool pedagogy<#"justify">7.Kozlova S.N., Kulikova S.N. Preschool Pedagogy - M .: Publishing Center "Academy", 2000? 416 p.

.Konstantinov N.A., Medynsky E.N. History of Pedagogy. -M: Enlightenment, 1982? 445 s

.Krulekht M.V. Quality preschool education as an actual pedagogical problem / M.V. Krulekht // Preschool Pedagogy. ?2002. ? No. 5. ?S. 26-28.

.Kurochkina I. N. Modern etiquette and education of a culture of behavior among preschoolers: A textbook for students of pedagogical institutes. - M., 2001. - 100 p.

11.Markova V. Moral education in domestic pedagogy // Preschool education. - 2006. - No. 12. - p.104-109.

.Molodova L. P. Moral and environmental education of older preschoolers: A guide for teachers preschool institutions. - Minsk: Asar, 1999. - 112 p.

13.Moral and labor education of preschoolers: Proc. Allowance for students. Higher Ped. Proc. Institutions / S. A. Kozlova, N. K. Dedovskikh, V. D. Kalishenko and others / Ed. S. A. Kozlova. - M.: Publishing Center "Academy", 2002.

.Petrova V. I., Stulnik T. D. Ethical conversations with children 4-7 years old: Moral education in kindergarten. Handbook for teachers and methodologists. - M.: Mosaic-Synthesis, 2007. - 80 p.

.Praleska: preschool education program / comp. E.A. Panko and others? Minsk: NIO; Aversev, 2007

.Praleska: Reader for the garden and patchwork school / way. A.I. Sachanka. -Minsk, 1997

.We work according to the Praleska program: guidelines / comp. E.A. Panko and others? Minsk: NIO; Aversev, 2007

.Sow reasonable, kind, eternal ...: Materials on the humanistic education of preschoolers / Ed. 3. S. Dynikova. - Mozyr: OOO ID "Belyi Veter", 2003. - 76 p.

.Sukhomlinsky V. A. How to educate a real person: (Ethics of communist education). Pedagogical heritage / Comp. O. V. Sukhomlinskaya. - M.: Pedagogy 1990. - 288 p.

.Sukhomlinsky V. A. I give my heart to children. Selected pedagogical works. M. Pedagogy, 2007. T. 1.

.Uruntaeva G.A. preschool psychology: Proc. Allowance for students. Avg. Ped. Proc. Institutions. - M .: Publishing Center "Academy", 1999. - 336 p.

.Kharlamov I.F. Pedagogy: 2nd ed., revised. and additional - M., 1990.

.Stolz H., Rudolf R. How to educate moral behavior? -M.: Enlightenment? 1986.

24. Yakobson S.G. Psychological problems ethical development of children - M.: Pedagogy, 1984. - 144 p.

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MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

FGBOU HPE "TUVAN STATE UNIVERSITY"

KYZYL PEDAGOGICAL INSTITUTE

DEPARTMENT OF PSYCHOLOGY AND PEDAGOGY OF PERSONAL DEVELOPMENT

moral preschool performance

Conditions for the formation of moral ideas in children of senior preschool age

Introduction

The relevance of research. 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 and the formation of a culture of behavior. This fact is determined by the demands made by educational institutions, the need to introduce children to the system of moral values. However, in modern society, due to changes in the socio-economic situation, there is a dominance of material values ​​over spiritual and moral ones. Self-centered behavior prevails: people are distinguished by indifference to others, lack of mutual understanding and tolerance for shortcomings.

The pedagogical community is trying to find out how to instill moral and spiritual values ​​in modern children. Nowadays, a huge stream of information falls upon a child from birth: mass media, kindergarten, school, the Internet - all this contributes to the blurring of general ideas about moral standards. Therefore, the need for effective moral education of the child's personality is an urgent and important problem.

A child who is able to correctly assess and understand the feelings and emotions of another person, for whom the concepts of friendship, kindness, justice, compassion, love are not an empty phrase, has a high level of emotional responsiveness and the formation of moral ideas and skills. A child with such an understanding does not have problems in communicating with others, endures stressful situations more stably and does not give in to negative impact social environment.

The process of moral development of preschool children has its own dynamics. In a child at preschool age, moral ideas and skills are characterized by the fact that he begins to form initial moral judgments and assessments. A preschooler begins to understand what a moral norm is, and forms his attitude towards it, but far from always ensures that it is observed in his actions. Children at this age are able to use in their speech words denoting moral qualities and their opposite (kind - evil, honest - deceitful, etc.), but their connection occurs with a specific situation from their own experience, which is explained by the concreteness in the imagery of children's thinking.

Thus, it is necessary, but not sufficient, to develop moral judgments and evaluations for the formation of moral skills. In order for the norm of morality to regulate the real behavior and actions of the child, it is necessary to create conditions for establishing a connection between moral consciousness and moral behavior.

The problem of the formation of morality in different eras and time were considered by the scientists of Ancient Greece - Socrates, Plato, Aristotle, representatives of the humanistic direction - A. Adler, A. Maslow, K. Rogers, classical teachers - K. D. Ushinsky, Ya. A. Komensky, modern representatives of science - Levin -Schirina F.S., Sunduy G.D., Shaaly A.S.

Object of study: the process of formation of moral ideas in preschool children.

Subject of study: conditions that ensure the successful formation of moral ideas in senior preschool age.

Hypothesis - planning the content of work on the formation of children's moral ideas and the effectiveness of using appropriate methods of influence in various types activities can successfully influence the process of formation of moral ideas of older preschoolers.

The purpose of the final qualifying work: to determine the conditions for the formation of moral ideas in children of senior preschool age.

Research objectives:

1. To analyze the psychological and pedagogical literature on the study of the formation of moral ideas in senior preschool age.

2. To identify individual characteristics of the level of formation of moral ideas in the senior group of MADOU No. 35 in Kyzyl.

3. Outline ways of forming moral ideas and qualities in children of senior preschool age and identify their effectiveness in practice in relation to children of the older group.

4. Track the dynamics in the development of moral ideas of children of the older group and determine some recommendations for guidance on the formation of moral ideas for preschool workers.

Research methods:

Theoretical: analysis of psychological and pedagogical literature; empirical: observation; natural experiment; conversation; qualitative and quantitative analysis of the results of the study.

Approbation of the study: based on the results of the study, a report “Formation of moral ideas in children of senior preschool age” was made at the section “Actual problems of pedagogy and education” at the annual scientific and practical conference of TuvGU students.

Research base: MADOU kindergarten No. 35 in Kyzyl.

The structure of the work: introduction, 2 chapters, conclusion, bibliography, applications.

CHAPTER I

1.1 Research on the problem of the moral development of children

“The formation of morality is nothing more than the translation of moral norms, rules and requirements into knowledge, skills and habits of a person’s behavior and their steady observance,” writes Kharlamov I.F. .

Each act, if it affects other people to one degree or another and is not indifferent to society, is evaluated by others. We evaluate it as good or bad, right or wrong, fair or unfair. At the same time, we use the concept of "morality" - "moras" - in Latin they sound like morals. Morality is formed from the word "mores".

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

Moral norms are an expression of certain relations prescribed by the morality of society to the behavior and activities of an individual in various fields.

Morality in the literal sense is a custom, disposition, rule. Often the word ethics is used as a synonym - habit, habit, custom. Another meaning of this word is the philosophical science that studies morality. Depending on how morality is mastered and accepted by a person, to what extent he correlates his beliefs and behavior with the current moral norms and principles, one can judge the level of morality. In other words, morality is a personal characteristic that combines such qualities and properties as kindness, decency, honesty, truthfulness, justice, diligence, discipline, collectivism, which regulate individual human behavior. Human behavior is evaluated according to the degree of compliance with certain rules. A rule that is general in nature, that is, extending to many identical actions, is called a moral norm. A norm is a rule, a requirement that determines how a person should act in a particular situation. A moral norm can encourage a child to certain actions and actions, or it can prohibit them, warn against them. It determines the order of relationships with society, the team, other people. Morality is considered in the context of holistic mental development. Personal behavior is always evaluated in terms of existing morality. Therefore, personality is a moral category. A person is evaluated from the positions accepted in a given society, society, a group of values, norms, standards of relationships: this is how it is customary to act in this community, but this is not accepted.

Moral feelings are the highest feelings, experiences associated with a person's attitude to other people, to society and their social duties.

Morality is an integral part of the personality, ensuring its voluntary compliance with existing norms, rules and principles of behavior.

Moral education is a purposeful process of familiarizing children with the moral values ​​of humanity and a particular society.

Moral development is the assimilation by a person in the process of his individual development of the dominant given time norms of behavior and their transformation into personal moral qualities.

The level of moral development and upbringing of a person is the basis of any of his actions, forms his appearance, determines the system of personal values ​​and character.

The question of moral education is one of those that are now being reconsidered in psychology and culture in the most resolute and fundamental way. The thousand-year connection between morality and religion is breaking down, and under the pressure of analysis, morality begins to acquire an increasingly earthly character. With certainty it is possible to establish its experiential, earthly origin, its dependence on historical and social conditions, as well as its class character.

The decisive role of moral education in the development and formation of personality has been recognized and posed as a question in pedagogy since ancient times. Its roots go back to Ancient Greece, where the ideal person was considered to be the one who is beautiful in physical and moral terms. Thus, the idealist philosopher Socrates (469 - 399 BC) believed that there are universal and unchanging moral concepts. The purpose of education, in his opinion, should not be the study of the nature of things, but the knowledge of oneself, the improvement of morality.

Many centuries later, Ya. A. Kamensky (1592 - 1670) in his treatise "Instruction of Morals" cited the saying of the ancient Roman philosopher Seneca: "Learn first good morals, then wisdom, because without the first it is difficult to learn the latter." In the same place, he quoted a popular saying: "He who succeeds in the sciences, but lags behind good morals, lags behind more than he succeeds."

Of the classic teachers of the past, K.D. Ushinsky. In the article “On the Moral Element in Education,” he wrote: “We are convinced that morality is not a necessary consequence of learning and mental development, we are also convinced 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…”.

Both modern educators and psychologists pay great attention to the 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 problem of moral education as a system of knowledge about the moral values ​​of society, the value orientations of the individual, the criteria for evaluating moral phenomena, about the ways of moral self-improvement was first officially stated in the book "Educational Standards of Russian Schools".

In the 1920s, J. Piaget studied the moral judgments of children. Speaking on moral topics, preschool children expressed their confidence that the norms are created by adults, therefore they should be obeyed and cannot be changed, and in case of violation, punishment will surely follow. Preschoolers are on the position of moral realism, believing that the rules of behavior are absolute. By about eight years of age, children come to moral relativism, to an understanding of the relativity of rules and their necessity for interaction between people.

Jean Piaget's The Moral Judgments of the Child, which appeared in English translation in 1932, sparked a surge in research on moral development in America, but most of it was about small things. The next big step forward, which left a significant mark on the study of moral development, was made three decades later by Lawrence Kohlberg of Harvard University. He proposed a new method for measuring moral development and over the course of twenty-five years he improved it, collected and analyzed data and developed the theory of six stages of moral development, which became a classic.

Faina Solomonovna Levin-Schirina, candidate of pedagogical sciences, in her scientific work solved a complex and important task - the upbringing of the moral qualities of a child. She paid special attention to the development of ways, means and methods for the formation of moral ideas in preschoolers. The works of F.S. Levin-Shchirina were published in collections, scientific notes, and the professional journal Preschool Education. Individual articles were published abroad, in particular in the GDR.

Thus, an active scientific search is aimed at substantiating the need to educate a harmoniously developed personality, primarily a moral one, focused on achieving high life ideals. The interest of researchers is quite understandable: it was necessary to form a holistic view of the process of psychogenesis in order to build a system of education on solid scientific foundations from the very beginning. early age most sensitive to pedagogical influence. Appeal to the problems of moral development can be considered a continuation of the tradition laid down by a galaxy of outstanding teachers of the previous generation: K.D. Ushinsky, N.N. Lange, P.F. Kapterev, E.I. Vodovozova, A.P. Nechaev. V.M. Bekhterev believed that there is a direct connection between the development of psychoses and improper upbringing. Scientists pay special attention to the pedagogical conditions necessary for the full moral education of the child.

1.2 Features of the moral development of children during preschool childhood

Moral development is one of the central lines of mental development in preschool childhood. It involves the formation in unity and interconnection:

Moral consciousness (moral ideas and concepts, knowledge of norms and rules of behavior);

Moral behavior (readiness for an act, action in accordance with moral norms and rules);

Moral feelings and relationships (experiences of a sense of satisfaction or dissatisfaction from a perfect act).

Moral development in early childhood.

Features of the moral development of the child in early childhood:

The moral development of the baby occurs against the background of a positive attitude towards an adult;

The fulfillment by the child of moral norms and rules of conduct is aimed at establishing positive contacts with adults;

The nomination of a system of requirements by adults and the accustoming of the child to their implementation create the basis for the moral development of the baby;

The requirements and prohibitions of adults are often violated due to the objective features of the behavior of the baby - situational and impulsive;

The moral manifestations of the child are closely connected with the emotional attitude to the object to which they are directed;

The baby develops value judgments (“good”, “bad”), first as an imitation of the assessments of adults, and then as an expression of the child’s attitude towards himself and others;

Moral behavior arises spontaneously, at the instigation of an adult or under the influence of a situation, and is not recognized by the child as such;

The first moral habits and qualities are formed, primarily in everyday and objective activities;

Opportunities are created to bring the baby to the realization of the need to comply with the rules and regulations associated with the specific situations in which he is included.

Moral development in preschool age.

The period of preschool childhood is extremely important in terms of the genesis and formation of social norms of the psyche and moral behavior. The predominance of topics related to the image of a person in the work of a preschooler indicates his primary orientation towards the social environment. This creates a broad basis for the formation of primary forms of socially significant qualities.

Preschool age ranking on a scale physical development child time period of 3 to 6 years, contributes greatly to the child's mental development. Over the years, the child acquires much of what remains with him for a long time, defining him as a person and subsequent intellectual development.

One of the first children to assimilate the norms and rules of the so-called "everyday" behavior, cultural and hygienic norms, as well as norms related to the attitude to one's duties, observing the daily routine, handling animals and things. The last of the moral norms to be assimilated are those relating to the treatment of people. They are the most complex and difficult for children to understand, and following them in practice is given to children with great difficulty. Role-playing games with rules, which are common in older preschool age, have a positive value for the assimilation of such rules. It is in them that the representation, observation and assimilation of rules, their transformation into habitual forms of behavior take place. At first, children follow the assimilated norms and rules of interpersonal behavior by imitation (younger preschool age), then they begin to become more aware of the essence of these rules and norms themselves (senior preschool age). They not only fulfill them themselves, but carefully monitor that other children next to them follow the same rules and norms.

The leading type of activity is a role-playing game, where the child models the ways of behavior, actions, relationships between adults. It highlights the relationship between people and the meaning of their work. Performing roles, the child mainly masters the sphere of moral norms accepted in human society. Modeling relationships between people in role-playing game involves the association of children, in which, in order to successfully implement joint activities, they contact on the basis of moral standards. In relations about the game, children mainly form the real level of fulfillment of moral standards.

All moral norms are characterized by the fact that they reinforce the social way of behavior, which preschoolers express as follows: “you can’t deceive adults”, “you can’t offend little ones”, etc. that is, children state what can and cannot be done.

However, moral norms, even those that the child knows well, do not immediately begin to guide his behavior. Initially, they are performed only at the request of an adult or in his presence, they are easily violated by a child. Moreover, the baby does not notice this violation and, negatively evaluating such behavior in general, does not attribute a negative assessment to himself.

At the age of 5-7 years, preschoolers move from spontaneous morality to conscious. For them, the moral norm begins to act as a regulator of relationships between people. The need for external control over compliance with the norm by an adult disappears. Moral self-regulation of behavior can be both intentional (arbitrary) and unintentional (involuntary). With arbitrary self-regulation, a person consciously decides to act in accordance with moral requirements and, controlling his behavior, fulfills this intention even in those cases when it contradicts his immediate desires. With involuntary self-regulation, a person acts morally because he cannot do otherwise. Moral motives become decisive in behavior. Involuntary moral behavior is more in line with the conditions of everyday life, which often require immediate action.

Involuntary self-regulation is formed in two ways:

In the process of accumulation of spontaneous moral experience. In this case, children imperceptibly master some moral norms, certain forms of behavior are fixed, that is, moral habits are formed. The true moral meaning of these habits is realized by them much later;

Initially, arbitrarily, under personal control, contrary to other desires, and then more complex moral requirements are involuntarily assimilated.

In many cases, an older preschooler is able to rationally explain his actions, using certain moral categories for this, which means that he has formed the beginnings of moral self-awareness and moral self-regulation of behavior.

Thus, the features of the moral development of children at preschool age are expressed in the following judgments:

Children develop their first moral judgments and assessments, an initial understanding of the social meaning of a moral norm;

The effectiveness of moral ideas increases;

There is a conscious morality, i.e. the child's behavior begins to be mediated by a moral norm.

1.3 Methods and conditions for the formation of moral ideas in children at senior preschool age

Education of children's behavior is the most important task of teachers and parents. The level of a child's moral development is determined not only by his feelings and ideas, but also by actions, "deeds", albeit childishly naive, small, but sincere. For the education of behavior, it is necessary in the family and in kindergarten to create conditions for the active manifestation of the child's feelings and thoughts. Moral instructions alone cannot form the heart and will of a child, wrote KD Ushinsky. It is important that the development of behavioral skills is not accompanied by detached slogans (“You can’t!”, “They don’t do that!”, “What do you look like!”), But the child likes it, does not cause negative emotions in him.

When developing behavioral skills in preschool children, it is important to take into account that initially the child seeks encouragement from adults: parents, grandparents, educators. As the well-known educator-teacher V.A. Sukhomlinsky, “the foundation of education is the desire of the child to be good, the readiness to be educated, to actively “appropriate” the moral ideal from which the teacher proceeds.”

At first, at the suggestion of the educator, the child helps his peers, the nanny: he cleans up his toys, folds his clothes neatly, sets the table, makes a simple toy “for kids”, prepares a gift for his mother on March 8. If systematic work is carried out in this direction, then in the future children begin to do this on their own impulse, show initiative.

In this case, a book comes to the aid of the future teacher, which, immersing the preschooler in a fictional world, simultaneously teaches him the norms of behavior, acceptable and unacceptable actions. It tells about children whose actions the preschooler thinks about, as he perceives the literary text literally and treats fictional characters as peers, friends in the kindergarten group. It is important that children are interested in this kind of activities, love them. They can show activity, ingenuity, provided that the literary text is attractive. Then the majority can speak out, declare their position.

The upbringing of the child occurs through educational work in the classroom. First of all, the ideological program content of the classes is of educational importance: the content of books, conversations, excursions, paintings based on which conversations and storytelling are held, topics for drawing, modeling. The very process of learning in the classroom makes it possible to instill in children the ability to listen to adults and follow their instructions, to accustom them to organization, restraint, the ability to do what is necessary and useful, and not just what they want. The education of activity in the classroom is combined with the education of inhibition, which is very important for the education of children's behavior. Purposefulness, the ability to overcome feasible difficulties and other moral and volitional qualities are brought up in children in the process of classes.

Of great educational importance is the mode of children's life. By teaching children to fulfill it, to actively participate in maintaining order in the washroom, bedroom, at the table, the teacher brings up organized behavior, the habit of work, mutual assistance, the ability to perform simple duties, and other routine moments are repeatedly repeated, and this makes it possible to strengthen children's useful habits.

The game is very important for the assimilation of moral norms. In the game, preschoolers take on the roles of adults, play out the "adult content of life" and, thus, in an imaginary plan, obeying the rules of the role, they learn both the typical forms of behavior of adults, and their relationships, and the requirements that guide them. This is how children develop ideas about what is good and what is bad, what is good and what is evil, what can and cannot be done, how one should behave with other people and how one should relate to one's own actions.

The education of behavior is facilitated by the rules in which the teacher formulates his constant requirements for children: “When you come to kindergarten, say hello to adults and comrades”, “Played - put the toys in their place”, “Come into the bedroom quietly”, “Do not disturb your comrades” etc. Rules are one of the means of educating a child's behavior; they help to acquaint children with what needs to be done, how to behave, what is prohibited. And when a child knows what is required of him, he more easily learns the requirements. The rules enable adults to agree on their requirements for children and thereby achieve unity in the educational impact on the child.

An important method of moral education is an example. This is due to the special susceptibility, plasticity of the nervous system of preschool children, the imitation and concreteness of their thinking, and the lack of their own experience. The child involuntarily, imitatively learns the behavior of the people around him. He strives to work as deftly, accurately, as a teacher. Observing the tireless work of the mother, whose hands are always busy, the child himself is drawn to work: he wants to wash, sew, cut pies, wipe the dust, as mother does. This imitative desire must be used to organize children's games, their elementary labor activity.

In the development of moral behavior, the example of an adult also plays an important role. No wonder V.A. Sukhomlinsky emphasized: “A child is a mirror of the moral life of parents.” In order to develop a child's conscious attitude to the environment, in order for him to strive to imitate the good and avoid the bad, it is necessary to give him an idea of ​​what is good and what is bad.

A positive example of parents contributes to the fact that the baby easily and unobtrusively learns to live in accordance with the norms accepted in society. The norm, which is only declared, but not observed by adults, will never begin to influence the real behavior of the child. Moreover, the baby will understand that moral standards can be violated with impunity, it is not necessary to comply.

A preschooler begins to learn moral and ethical norms first through imitation. At the same time, adults have to explain to him what can and cannot be done, what it means to do well and what is bad, since the child does not yet have moral selectivity and is equally likely to imitate good and bad patterns of behavior. Only after some time does the child move from purely external imitation to the emergence of an internal need to comply with moral standards - when he accumulates his own practical experience of following these standards.

In the practice of upbringing, a situation is often encountered when teaching children moral knowledge is not based on their own life experience. This leads to a gap between moral knowledge and moral behavior.

The task of the teacher is to single out in the surrounding life the aspects that are accessible to children and valuable in an educational sense, to attract the attention of children to them through explanation, a story, to teach them to comprehend them. Teachers widely use observation of the work of adults, excursions to familiarize children with the life around them as a means of educating children. Observation by children of organization, mutual assistance of adults in the process of work, a devoted, responsible attitude to the work performed, the social side of the events and phenomena that they get acquainted with, accessible to children, should positively influence their behavior, the upbringing of moral qualities. When introducing children to the surrounding life, the educator explains the observed, interprets it. The word of the teacher helps the children in the subsequent conversation, conversation, remember what they saw, supplement, clarify. The educator, with the help of the word, encourages children to moral actions, deeds. Under the influence of the word of the teacher, the child tries to correct his guilt. The remarks of the educator, his instructions, the assessments that he gives to the actions of children, encourage them to be organized, develop ideas about good and bad, and influence behavior. The teacher monitors the behavior of each child, his attitude to adults and comrades, to things and toys, his organization and diligence. It encourages good deeds and condemns bad ones.

Instructions of the educator, his assessment of the actions of children should be based on specific facts, examples available to children from the surrounding life. The word of the teacher should explain the experience of children, confirm it, correspond to this experience. Then the children will follow the word of the educator in their behavior and in those cases when they act independently or are placed in new conditions.

It is good if the teacher talks to the children not only seriously, but also uses a joke, a saying, a joke, a stanza from a favorite children's book. Artistic word, children's book - an important means of influencing children. In the best books for little ones, serious and instructive things are combined with amusing and funny ones. A children's book as a means of moral education affects children with the ideological content of its content and its artistic form. But not always and not all children to whom the book is read have correct assessments, not all children correctly perceive his idea.

A conversation after reading a book deepens its educational impact. The educator, revealing the main idea of ​​the book, helps children evaluate the actions of the characters, leads them to an assessment, directs the behavior of children. Such conversations give the educator the opportunity to check whether the children understand the content of the book correctly, to clarify the misunderstood. In order to have a greater educational impact, books are selected for reading and conversations related to the experience of children, with their experiences, with a specific life situation. In such cases, artistic images are associated with children's perception of life, the educational value of the book increases.

To educate a child's moral qualities, you can use some types of activities, in particular excursions - observations to familiarize children with the life around them and ethical conversations in connection with the facts and events of children's lives and after reading fiction stories. These classes make it possible to systematically influence all the children of the group: all children created ideas about what is good and what is bad, formed assessments of good and bad deeds, brought up attitudes towards them, which was reflected in the content of their activities and influenced behavior.

Of great interest is such a technique as "training of emotions", a sketch: you need to show an angry wolf, an attentive boy, a kind girl, a loving son.

The influence of fiction on the spiritual and moral development of a child is very great. As an effective way of educating the positive qualities of a person - love for one's neighbor, a good attitude towards people around - is fiction, but under the obligatory condition - its careful selection. The selection of stories and poems that form an emotionally positive attitude towards good deeds is one of the ways to educate morality. Pupils learn to analyze their actions, control their behavior, expressing their attitude to a particular act in the works.

Thus, the methods and techniques for the formation of moral ideas and skills are ethical conversations, explanation and clarification of the essence of moral concepts, about which actions are unacceptable and which are desirable and approved, discussion with the child of the moral side of the actions of other people, characters of works of art, persuasion, personal example.

Chapter I Conclusion

The moral formation of a person occurs throughout life.

At preschool age, the most favorable conditions for the moral development of children are created. During this period, the system of the child's relationship with adults and peers expands and restructures, types of activities become more complicated, and joint activities with peers arise. The child looks closely at the world of adults, starting to highlight the relationship between people in it. A preschooler comprehends the world of human relations, discovers the laws by which the interaction of people is built, that is, the norms of behavior. In an effort to become an adult, a preschooler subordinates his actions to social norms and rules of behavior.

The main conditions for the formation of moral ideas of children of senior preschool age can be:

1. Knowledge by the educator of the patterns of formation of moral ideas at the early stages of the development of ontogenesis;

2. The ability to plan work on the formation of moral ideas, to develop and put into practice the ways and means of moral education;

3. A positive attitude of an adult to a baby and a baby to an adult, against which moral development takes place;

4. The emotional attitude of the baby to various situations, his inner position and the moral assessment of the adult;

5. The unity of requirements for the observed norms and rules of the child, their argumentation;

6. Exercise of children in moral actions, actions at the level of the child's involvement in a common cause and relationships with others in order to consolidate social behavior;

7. Claim for recognition in good deeds, actions of the child;

8. Development of the need for the implementation of norms and rules;

9. The development of moral ideas is connected with the level of awareness of socially approved ways of behavior and self-regulation.

The environment in which he grows and develops is of fundamental importance, since on this path for a child the main reference point for imitation is an adult. By his example of behavior, he lays the basic moral norms in the child. The accepted ways of behavior in the family are quickly perceived by the child and accepted by him as a generally accepted norm. To help the child learn these norms, to make them socially valuable, such methods and techniques for the formation of moral ideas and skills are used as ethical conversations, explanation and clarification of the essence of moral concepts, about which actions are unacceptable and which are desirable and approved, discussion of the moral side with the child actions of other people, characters of works of art, persuasion, personal example.

Chapter II. An empirical study on the study of children's ideas about moral and volitional qualities and on children's awareness of moral norms according to the method of Uruntaeva G. A., Afonkina Yu. A

2.1 Organization and analysis of the results of the ascertaining stage of the study

The study of children's ideas about moral and volitional qualities

The study of children's awareness of moral standards

The purpose of the study: to determine the formation of ideas about moral and volitional qualities in children of senior preschool age and the awareness of moral norms by children.

The research base is MADOU No. 35 in Kyzyl.

For the ascertaining experiment, a subgroup of children of the older group was selected in the amount of 5 people.

The study was carried out individually. The first task was carried out in the first half of the day, the first series of 2 tasks - in the afternoon, the second series of 2 tasks - after 2 days, in the first half of the day.

Research methods: conversations on the diagnostic methods of G.A. Uruntaeva, Yu.A. Afonkina "Studying children's ideas about moral and volitional qualities" and "Studying children's awareness of moral norms."

Table 1

Minutes of the 1 task (dated 31.01.15)

	(6 years 2 months)	(5 years 10 months)	Herelmaa (6 years 3 months)	(5 years 10 months)	(5 years 7 months)
	Who doesn't fight anyone.	who does everything. Cleans, cooks, greets properly.	Mom and dad. Because they respect me and buy things.	Who helps mom. Because helping mom is good.	(waves his arms): Good is good man. Kind, do not quarrel. Here is Dorju, my good friend. We know fighting techniques with him.
	Who fights with everyone and does not obey anyone.	Who does nothing, cleans nothing, does not say hello.	Who is hitting me.	Who does bad things.	There are bad heroes in a fairy tale - a wolf, a fox. Because they take something from someone, deceive, steal.
	(thinking for a moment): It must be… who always speaks the truth only.	Who speaks honestly.	(thinking for a moment): I don't know.	Well, this is someone who does everything well and honestly.	(puts her hands crossed on her chest): Me. Because the teacher told my mother that I study very well, that I am honest. And Dorzhu is honest, because he never lied to me.
	Who lies that he has many cars at home, but I know that he does not have cars.	Who speaks lies.		The man, who deceiving people. Cheating is not good, my mother told me.	Bad people, or did I tell you that the fox always cheats in fairy tales.
	There is a kind Misha in our group. He plays with me.	Who does everything well, does not lie. In the group we have a good Dana, Taigan. Because they laugh all the time.	Grandma and grandpa. They help me - they buy things: felt-tip pens, paints.	Me and Reland, we give the girls our dolls and play with them.	Taigan can be called kind. She smiles at everyone, quiet. Chayana is also kind.
	Chaiyraana is evil. She fights.	Who fights and constantly screams.	Who gets angry just like that.	The one who never laughs and gets angry.	Bad people. I saw in a cartoon an evil man in a black cloak, with a sword.
	(thinks for a long time): I don't know...	Who does everything in a fair way.	Educator. Because she takes care of everyone.	Who gives everything equally Well, there are cookies or sweets.	(waves with one hand): Mmmm...I need to think (thinks)...that's it, I thought. I think it's when a boy helps a girl.
		Which is unfair to friends.		Who takes everything for himself and does not give to anyone.	Ainash. She says she's taller than me. I'm just a little (shows with his hands) below her.
	Who brings toys to the group and is not greedy.	Which is very good, shares with everyone.	Who plays with me and gives Wings dolls.	Who is a kind person.	Who gives me their toys.
	Chaiyraan is greedy, never gives me toys.	Chaiyra is greedy, she does not give her toys to anyone.	A person who is greedy.	Not kind and greedy who.	Chaiyraana is always greedy.
	Who is not afraid of anything.	Who is not afraid.	Me. Because I'm not afraid of anything. Even in the village, when I was resting with my grandmother, I was not afraid of the dark.	Well, for example, not afraid if some terrible	Batman or Spiderman. They are not afraid of anyone and fight. is in the story.
	Who is afraid to drive a car. These are not men.	Who is afraid of worms, spiders, mice.	(thinks): Who is afraid of the dark.	Who is afraid of it.	Who can't fight.

Who can be called good?

Who can be called bad?

Who can be called honest?

Who can be called deceitful?

Who can be called kind?

Who can be called evil?

Who can be called fair?

Who can be called unjust?

Who can be called generous?

Who can be called greedy?

Who can be called brave?

Who can be called a coward?

table 2

Results of 1 task

fair

unjust

Herel-maa

"+" - coped with the explanation of the qualities, "-" - did not cope.

Analysis of the results showed the following (Table 1, 2) that most children can explain such qualities as good, bad, kind, evil, generous, greedy, courageous. And when explaining such qualities - honest, deceitful, fair, unfair - children find it difficult to answer. Explaining these qualities, most children refer to:

On the situations that took place in their life in the conditions of the preschool group (“Generous is the one who brings toys to the group and is not greedy”);

On specific people as carriers of a certain quality in a situation (“Chaiyraana is greedy, she never gives me toys”);

On the totality of life situations from their own experience (“A person who does everything. Cleans, cooks, greets correctly, this is good”);

To a generalized idea of ​​quality (“Who speaks everything honestly”).

But there are still children who refer to literary, cartoon, and fairy-tale characters, to themselves, to the assessment of quality, to an undifferentiated idea of ​​quality.

So, Dorzhu, Kherelmaa, Misha refer in their answers to their peers as carriers of a certain quality in a particular situation - “Taigana can be called kind. She smiles at everyone, quiet. Chayana is also kind. I couldn’t tie her shoelaces once, and then she tied me up.”

Herelmaa, Misha, Dayana answer like this: “You can call me brave. Because I'm not afraid of anything. Even in the village, when I was resting with my grandmother, I was not afraid of the dark”, “I am honest. Because the teacher told my mother that I was doing very well, that I was honest. And Dorzhu is honest, because he never lied to me.”

Most of Misha O.'s answers are based on the actions of fairy-tale and cartoon characters - “Brave Batman and Spider-Man. They are not afraid of anyone and fight."

We also note that errors in children's ideas about qualities are in explaining one quality through another (“Kind is a very good person”), in the name of actions that are not related to this quality (“The teacher is fair. Because she takes care of everyone”) .

Thus, we concluded that the ideas about the moral and volitional qualities of children in the experimental group 60% (three) correspond to age, and 40% (two) correspond to the ideas of children 4-5 years old.

Rice. 1. Compliance of ideas about the moral and volitional qualities of children with age norms

Table 3

Minutes of the 2 tasks (dated 01.02.15)

First episode. We told the child: “I will tell you stories, and you will finish them.”

Situation	(6 years 2 months)	Anita (5 years 10 months)	Herelmaa (6 years 3 months)	(5 years 10 months)	Misha (5 years 7 months)
	Didn't play, won't clean up. Because everyone cleans his place. She is lazy.	She will say: “Even though I didn’t play, well, I’ll help.” Because you need to help friends in the group.	If they ask a lot, he will help them.	She will say: "Okay, I will help you, but only you will help me later." Because she didn't play with them.	She will say: “OK, I will help you.” Because we need to help each other.
	Give me a doll. Because it's her sister.	"Here, take it". Because we must always yield to the younger ones.	I could say yes and no. Because the toy is new, little sister might break it.	"Okay, play a little and then I'll play with the doll"	"Just don't break it" and give the doll. You just have to ask if she will break it or not.
	He replied: “Okay, first I’ll finish it okay, and then I’ll give it to you.” He didn't finish it either.	He could give a pencil, he might not. Because he was greedy.	He would mend a pencil.	He replied: "Now, I'll quickly finish the drawing and give you a pencil."	He replied: "Take it, but just give it back to me when you draw it."

1 situation. Children built cities. Olya didn't want to play. She stood by 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 answer?

2 situation. Mom gave Katya for her birthday beautiful doll. 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 Katya answered .... What did Katya say?

3 situation. Lyuba and Sasha drew. Lyuba drew with a red pencil, and Sasha with green. Suddenly Lubin's pencil broke. “Sasha,” Lyuba said, “can I finish the picture with your pencil?” Sasha answered her ... What did Sasha answer?

Second series. We read to the child a poem by E. Blaginina "Gift"

"My girlfriend came to me,

And we played with her.

And here is one toy

She suddenly looked up:

clockwork frog,

Cheerful, funny.

I'm bored without toys -

Favorite was -

But still a friend

I gave the frog."

and then we ask questions.

Table 4

Minutes of the second series "Gift" (dated 03.02.15)

			Herelmaa
What was the girl's favorite toy?		Clockwork frog.		Clockwork frog.
Was it a pity or not for her to give the toy to her friend?	Yes, it's a pity	It was a pity to give	Yes, sorry.	She felt sorry for giving because she loved her frog.	Yes, sorry.
Why did she give away the toy?	Because she is her friend.	Because she was friends with her.	Because she was not greedy.	I didn't want to seem greedy.	Because...because...because she loved both her friend and the frog.
Was she right or wrong?	Right.	Right.	Right.	Both right and wrong	Right.
What would you do if your friend liked your favorite toy?	What a toy. If you liked my dinosaur, I would give it away. Because once he gave me his dinosaur too, when my mother had not yet bought me a dinosaur	If this is my best friend, I'll give it to you. Because best friends always give each other everything.	(silent for a while): Probably, I would also give a toy, but not for long. Because this toy is my favorite. Or tell her to choose a different toy.	If Dana asks, I will give it to her. Because we are friends with her.	Depends on what kind of toy. I have favorite toys (counts) 3. I can give a terminator to a friend. Because I've played with him many times.

Table 5

Results of the 2 tasks

"+" - coped with solving situations

All children completed this task. But the answers differed in the definition of the way the characters behave in situations. Many suggested a way of behavior corresponding to a socially approved model.

So, S. Anita answered that she would give the doll to her sister, because she had to yield to the younger ones.

And Dorzhu O. (“Well, at first I’ll finish it okay, and then I’ll give it to you. He didn’t finish it either”, “I didn’t play, I won’t clean it up. Because everyone cleans up their place”) suggested the wrong solutions.

With the correct answer, the children refer to their utilitarian needs, desires, not understanding the meaning of the social norm (“She will say: “Okay, I will help you, but only you will help me later too”), to the emotional state, the desire of another, being able to stand on to understand his position, but remaining captive to a specific situation (he will say: “Here, take it.” Because we must always give way to the younger ones) to the situation described in the story, but does not understand the social content of the norm (“Give a doll. Because it her sister”), on a moral quality or norm that has turned into a motive of behavior (“She will say: “Okay, I will help you. Because we need to help each other”). In the latter case, we can talk about the formation of conscious morality, and not spontaneous, because the child fulfills the social norm, because he cannot do otherwise. That is, it comes from its inner need.

The answers of Anita S. stand out - “I could say yes and no. Because the toy is new, the little sister could break”, “He could give a pencil, he might not. Because he may have been greedy." They say that the child cannot make a decision on his own or does not want to obey the norm, knows it, but hides his desire.

Based on the results of the analysis of the second series, children can be divided into 4 levels of awareness of moral norms:

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

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

The child evaluates the behavior of children as positive or negative (right or wrong, good or bad), but does not motivate the assessment and does not formulate a moral form.

The child cannot appreciate the actions of children.

The distribution of children by these levels is presented in Table 6.

Table 6

Distribution of children according to the levels of formation of moral ideas

From the data in Table 6 it can be seen that 1 child corresponds to level 1, that is, they reflect the moral quality in speech and correctly evaluates the heroine’s act and motivates her assessment, 1 child to level 2, that is, she names the moral norm, correctly evaluates, but does not motivate her assessment, 3 children - level 3, that is, they explain the act, referring to other reasons, do not name the moral standard, but evaluate the heroine's action correctly. None of the children belong to the 4th level.

Rice. 2. Levels of children's awareness of moral standards

2.2 Ways of formation of moral ideas of children of the senior group

An analysis of the results of the ascertaining experiment indicates that some children have insufficiently formed moral ideas. Therefore, in order to increase the level of awareness of the development of moral norms and rules of behavior by older children, to clarify moral ideas, it was developed perspective plan(Table 7) and tested in the senior group of MADOU No. 35 in Kyzyl.

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Practically significant project

« The development of moral ideas in older preschoolers through fiction "

Performed:

Churkina Elena Viktorovna,

educator

Kolomna

December, 2014

Introduction…………………………………………………………………….3-4

Chapter I. Theoretical foundations for the development of moral ideas in older preschoolers:

1.1. The tasks of the moral education of older preschoolers in the preschool educational institution……………………………………………………………………………... 5-7

1.2. Psychological features of the development of moral ideas in older preschoolers……………………………………………………….8-10

1.3. Pedagogical conditions for the development of moral ideas in older preschoolers………………………………………………………………………………………………………………………………………11-14

Chapter II. Experimental work on the development of moral ideas in older preschoolers:

2.1. Identification of the level of moral ideas in older preschoolers…………………………………………………………………………………………………………………………………………………………………15-18

2.2. Improving the work on the development of moral ideas in older preschoolers through fiction ………………………………..………………………………..19-25

2.3. Analysis of the results of a study on the development of moral ideas in older preschoolers………………………………..26-27

Conclusion………………………………………………………………...28-29

List of used literature…………………………………….30-31

Introduction

Preschool childhood is a period of assimilation of moral norms and social ways of behavior. The child begins to face many problems and difficulties. In the process of this complex knowledge, he himself becomes a person, with his own worldview, with his own understanding of good and evil, with his own reactions to the actions of others, and to his own behavior. IN modern conditions the child lives and develops, surrounded by a variety of influences on him, both positive and negative, which daily fall on the immature intellect and feelings of the child, on the still emerging sphere of morality.

It is important to form moral ideas because they not only inform about the norms of behavior approved in modern society, thanks to them it is necessary to think about the consequences of a violation of moral norms or a rash act for people around. Modern society needs well-educated, highly moral people who have not only knowledge, but also excellent personality traits. That is why the topic "Development of moral ideas in older preschoolers through fiction", chosen for this work, is relevant.

To reveal the topic, the following methodological components of the study can be defined:

research problem: to explore the pedagogical conditions for the formation of moral ideas in older preschoolers, in which this process will be effective.

object of study: the process of formation of moral ideas in older preschoolers through fiction.

subject of study: the influence of pedagogical conditions on the formation of moral ideas in older preschoolers through fiction.

purpose of the study: to determine the pedagogical conditions for the formation of moral ideas among older preschoolers through fiction.

The following tasks were set in the work:

To study the psychological features of the formation of moral ideas in older preschoolers;

To reveal the pedagogical conditions for the formation of moral ideas among older preschoolers;

To conduct experimental - experimental work on the formation of moral ideas in older preschoolers.

Research hypothesis: the formation of moral ideas in older preschoolers will be successful under the following conditions if:

a) to promote children's awareness of moral ideas;

b) to teach children to evaluate actions (their own and those around them).

Research methods: study and analysis of literature on the research topic, diagnostics, experimental work, conversation aimed at identifying the level of formation of moral ideas in older preschoolers. The importance of the formation of moral ideas in older preschoolers is noted in the works of Belinsky V.G. N.A., Makarenko A.S., Sukhomlinsky V.A., Ushinsky K.D. and etc.

The methodological basis of the study is the works of domestic psychologists Bozhovich L.I., Vygotsky L.S., Zaporozhets A.V., Mukhina V.S., Elkonin D.B. and others, which emphasize the sensitivity of the senior preschool age for the formation of moral ideas and reveal the psychological characteristics of the process under study.

Chapter I. Theoretical and methodological foundations for the development of moral ideas in older preschoolers through fiction.

1.1. The tasks of the moral education of older preschoolers in the preschool educational institution.

The moral ideas formed at the senior preschool age include ideas about the phenomena of social life, about the work of people, about norms of behavior, about respectful attitude towards adults.

All knowledge of the norms and rules of behavior and relationships accepted in society, feelings, the ability to sympathize, actions in relation to other people, the development of one's own qualities - constitutes the concept of morality.

The solution of the main tasks of education should ensure the formation of a personal attitude towards others, the mastery of ethical, aesthetic and moral standards. The problem of moral education in kindergarten at the present stage of society's life is of particular relevance and significance.

The formation of the foundations of a person's moral ideas begins in preschool childhood. The further moral development of children largely depends on how successfully this process is carried out.

To introduce a child into the world of human relations is one of the most important tasks of educating the personality of a child of senior preschool age. Children should be taught to live among people, forming in them certain psychological qualities (attention, will, emotions) and communication skills.

Research Bozhovich L.I., Vygotsky L.S., Zaporozhets A.V., Mukhina V.S., Elkonin D.B. show that the older preschool age is characterized by great opportunities for the moral education of children: in different types their activities successfully form some ways of conscious control of their behavior, activity and independence, interest in the public environment. In a society of peers, relationships are established between older preschoolers, which, under the guidance of an educator, acquire a collectivist character, children develop a sense of camaraderie and friendship, an initial experience of behavior, relationships with loved ones, peers, things, nature, and learns moral norms.

Leading the activities of children, the educator forms in them such important traits for a person as love for the Motherland, benevolence and respect for others, careful attitude to the results of people's work, the desire to help them as much as possible, activity and initiative in independent activities.

Proper upbringing prevents the child from accumulating negative experience, prevents the development of undesirable skills and behavioral habits, which can adversely affect the formation of his moral qualities. In order to form effective moral ideas in an older preschooler, it is necessary to know his age characteristics.

In older preschool age, moral emotions are especially significant - they strengthen or soften the moral requirements emanating from an adult. It is emotions that are the channel through which moral information enters the nascent personality.

A good person can be called a person who has developed love for the Motherland, people living nearby, an active desire to do good, the ability to self-denial for the good of others, conscientiousness, a correct understanding of the meaning of life and happiness, a sense of duty, justice, diligence. All this is the concept of morality.

Education of friendly relations between children; habits to play, work, study together; striving to please elders with good deeds; the ability to independently find common interesting activities. Cultivating respect for others. Formation of the desire to take care of the younger ones, help them, protect those who are weaker; development of empathy, responsiveness. Cultivating modesty, the ability to take care of others, to be grateful for help and signs of attention. Enriching children's vocabulary with polite words (hello, goodbye, please, excuse me, thank you, etc.). The motivation to use folklore in speech (proverbs, sayings, nursery rhymes, etc.). Formation of the ability to evaluate their own actions and the actions of peers. The development of the desire to express one's attitude to the environment, to independently find various speech means for this.

1.2. Psychological features of the development of moral ideas in older preschoolers

Zaporozhets A.V., Mukhina V.S., Elkonin D.B. and other domestic educators and psychologists argue that already in the senior preschool age there is an intensive assimilation of moral ideas, the first ethical assessments are assimilated, on their basis the actions of others are divided into good and bad.

Rules acquire a certain significance for the child. Knowledge of moral rules helps children correlate their behavior and actions with the behavior and actions of others, helps build relationships, and promotes mutual understanding between older preschoolers. Consequently, it is very important to begin the formation of moral ideas precisely in the older preschool childhood, otherwise the child's personality may become flawed and subsequently it will be extremely difficult to fill this gap.

In the studies of Vygotsky L.S., Nechaeva V.G. it is noted that in the senior preschool age there is an intensive assimilation of moral ideas. Children learn moral knowledge, are able to distinguish what is "good" and what is "bad". Older preschoolers can explain who can be called evil, greedy, kind, etc. Rules take on a certain meaning for the child. At the older preschool age, the child is able to show sympathy, sympathy and empathy for another person, tenderness, love for a loved one, a sense of guilt and shame in violation of moral norms of behavior.

The formation of moral ideas is closely connected with the development of the emotional sphere of the child. At older preschool age, children begin not only to understand the moral meaning of certain actions, but also to relate to them emotionally, to experience them. It is important to teach a child to understand the emotional state of another person, to feel it as his own, to manage his emotions.

Only he becomes a real person, - Sukhomlinsky V.A. wrote, - who has noble desires in his soul, which stimulate behavior, give rise to passions and actions ... As many actions as possible. Motivated by noble desires, the aspirations of the individual for a moral ideal - this is one of the golden rules for educating teenagers.

It is necessary to educate in children all the elements of their moral world. Everything is important. The harmony of the moral world of a person, the guarantee of his kindness is provided only by all its components, but moral needs are the guides. Moral needs - the most noble and humane - are not given by nature, they must be educated, without them high spirituality and kindness are impossible.

At the senior preschool age, the first ethical assessments are assimilated. On their basis, the actions of others are divided into good and bad. By presenting demands to children and evaluating their actions, adults achieve the observance of the rules. An approving assessment of others strengthens a positive image of oneself, the child has a desire to preserve this image in the eyes of loved ones. At the same time, there is an appropriation of the image and awareness of oneself through it.

In the process of forming moral ideas in older preschoolers, special attention is paid to the development of moral feelings. It is they who ensure the unity of consciousness and behavior, and prevent a possible split between them.

Moral feelings develop on the basis of practical mastery of the norms of behavior in the family and in the team of the preschool educational institution. Behavior in accordance with the moral norm should be perceived by a person as a unity possible for him, expressing the very essence of his personality, his "I". It is this behavior that allows him to maintain a positive attitude towards himself, general emotional well-being.

At the heart of the positive relationship of children are the mechanisms of moral regulation of behavior. The most important regulators are patterns and rules of behavior. Adults serve as models for children - their actions, relationships, as well as peers who enjoy authority in the group, characters in literary works, etc. The rules of conduct with which adults introduce children contain moral laws that are accessible to them. Rules organize the daily behavior of children and provide exercise in moral deeds.

All elements of moral ideas are maximally saturated with feelings and emotions. To educate a child's moral ideas, you need to know what elements they consist of.

Moral ideas begin to emerge:

1. Responsiveness is a whole range of feelings - sympathy, compassion, empathy. It is necessary to educate responsiveness in a child even before he develops ideas about good, evil, duty and other concepts.

2. Another important element of moral ideas is a moral attitude, which can be formulated as follows: "Do not harm anyone, but bring maximum benefit." It must be formed in the mind of the child from the time when he begins to speak. Thanks to this attitude, the child will always strive for good, innate egoism or egocentrism is overcome in him.

3. And the last, important structural element of moral ideas is the ability for active kindness and intransigence to all manifestations of evil.

1.3. Pedagogical conditions for the development of moral ideas in older preschoolers

The process of forming moral ideas in older preschoolers in a preschool educational institution is one of the directions pedagogical activity, which has a complex structure and its own characteristics. Psychological and pedagogical literature notes the need to determine the conditions under which the formation of moral ideas in children will occur most effectively. Based on the analysis of pedagogical literature, we have identified the following set of pedagogical conditions.

Firstly, it is the presence of a highly cultured, creatively working teacher with a well-established system of moral values, who has a high psychological, didactic and methodological training. The creation of all other conditions depends on the professional and personal qualities of the educator.

Tolstoy L.N. also noted the strength personal example teacher. So he wrote that the most precious and valuable thing a teacher has is his a pure soul, his spiritual personality, which is also the most powerful weapon of influence on people.

Many figures in the theory and practice of pedagogy assigned the main role in the organization of educational work to the personality of the teacher. Ushinsky K.D. declares that no statutes and programs, no artificial organism of an institution can replace the individual in the matter of education. Only personality can act on the development and definition of personality, only character can form character.

In the educational process, the teacher is a model of a moral personality for his pupils, therefore, in the role of an educator, I would like to see a highly moral person who would not be able under any circumstances to humiliate, offend the feelings of the pupil, a person gifted with sensitivity to people who knows the inner laws of life.

Secondly, special attention is paid to the creation of a moral atmosphere in the group: goodwill, respect and trust in the educational process (Azarov Yu.P., Amonashvili Sh.A., Karakovsky V.A., Sukhomlinsky V.A., Tsukerman G.A. ., Shchurkova N.E.). At the same time, in a preschool educational institution, the teacher, in communicating with children, adheres to the position: "Not next to, not above, but together!". Its purpose is to contribute to the development of the child as an individual. To develop a child's sense of self-confidence, the formation of a sense of dignity it is necessary for an adult to show with all his behavior that he understands the child and is ready to rejoice at his successes, sympathize with him in case of failure, etc. The educator needs to provide a sense of psychological security - the child's trust in the world, the joy of existence, to promote the development of the personality of the individual.

The basis of the relationship between the educator and pupils should be understanding, acceptance and recognition.

1. Understanding - means the ability to look at what is happening simultaneously from the point of view of the child and from one's own, to see the motives that drive children. This is the ability to penetrate into the inner world of the child, moving away from their own ideas and motives. Undoubtedly, the development of the ability to decenter in children depends on the ability for decentration, which the educator has.

2. Acceptance is the recognition of the uniqueness of the child, of course, a positive attitude towards him, towards his individuality, regardless of whether he pleases adults at the moment or not. In the educational process, the teacher should be guided not by the impersonal, abstract image of the pupil, but proceed from the originality, uniqueness of the personality of a particular child. Only in this case can one see the potential inherent in it.

3. Recognition is, first of all, the pupil's right to vote in solving various problems. Of course, it is often impossible to provide a child with full equality of rights, but there are situations that can be presented as allowing for choice. It is desirable to give the child the right to choose from acceptable samples within the social norm: it is necessary that he has a feeling that he chooses.

Thirdly, the active inclusion of children in a variety of activities. The teacher can achieve positive results in the formation of moral ideas only based on the child's own activity. A rich educational potential is also contained in such sections of the preschool program "from birth to school", such as The world, Fiction, Development of speech, Visual activity, Labor education and others.

Since the leading activity of the older preschooler is the game, it is important for the educator to select and think over games in which children are offered the opportunity to choose, especially moral choice, and a positive attitude towards moral deeds is brought up.

Fourthly, the active inclusion of their parents in the life of the preschool educational institution. The educator - teacher and parents need each other as the main carriers of information about the child. Each of them knows something about the child that sometimes the other does not know.

The family is traditionally the main institution of education. What a child acquires in the family in childhood, he retains throughout his subsequent life. The importance of the family as an institution of education is due to the fact that the child is in it for a significant part of his life, and in terms of the duration of his impact on the personality, none of the institutions of education can be compared with the family. It lays the foundations of the child's personality, and by the time he enters school, he is already more than half formed as a person.

All of these conditions contribute to the successful formation of moral ideas in older preschoolers. An indispensable condition for success in the formation of moral ideas is the teacher's love for children. Without love, children cannot learn to love and care for those around them. A lack of love for a child often leads to callousness of his character and the manifestation of negative behavior.

The traditional methods of forming moral ideas among older preschoolers are the following: teaching, explanation, storytelling, conversation, problem situation, suggestion, giving positive examples and authorities, analysis and evaluation of moral and immoral actions.

Forms, methods, techniques and means of moral education depend on the content of educational activities and the nature of the relationships in which it takes place, on the level of development of the team and the individual characteristics of the child.

Chapter II. Experimental work on the development of moral ideas in older preschoolers through fiction

2.1. Identification of the level of moral ideas in older preschoolers (stating stage)

The study was conducted by us on the basis of the senior group of the Municipal Budgetary Preschool General Educational Institution of a Combined Type - Kindergarten No. 3 in Kolomna, the number of children is 22, aged 5-6 years. The study was conducted in 2013 - 2014 academic year. year. In 3 stages: ascertaining, forming and control stage.

All 22 children of the older group participated in the ascertaining stage of the experiment.

Purpose: the ascertaining stage of the experiment is to identify the level of formation of moral ideas in older preschoolers.

To implement the goals and objectives of this stage of the experiment, we used the diagnostic technique "Finish the story" proposed by Dermanova I.B. and aimed at determining the level of formation of moral ideas in older preschoolers (age 5-6 years). [Dermanova I.B.].

The method "Finish the story" is designed to study children's awareness of moral norms. The study was carried out individually. In history, the hero had to act either in violation of the moral norm, or in accordance with it. The child had to finish the story, offering their skills, ways of behaving and justifying them.

When determining the features of the moral experiment of older preschoolers, we assessed: the degree of compliance with the moral norm of knowledge, attitudes and ways of behavior of children; generalization in knowledge; their depth and breadth.

To assess the moral skills of the subjects, such manifestations were singled out as they understand the content of moral norms, knowledge of the ways of behavior, experiences that arise in a person in case of compliance or non-compliance with a moral norm.

We gave the children 3 stories to complete. It was necessary to name the moral norm, assess the child's behavior and motivate their assessment. This technique ("Finish the story") shows us the most likely behavior of children in similar situations.

Description of the “Finish the Story” Methodology: (Dermanova I.B.).

Story #1. The children built the city. Olya didn't want to play. She stood by 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 answer? Why? How did she do? Why?

Story #2. Katya's mother gave 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 Katya answered ... What did Katya answer? Why? How did Katya do? Why?

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

Sasha answered ... What did Sasha answer? Why? How did Sasha do? Why?

We processed the results based on the following criteria:

1) Knowledge and understanding of the moral norm of an act;

2) Correct assessment of the act;

3) Motivation for the assessment of the act.

Based on these criteria, 3 levels of formation of moral ideas in older preschoolers were identified:

low level - the child evaluates the behavior of children as positive or negative, but the assessment is not motivated by morals For example: (1 situation each)

Expert: - What did Olya say?

Masha V: - I will help.

Expert: - Why?

Masha V…….

Expert: - How did she do it?

Masha V: - Good.

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

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

For example: (for 1 situation) Expert: - What did Olya say?

Angelina G.: - Yes, I will help.

Expert: - Why?

Angelina G: - All people need help.

Expert: - How did she do it?

Angelina G: - Right.

Expert: - Why?

Angelina G: - You need to do good.

For example: Kirill Ch. (1 situation each)

Expert: - What did Olya say? Cyril M: - I'll help.

Expert: - Why?

Cyril M: - We need to help the guys, they are small.

Expert: - How did he act?

Cyril M: - Very good.

Expert: - Why?

Cyril M: - These are friendly guys.

We entered the number of answers in table No. 1

	Qualitative characteristics	Number of answers 1. History	Number of answers 2 story	Number of answers 3 story
		(40,9%)	(54,5%)	(45,4%)
		(36,4%)	(27,3%)	(27.3%)
	High level - the child correctly evaluates the behavior, names the moral norm and motivates his assessment.	(22.7%)	(18.2%)	(27.3%)

As a result of the diagnostics carried out at the ascertaining stage, we found that the formation of moral ideas in older preschoolers is:

Low level - 46.93%

Average level - 30.3%

High level - 22.73%

2.2. Improving work on the development of moral ideas among older preschoolers (formative stage)

One of the main tasks in shaping the personality of an older preschooler is to enrich him with moral ideas and concepts. The degree of mastery of them in children is different, which is associated with the general development of the child, his life experience. In this regard, the role of conversations with children, role-playing games, involving children in socially useful work, and classes in fiction is great. After all, fiction can serve in the skillful hands of a teacher as a means of educating a child's moral ideas. With the help of children's literature, children get acquainted with the surrounding life, nature, the work of people, with their peers, their joys, and sometimes failures. The artistic word affects not only the consciousness, but also the feelings and actions of children. The word can open a child, cause him a great desire to become much better, to do something good, helps to understand human relationships, to get acquainted with the norms of behavior. As well as the formation of moral ideas and moral experience, the message to children of knowledge about the moral qualities of a person contributes.

Children of five to six years of age have ideas about the main categories of morality - about good and evil, good and bad. But these ideas are often naive, original, so the educator needs to know their content in order to guide the moral development of the children. Underestimating the capabilities of children, educators do not use enough examples from children's literature, which will allow older preschoolers to open up and show the complexity of relationships between people, and the diversity of human characters, and the peculiarities of certain experiences.

Art, fiction actively influence the feelings and mind of the child, develop his receptivity, emotionality. Insufficient development of these qualities of the child's psyche leads to an artificial limitation of his abilities, to the education of a person who does not feel, does not understand, but blindly follows the learned rules of behavior.

Upbringing with an artistic word leads to great changes in the emotional sphere of the child, which contributes to the appearance of a lively response to various life events in him, rebuilds his inner world.

The perception of art is for the child a peculiar form of cognition of objective reality. The child, as it were, enters into the events of a work of art, becomes, as it were, a participant in them.

When reading, in addition to the tasks of educating feelings and forming moral ideas, as a rule, other tasks are also solved: 1) Development of speech.

2) Artistic taste.

3) Poetic ear.

4) Interest in literature in general.

Determine the chain of dependence: moral ideas, emotional relationships, moral situation, situations are created that include various aspects of life, and thus the child is placed before the child to perform this or that action. Conversations are also held on plot pictures in such an aspect that the subject could say how he would act in this situation.

Thus, the education of humane feelings must be considered in close connection with the overall emotional development of the child. The emotional attitude of children to the environment is an indirect indicator of the formation of their feelings. Fiction contributes to the emergence in children of an emotional attitude to the events described, nature, heroes, characters of literary works, to the people around them, to reality.

The effectiveness of the formation of benevolent social motives of behavior increases if the educator establishes an organic connection between the various tastes of children's activities. This work must be reflected in the plan of educational work.

Solving the problems of forming moral ideas in children by means of art, it is necessary to turn to classical and modern Russian and translated literature. First of all, these are the works of Aksakov S.T., Blok A.A., Yesenin S.A., Ershov P.P., Nekrasov N.A., Pushkin A.S., Tolstoy L.N., Tyutchev F. I., Feta A.A., from translated authors - Andersen G.Kh., the Grimm brothers, Dickens C., Kipling R., Perro S., works of Soviet writers: Barto A., Gorky M., Mayakovsky V., Marshak S., Mikhalkov S., Chukovsky K. and others.

The teacher selects works of art depending on the specific educational tasks facing him. For example, to educate older children with humane feelings, the teacher uses the fairy tales “Sister Alyonushka and Brother Ivanushka”, “The Tale of the Fisherman and the Fish” by Pushkin A.S., “The Silver Hoof” by Bazhov P., “Humpbacked Horse” by P. Ershov. , "Aibolit" Chukovsky K. and others.

The educational tasks that the educator solves both in the classroom and outside them depend on the content of the work of art. Some of the fairy tales and stories recommended for reading by the Program from Birth to School are large in volume, so it is important to convey the main idea of ​​the work to the minds of children. Questions should be specific, concise, focusing children's attention on the main thing. For example, educating children to love animals, the teacher reads A. Tolstoy's story "Zheltukhin". To arouse compassion for a little starling that accidentally fell out of the nest, the teacher asks the question: “What was Zheltukhin like? Tell me about it." It is important that the children's answers reflect the helplessness of the little starling, fear of the world around him. If the children do not emotionally and fully reveal the image of Zheltukhin, the teacher helps: “You correctly said that Zheltukhin is a starling, that he fell from the nest and was afraid of everything. Listen to how Tolstoy A. describes the starling: “He looked with horror at Nikita approaching”; “The whole Zheltukhin ruffled up, picked up his legs under his stomach”; “He ... hid in a corner, on dandelion leaves pressed to the ground”; "He had a desperate heartbeat." Why was he afraid of everything? That's right, because he was small and needed protection. Who helped him?"

The thematic distribution of works for reading to children in the classroom and outside the classroom allows the teacher to work on educating the feelings of children. In this case, it is necessary to use repeated reading, which will deepen the feelings and ideas of children. It is not at all necessary to read a lot of works of art to children, the most important thing is that they be highly artistic and deep in thought.

A work of art, of course, contributes to the formation of moral ideas in senior preschool age. But unlike an adult reader who has extensive life experience, a child cannot see the main thing in the content of a book, give it a correct assessment. The book opens up many unknowns for him, and it is difficult for him to figure everything out on his own. Hence the endless questions of the children: “Why did everyone call the duckling ugly?”, “The ugly duckling was really ugly?” etc. Sometimes it is difficult to answer children's questions right away, you must first think about what to answer. Preparing for the conversation, the teacher should think over the questions that he will ask the children in connection with the book they have read. If a conversation about a book consists of thoughtless questions, edifications and teachings, it will only confuse the child: edifications and notations will reduce that emotional state, that joy that the child received from a good book.

Certain difficulties for the educator are caused not only by the selection of works of art, but also by conducting an ethical conversation about what has been read. According to some, such a conversation is not needed, because a work of art in itself educates. However, the practice of working with children shows that such conversations are necessary.

It is inappropriate to put too many questions to children, as this prevents them from realizing the main idea of ​​a work of art, reduces the impression of what they read. A more detailed system of questions, for example: “Where does the fairy tale begin? Where did the hero go? What happened to him then? etc., when the teacher is specially engaged in the development of children's memory, their speech, teaches them to retell. When it comes to the development of the moral consciousness of children, the upbringing of humane feelings, other questions are raised that arouse preschoolers' interest in the actions, motives of the characters' behavior, their inner world, their experiences.

These questions should help the child understand the image, express their attitude towards it; they should help the teacher to understand the state of mind of the pupil during reading.

The child's feelings need to be strengthened and developed. For this, the teacher selects works of art that are close in content, for example, V. Oseeva’s story “Why?” and similar in content to the story of N. Nosov "Karasik". In both stories, the emotional experiences of the boys are described, connected with the fact that, due to their fault, in one case, the dog, in the other, the kitten should suffer undeserved punishment, and with the fact that they deceived their mothers. At the lesson, it is advisable to talk about two works at once, forming in children a comparative assessment of the images and actions of the characters. Gradually, the child will learn to compare not only the actions of literary heroes, but also his own, as well as the actions of his peers. The ideas received by children from works of art are gradually, systematically transferred to their life experience. But, unfortunately, adults often forget altogether about the connection between literature and the life of children, about when it is necessary to focus the attention of children on this connection. The value of poems learned with children in the classroom is also of great importance in the formation of moral feelings in children. Poems develop the child's imagination, awaken in him a sense of beauty, love for nature.

Conversations play a special role in the formation of moral ideas among older preschoolers. They encourage children to realize actions, phenomena, situations of a moral nature. Thanks to conversations on ethical topics, the educator has the opportunity to show with specific examples what to contain such concepts as "kindness", "honesty", "truthfulness", "courage", "justice", "friendship", etc. With the help of such conversations, the teacher can put children before a choice of action. In this regard, he formulates questions with a moral orientation, so that they awaken children's activity, independence in solving the tasks.

You can talk in the classroom with all the children or only with some, as well as individually in the process of holding regime moments, games, work. These can be short questions that contain the problem of moral choice and encourage the child to evaluate the act when he is guided by the acquired moral standards. How the conversation is conducted largely depends on how the children comprehend the situation under discussion. It should not be instructive, so the teacher does not impose his opinion, but encourages the children to think and express their own opinion. And here the emotional attitude of the teacher himself to the situation under discussion is of no small importance. His voice, facial expressions, gesture emphasize the relationship to the moral problem that lies in the content of the situation.

Thus, conversations with children must be structured in such a way that the ethical conception acquires a definite, vivid, living content for the child. Then his feelings will develop more intensively and violently. That is why it is necessary to talk with children about the states, experiences of heroes, about the nature of their actions, about conscience, about the complexity of various situations.

2.3. Analysis of the results of a study on the development of moral ideas among older preschoolers (control stage)

Purpose: the control stage of the experiment is to identify the level of formation of moral ideas in older preschoolers after the formative stage of the experiment. For this, we used the diagnosis of Dermanova I.B. Finish the story technique.

	Qualitative characteristics	Number of answers 1. History	Number of answers 2 story	Number of answers 3 story
	Low level - the child evaluates the behavior of children as positive or negative, but does not motivate the assessment and does not formulate a moral standard.	(18.2%)	(22.73%)	(13.6%)
	The average level - assesses behavior correctly, motivates behavior, but does not name the moral norm.	(45.5%)	(54.5%)	(50%)
	High level - the child correctly evaluates the behavior, names the moral norm and motivates his assessment.	(36.3%)	(22.8%)	(36.4%)

Comparing the results of the ascertaining and control stages, we see an improvement in the results:

The low fell by -28.8%

The average level increased by - 20%

High level increased by – 8.8%

The objectives of the study determined the choice of methods. At the same time, we proceeded from the fact that moral experience represents the unity of the intellectual and emotional components. The intellectual component is considered as a preschooler's knowledge of moral principles and norms, expressed in aesthetic concepts and abstract-logical constructions. Moral knowledge and attitudes were manifested in the real behavior of older preschoolers. Hence, the methods used were focused on the study of knowledge, relationships and behaviors.

An analysis of the responses and statements of the test group shows that the formation of moral ideas among older preschoolers has not yet developed. At the ascertaining stage, it is necessary, first of all, to single out the subjects whose answers and statements indicate that these older preschoolers misunderstand the content of moral norms. An indicator that the subjects have a relatively low level of knowledge about the content of moral norms is that they usually do not see the moral problem where it is.

The adequacy of children's assessment of moral deeds has increased. The children motivated their assessments according to the situations more accurately, concretely, clearly.

Conclusion

Comparing theoretical and methodological studies with the results of experimental work, we can talk about senior preschool age as a period of intensive development of the moral and psychological culture of children and, in accordance with this, build the educational process in preschool educational institutions.

At the stage of awareness by older preschoolers of moral norms and rules as their own standards of behavior, they are transferred into activities. A positive self-image is formed, behavioral competence is formed, which allows children to act adequately in situations of moral choice and the absence of external control.

Comparing the results at the ascertaining and control stages of our experiment, we can draw conclusions about the successful implementation of the work. The effectiveness of the formation of moral ideas in older preschoolers is possible when creating pedagogical conditions:

1) The presence of a highly cultured, with an established system of moral values, a creatively working teacher with high psychological, didactic and methodological training;

2) Creation of a moral atmosphere in the kindergarten group: goodwill, respect and trust from adults;

3) Active inclusion of children in a variety of activities;

4) Active involvement of their parents in educational process DOW.

With this work, we confirmed “the regularity in the formation of moral ideas among older preschoolers, which was formulated by V.A. Sukhomlinsky: "If a person is taught good - ... the result will be good." Only you need to teach constantly, demandingly, persistently, in game forms, taking into account the individual and age characteristics of children. This problem "Formation of moral ideas among older preschoolers" can contribute to an increase in the level of moral and educational training of older preschoolers, ensuring the development of the moral qualities of the individual. And our children, pupils will become highly moral personalities.

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