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Education of moral qualities in children of preschool age. Moral qualities of preschoolers Formation of moral and spiritual qualities of preschoolers

Modern parents often ignore the spiritual and moral education of preschoolers, while paying more attention to the mental and physical development. But do not forget that a person is a social being, and one of the main tasks of adults is to educate the younger generation of moral qualities that in the future could provide him with comfortable living conditions in society. For the full moral education of children, parents and educators should from an early age preschool age to acquaint kids with general cultural, moral, spiritual and aesthetic values, to instill a love of beauty and goodness.

Personal development in preschool age

Personal development of children is most active during preschool age. At a certain age stage, the formation of specific personality traits occurs. Personal development in preschool age can be visualized as follows:

  • 3-4 years (younger preschool age) - development of emotional self-regulation;
  • 4-5 years (middle preschool age) - development of moral self-regulation;
  • 5-7 years old (senior preschool age) - development of business skills.

An integral part of the formation of a child's personality is the gradual comprehension of the world around him and awareness of his role in it. Thus, the foundations of the social and moral education of preschool children are born. At this stage, the attitude of adults (primarily parents and educators) to life and current events is of great importance. For example, if a mother is pessimistic, often shows her dissatisfaction with the surrounding reality, then it is likely that the child will develop distrust and hostility towards the world.

In children of senior school age, in the process of personal development, features of the volitional and emotional sphere are revealed. For example, a child becomes aware of a sense of beauty and harmony, opens up the possibility of analyzing everything that happens around, on the basis of which his inner world is formed.

Fundamentals of spiritual and moral education

The moral education of preschool children is a prerequisite for the harmonious development of the child's personality. It is at an early age that the accumulation of moral experience takes place, which creates the basis for the formation of spiritual and moral values ​​among preschoolers. The problem of moral education should be solved with the help of the joint efforts of parents and educators, who must be an example to follow. As a result of the spiritual and moral education of preschoolers, a personality is formed that has certain moral and spiritual guidelines: the child learns to distinguish between good and evil, develops a positive attitude towards people, learns to sympathize with them, and shows his complacency in action.

Methods and ways of moral education of preschoolers

As mentioned earlier, the most effective way to educate morality and spirituality, especially among children of older preschool age, is personal example. In addition, there are other methods of moral education of preschoolers. These methods can be conditionally divided into three groups: visual, verbal and practical. Consider the means of moral education of preschoolers in more detail.

visual

The visual method includes walks around the city and excursions to an art gallery or zoo. Shows of cartoons and films, looking at illustrations and reproductions in books are also widely used. Various games are very popular with children. For example, the social game "Ants", in which, with the help of facial expressions and gestures, children are required to express various emotions in relation to each other without the help of words. The emphasis is on depicting positive feelings, which is aimed at team building and the development of friendliness between the kids.

Verbal

The greatest efficiency is observed when accompanied by a visual method verbal. The means of the verbal method primarily include the moral education of preschoolers through fiction. Effective tricks are also:

  • conversations with parents/caregivers;
  • answers to the child's questions;
  • riddles, proverbs and sayings;
  • commenting on illustrations, diagrams, read works;
  • analysis of life situations.

It is especially worth mentioning the fairy tale as a means of spiritual and moral education of preschoolers. The fairy tale as an ancient folklore genre has absorbed many motifs and plots, on the example of which children learn not only to empathize and emotionally respond to various events, but also to master the ability of figurative thinking.

Practical

No less successfully for the education of preschool children, a practical method is used, which is most suitable for younger preschoolers, because its main means is the game. The practical method includes:

  • dramatizations;
  • cooking;
  • needlework (sewing, modeling from plasticine, paper crafts);
  • performances;
  • contests and quizzes;
  • children's charity.

Most effective method spiritually moral development preschoolers is a competent combination of methods and adherence to an integrated approach.

Tasks and goals of moral education of preschoolers

The development of moral qualities in a child and the development of models correct behavior- the main tasks of the moral education of preschoolers.

Already in early preschool age there is a rapid formation of a wide range of feelings and emotions. They can have different directions and manifest themselves:

  • in relation to oneself - conscience, a sense of confidence, pride or shame, a sense of insecurity, sadness;
  • in relation to other people - sympathy, sympathy, love, affection or antipathy, anger, irritability;
  • in relation to the team - a sense of camaraderie, cohesion or detachment, loneliness.

Older preschoolers begin to show more complex feelings, for example, in relation to the state (patriotism). The feelings of children that are emerging and gaining more and more depth are sincere and pure, but at the same time they are unstable and subject to negative influence. At this stage of moral development, adults need not only to set a worthy example and try not to show negative manifestations of feelings, but also to control as much as possible the sources of information that affect the receptive psyche of the child. For example, a preschooler should not be allowed to watch TV shows and movies without adult approval.

Feelings awaken a craving for certain actions, thanks to which the child learns moral patterns of behavior, which are later formed into habits. Already at an early age, a preschooler develops certain simple skills of disciplined behavior, neatness, and independence. The kid gets the experience of relationships with other children and adults, and at the same time the ability to behave in society.

The role of the family

The task of an adult is to develop habits that will make it easier for the child to further social interaction: to teach how to greet everyone and say goodbye, to politely ask and thank for the help provided, to return things to their place, to behave decently in in public places.

In middle and older preschool age, children reinforce previously developed habits and improve cultural skills: they learn to follow the rules of behavior in public places (in a clinic, for example, you can’t make noise, but you can have fun in an amusement park). They understand that telling the truth is good, but sneaking around is bad. Learn to keep cleanliness and order. In the moral ideas of older preschoolers, labor activity and mutual assistance no longer seem to be something imposed from the outside, but take root as a necessity. These are the foundations of the social and moral education of preschoolers, which must be followed for the development of a full-fledged personality in the future.

Thus, work on the spiritual and moral education of preschool children by parents and teachers should be aimed at expanding the sensory world of children, its creation and strengthening. The child should be formed criteria for good and evil, truth and lies. It should not be forgotten that in the formation of moral qualities in preschool children, it is necessary to take into account individual and age features child and the importance of an integrated approach to education.

Elina Shakhova
Education of moral qualities in children of senior preschool age

At all times, great importance in the formation of a person's personality was given to the development and moral education. In the modern pedagogical system, issues moral education, are relevant, but at the same time complex, requiring a lot of study. What is laid in the soul of a child in childhood, manifests itself later, and becomes his life. I. S. Makarenko believed that moral- an integral part of a person's personality, which ensures its voluntary compliance with existing norms, rules of conduct, which are expressed in relation to the Motherland, society, collective and individuals, to oneself, work and the results of work. Knowledge about morality internally digested older preschoolers if they are experienced by them as a value, that is, they become personally significant. Moral a person is very demanding of himself and at the same time tolerant of others. Condemning the bad deeds of others, he avoids transferring the negative assessment of the deed to the personality of the person who committed it, tries enter into his position, understand him, find extenuating circumstances.

Formation senior preschoolers moral representations and concepts is a responsible task that the teacher sets himself preschool education . Positive switching result older preschoolers to the public good labor activity, depends on how developed they have the necessary moral ideas . Moral norms and rules of behavior, the attitude of the child to work, the presence of discipline - this is the result education, the result of a complex influence on the formation of the child's personality by the kindergarten, the social environment and the family. Pedagogical impact on preschooler should be purposeful, in order to form in him not random, but clearly defined moral qualities of a person.

In kindergarten at preschooler not formed yet moral experience. Perceiving the surrounding reality, he cannot fully comprehend it, in the relationships between people, in the observed phenomena, the child does not know how to reveal the cause-and-effect relationship, the relationship between a person and social life is alien to him. Children preschool age do not have enough stock moral knowledge to analyze the rules of conduct accepted in society. They cannot compare their behavior with the behavior of others, clearly imagine the consequences of this or that act, evaluate moral motives. However, in the process education when the development of speech, thinking, cognitive abilities and interests occurs, the child develops and morally. How more circle his knowledge, the more correctly preschooler oriented in life, understands its connections and relationships. As a rule, to senior preschool age, the child is aware of his place in life, learns the basic universal norms of behavior in a team.

moral education is a purposeful pedagogical system that influences the formation of moral qualities and conscious sensitivity.

Main goals moral education:

Formation of skills and abilities moral conduct;

Education in preschoolers moral feelings;

Formation preschoolers ethical attitudes and beliefs

Upbringing moral and volitional character traits of such How: discipline, diligence, truthfulness, patience, independence.

When in training educational process, the teacher forms such quality as diligence and discipline, from some children it is possible to achieve a high level of awareness of the implementation of the rules of discipline and attitude to work, while others do not see the result at all.

Discipline is tricky moral quality and has different stages of development, starting with simple obedience in the younger preschoolers ending with the conscious observance of the rules of discipline by older preschoolers. The process of discipline formation should be systematic and purposeful.

Process education of diligence in preschoolers, depends on right attitude to physical labor. Also, with the help of physical labor, such quality character as patience, independence, perseverance.

In progress moral education, such quality that define the relationship between people Keywords: collectivism, humanism, friendship, culture of behavior. Before preschooler comprehend that he is a member of society and he has certain duties, he must learn to repay good for good, and it is teachers who must teach children to do good.

To organize activities children in kindergarten, it is necessary to create special conditions. One of these conditions is the involvement children into practical activity: social, cognitive, labor. Actively participating in a variety of activities, preschoolers they form feelings of conscience, responsibility, mutual assistance, their will is strengthened, and behavioral skills and character are developed.

Formation methods moral qualities:

Conversations on moral and ethical topics;

Exercises in positive actions, organization of practical moral experience;

Moral assessment of actions;

An example of adult peers.

When implementing moral education necessary consider:

Use of specific and close material for understanding children;

Baseline morality in a child;

The use of visual and verbal instructions in the process of formation moral assessment in preschoolers;

Generalization of formed moral ideas

Role moral education in kindergarten is great, because it allows you to form the spiritual world and the moral qualities of the child allowing him to blend in with society. Process moral education reveals the creative potential of the child, forms diligence in work, fosters industriousness, forms in the mind of the child the concept of labor as a universal value.

Related publications:

Innovative work experience "Education of moral qualities of preschool children through Russian folk tales"“Without exaggeration, we can say that reading in the years of childhood is, first of all, education. A word revealing noble ideas forever.

Abstract of the lesson on multitherapy "Nekhochukha" on the development of social and moral qualities in children of senior preschool age Purpose: to cultivate a respectful attitude towards the domestic work of adults and its results, to arouse a desire to help. Tasks: - Educate.

2018 year. Purpose: to transfer the experience of using poetry in the education of moral qualities in preschool children. Tasks: 1. Give elementary.

Self-education "Education of spiritual and moral qualities of young children through Russian folk tales" Explanatory note. “A fairy tale is a seed from which a child’s emotional assessment of life phenomena sprouts.” V. A. Sukhomlinsky.

Situational fairy tales as a means of forming moral qualities in preschool children Municipal budgetary preschool educational institution "Kindergarten No. 8" Rodnichok "Report from work experience

The moral education of children is a complex concept that combines a set of educational measures that introduce the child to the moral values ​​of humanity. During this process, qualitative changes in the human personality occur. The child reaches the level of moral education, is included in the social environment, begins to engage in self-education and interaction with other people.

Concepts of morality

The content and forms of moral education

The problem of the moral education of the younger generation has long been of interest to writers, philosophers, scientists, teachers, parents, and officials. With each new generation, scientists and teachers, discouraged by the decline in the moral qualities of young people, developed more and more new recommendations, the purpose of which was to improve morality and morality in the new generation.


The purpose of moral education is the development of concepts of morality

A great influence in the course of this process is exerted by the state, which forms the moral request of the qualities of the individual. If we recall the times of communism, then the workers were held in high esteem, who unquestioningly carried out the will of the leadership, ready to come to the rescue, collectivists. Then, with the advent of capitalist relations, such personality traits as initiative, enterprise, the ability to solve problems, and find a non-standard approach are valued. All these changes could not but affect the moral education in the children's institution.

Why teach moral education?

The answer to this question is not unequivocal, there are some researchers who argue that it is not possible to teach moral qualities, you can only try to instill them. This process is associated with the characteristics of each individual child.

Raising an adult is a thankless task. Most likely, he has already determined the important moral principles by which he lives. But the development of the moral qualities of children has its fruits.


In kindergarten, the child learns collectivism

Many psychologists note that there is a problem of inconsistency between moral education in the family and children's team. If the educator calls for friendship and generosity, and the parents cultivate aggression and a sense of ownership in the child, then the child will develop an internal contradiction over time. The child, due to age, will tend to one position or another, without having his own opinion.

The younger the children, the more they are open to the outside world.

Already by the age of five or six, the foundations of personality are formed, in this short period of time the baby's psyche is the most flexible, you can try to correct what is laid down by nature. The content and forms of moral education in this period of personality formation should be selected optimally gently.

Basic concepts of moral education

Studying children different ages and their features is complex, it is desirable that this was done by one teacher for a long time. In the process of observation, it is necessary to find out the basic concepts of children about education, to trace the dynamics of changes, to make a correction if there is a problem.


Education through creativity

The goal of moral education today is not only the development of a collectivist, but also an individual. Modern principles of life in society require the presence of such qualities. Person-centered theory helps the child to openly express his opinion and defend his position. This is how the child's self-worth and self-esteem are formed.

There are different approaches to the formation of moral qualities in children - through work, play, creativity, education, literary work, own example.

The forms of moral education are as diverse as life itself:

  • child's personality traits
  • children's attitudes towards others
  • spiritual values,
  • vowels and unspoken rules of etiquette,
  • patriotic feelings and respect for authority.

Moral education begins in the family

The institution of child education is trying to work in all these areas, it will be an excellent base for the school. The acquired knowledge will be layered on top of each other, forming a complex of personal qualities.

What are the problems in moral education?

In the institution of children's education, the authority of the teacher is very important, respectively, at home - the authority of the parent. On the one hand, this is the strength of moral education, on the other, a great responsibility of a person. Children of different ages subconsciously copy the behavior of the mentor. The peak of such imitation falls on last years in kindergarten and the first school years.


Participation in the life of the country is the basis patriotic education

During the Soviet period, the entire life of an educational institution and a particular student was submitted for public discussion. The day began with a ruler, the content of which focused on the positive and negative aspects of the previous day and the instructions for the next day. Now they try to discuss all the nuances that relate to the personality of the child individually. Publicity is perceived as a punishment. The goal of a modern educator is to expose the negative actions of the child to public censure, and to call on the mind and conscience of children. Close attention has begun to be riveted to the activities of a teacher in any educational institution, the child's parents can complain about the teacher if they do not agree with the methods of his upbringing. This factor is associated with a decrease in the activity of teachers in terms of the development of moral feelings, love for the motherland, respect for elders and teachers. It is not always possible for a child to explain the basics of morality with beautiful literary phrases; sometimes one has to give hard-hitting life examples. Such conversations can cause a negative and stressful state of the child, to which parents will immediately respond.


The upbringing of spirituality is one of the aspects of morality

The purpose of moral education in a preschool educational institution is manifested in:

  • the formation of any moral qualities, feelings, habits, ideas,
  • cultivating in children of different ages a humane attitude towards other people,
  • the laying of a patriotic feeling, pride in their homeland,
  • education in children from a young age of tolerance for other nationalities and religions,
  • the ability to live and work in a team, maintaining a sense of dignity,
  • cultivating such qualities as industriousness, the ability to work together.

Moral education in relation to young children is most effective if the interaction between the subject and the object is carried out at a high level.

Means of moral education

What methods are used by teachers to form morality in their wards?

  • Creativity, literary works, music, fine arts. The means of artistic expression help to describe the feelings of a person in various situations, their own attitude through the word, music, drawing.
  • Communication with nature. The child must be in contact with wildlife. Such interaction gives vitality, teaches the laws of the interaction of living beings, shows the true feelings of the child.
  • Content of own activity. Through the game, learning, work, creativity, the child expresses his mental condition, learns to interact with other children, learns moral qualities.
  • An important role in the education of moral qualities is played by the environment that surrounds the child. The purpose of the child's environment is to raise a worthy member of society. In a children's educational institution, educators and peers play this role.

What forms of moral education are used by teachers in kindergarten, the mechanism of moral education?

  • Interaction based on mutual trust, respect, discussion, search for a way out of a difficult life situation.
  • The existence of a form of soft trusting influence.
  • Formation in children of a positive reaction to competitions, contests, olympiads. Considering this part of the learning process as an incentive to new heights, and not censure and humiliation of dignity.

early childhood period

  • To give the child in an educational institution to feel love and affection, to teach the ability to express these feelings,
  • Rejection of aggression and ill will. It is especially necessary to be careful about the manifestation of any form of censure.

Children with early age learn respect for others

Child of primary preschool age

  • The purpose of education and the tasks of moral education of preschoolers at this stage is to create a situation of success, the ability to respond to praise.
  • The example of adults is very important for young children of this age; the content of moral education should not go against the norms of morality and your behavior.

Middle preschool age

  • For this age, the example of an adult is still very relevant.
  • The formation of moral qualities contributes to the solution of logical verbal problems.
  • A specific goal is creative tasks- the development of one's own emotions and the ability to "read" the feelings of other people.
  • The content of joint activities should involve interaction and teaching moral principles.

emotional nurturing

senior preschool age

  • An analysis should be carried out, the content of all the positive and negative actions of the child. The educator in the educational institution conducts diagnostics in a short time, outlines an action plan, and makes recommendations to parents.

IN game form can teach children to be polite

Moral education with a focus on spirituality

The purpose of such education is the formation of a person with spiritual values, moral character, a sense of a clear conscience.

For children of different ages, such values ​​as peace, culture, and the preservation of the environment become the main ones.


Spiritual and moral education is the main direction of work of educators

Developing pride in belonging to a particular nation or country. Such properties are typical for religious kindergartens. The content of training for different ages is based on spiritual values. Not all countries have such kindergartens; there is a need for such an institution in multinational states.

Social and moral education

Its goal is to educate a harmonious personality that will find its place. For this, it is necessary to have a whole range of moral qualities for peaceful and effective coexistence.


Play is the simplest method of social education

Social studies is very popular in modern schools. The knowledge is based on the legal aspects of people's behavior in various life examples and situations, such activities always evoke a lively response from the guys.

The dangerous side of patterned behavior is a deep conviction that it is not possible for one person to solve problems, the help of third-party organizations and third parties is always required.

Very useful in this regard is the interaction with psychologists, the study of difficult situations in the form of skits or simulations. During the discussion, not only the actors, but the entire children's team can participate.

Moral education with a civic bias

There are children educational establishments in which the concepts of morality and civic feelings are not separated from each other. Teachers are trying to instill in the younger generation an unconditional love for their country. Such kindergartens are relevant for countries where there are class conflicts. To understand everything that is happening, the child needs to be familiar with the whole story, to form his own position in this direction.


Patriotic education is one of the forms of social adaptation

Moral education based on aesthetic feelings

Modern society appreciates the feeling of beauty in a person. It will not work to form such a property from scratch, here you need a serious base, which is provided by oriented kindergarten. The child contemplates beauty, describes it, and after a short time is able to distinguish it in surrounding objects and create it independently. So at different times in all eras, talented guys appeared who changed the world with their creativity.


Types of aesthetic education

Moral and environmental education

Teaching morality through communication with nature is the most organic and understandable for the child. In the process of learning, the child comprehends new laws in ecology, transfers them to human society.

The task of protecting the environment is one of the most difficult and priority, so the existence of kindergartens with an environmental focus is understandable and obvious. A child who has been trained in it will not become a hunter, will not litter the environment, will protect his living space. Such people will save all living things from extinction in the future. It will take time for a whole generation of educated people to grow up, so the relevance of such children's centers is steadily growing.


Communication with nature

Moral and labor education

The existence and development of modern society is impossible without an able-bodied population. Therefore, such qualities as hard work, dedication, energy, initiative are always valued, the development of which determines the main goal of this type of education. All these properties are laid down in deep childhood, so kindergartens of this orientation are very important for the common good.

Educators should offer feasible tasks so that the process does not affect the well-being of children, positive self-esteem is maintained.


Children should be given challenging tasks.

Through one's own work, respect for human activity is formed, this side of the learning process is very important. The presence of a child in such a garden simplifies the life of parents. Upon returning home, the child is able to put away his clothes and toys, help his parents with the housework or care for the pet.

Moral and aesthetic education

Everyone remembers for a long time that it is beauty that will save all living things from extinction. But the ability to see beauty is not inherent in a person from birth, it is worth learning to see the beauty around. It is easiest to develop this skill from early childhood. When a child contemplates, hears and feels beauty, it is easier for him to see it in the world around him, to start creating beauty himself. If your child has talents, then kindergartens with an aesthetic bias will help develop skills.

Morality is one of those qualities that distinguishes a modern humane progressive society. The formation of such a quality in the previous generation is an important stage in the formation of the new generation. On this path, the kindergarten and the family are inseparable from each other.

The problems of moral education of children have always attracted the attention of teachers, scientists, writers and philosophers. There are many reasons for this:

  1. Moral education in the conditions of school institutions;
  2. Patriotism - as one of the directions of education in schools;
  3. Age characteristics of the child, his training and learning, used in the organizational and educational process;

It is known that the upbringing of patriotism and morality depends on the formation of the child's personality, which in the future gives the full development of the child. That is, all the foundations of education are laid with young years. Children's institutions of all types are the very first and most important step in the further development of a person. Children's institutions have a serious task to organize educational process in such a way that the pedagogical process carries an aesthetic meaning.
Before teachers, scientists, teachers and educators, there is a huge task to update educational work so that moral and patriotic education is introduced in step with the times, while improving the preparation of children for self-education, self-learning, accustom the child to independence.
Modern pedagogy of raising children has taken two contradictory positions. On the one hand, the humanization of the set goal, and on the other hand, early education, without taking into account the age specifics of the child.
In such a situation, there is a need to rethink the methods of moral education in children's institutions. Schools should oblige educators to maintain tight control over the resolution of conflicts, taking all measures to improve the upbringing of children in primary institutions:

  1. Bure P.C. Educator and Children: A Handbook for the Kindergarten Teacher, 1985 publication
  2. Montessori M. The method of scientific pedagogy applied to child education in orphanages:
  3. Samorukova P.G. and K.D. Upshnsky About nature in primary education. "Preschool education", 1968,

Teaching morality, patriotism without fanaticism is the main task of every adult. It is not possible to teach moral deeds. They, according to teachers, can only be vaccinated. In addition, the very process of patriotic education is associated with the personality trait of the child himself.

Ludmila Shestakova
Education of moral qualities in preschool children

Children never cease to amaze us with the depth of their feelings, deep understanding moral concepts. We are increasingly thinking about the fact that we do not know the possibilities children. For example, some in a situation where it is necessary to somehow respond to the success of another child speaks: "I know that this is envy and that it is not good to envy, but I would like to be praised too." Others, discussing the question of whether it is possible to condemn loved ones, notice: "It is impossible to condemn, but to say that a friend did wrong, one must say kindly, from a pure heart, with good feelings." How deeply, it turns out, children understand the subtlest shades moral concepts motivating their actions.

Of course, one does not always hear such reasoning from preschoolers and see the corresponding actions. It is known that children preschool age are situational behavior: child showing sample moral behavior in one situation, act in the opposite way in another. However, the potential children enabling them to understand and accept moral standards much more than we used to think.

A person is spiritual to the extent that he thinks about such questions: how much my inner world is in agreement, in harmony with the highest values, the spiritual culture of mankind. A person is spiritual to the extent that he carries out inner work to create this harmony.

The desire to show the child that, along with the external world around him, there is another, the inner world of a person - the world of desires, experiences, feelings. This contributes to the implementation of those tasks moral education which contribute, first of all, to the spiritual development of the child, and exactly:

Formation of desire to act in accordance with moral values ​​and rules (desire to live according to conscience);

Developing the ability to understand another person. Compassion, empathize, sympathize;

cultivating the desire for love, kindness, tolerance, courage in various life situations;

upbringing self-esteem, self-confidence.

These tasks are solved in stages and specified for each age group . It is known that no "adults" And "children's" moral standards and concepts. All moral categories are assimilated by children, although the level of development, of course, depends on age. This allowed us to introduce children with such concepts How: conscience, condemnation, envy, mercy, friendship and fidelity, betrayal, forgiveness, etc.

By defining the content of each topic, we strive to highlight the available preschooler and at the same time, questions requiring additional inner spiritual work. For example, topic content "Envy" such is: envy as regret about someone else's luck, happiness, success. Various manifestations of jealousy Everyday life. Benevolence is the opposite of envy. How to train yourself not to envy others? As you want people to do to you, do to them. Rejoice with those who rejoice, sympathize with those who weep, grieved by some kind of misfortune.

The purpose of the theme "Talent" is cultivating self-confidence, in their strengths and capabilities. Its content includes questions: “Talent, gift - everyone has their own. Love is the most important talent of any person, which is necessary for the development of one's talent.

Considering the topic "Forgiveness", in our opinion, should contribute education in children inner strength and resilience in difficult situations.

The teacher discusses with the children Problems: what is resentment, why do we take offense, do we notice how we offend, hurt loved ones; how do we understand the word "forgiveness"(according to V. I. Dahl - to forgive - means - to make it simple. Empty, free from the guilt of duty, reconcile with your heart, not harboring enmity for offense, why is it necessary to ask for forgiveness and forgive.

Subject "Mercy" has the following content: "What is Mercy", “Do we know how to see when it’s difficult for another to find value”, How can we help others, "What is pity?". Our heart is able to feel sadness, the misfortune of another, we must listen to the voice of the heart and be able to give love that comes from the depths of the heart.

Each topic was covered in a similar way in the senior and preparatory groups for school.

The structure of the OOD contributes to the resolution of the existing in the traditional system parenting contradictions(children know moral norms and rules, but they do not act in accordance with them, as well as the development of the emotional sphere of the child, ensuring the right to choose value orientations.

The OOD is divided into several stages.

At the first stage, the purpose of which is to create an atmosphere of benevolence, trust and love, a greeting ritual is performed, including wishes for good, love, and health to each other. open loving heart. AND

At the second stage, children get acquainted with stories, fairy tales, parables, legends. The content of which corresponds to the topic and objectives of this lesson (reading, storytelling, dramatization of the plot). Children are offered questions for reflection, discussion, helping to better understand the meaning of the topic.

Moral reasoning, originality of views, self-knowledge - the main thing at this stage. The teacher makes children feel that their thoughts and opinions are treated with respect, forms the ability to convey their feelings, experiences in words, develops the desire and ability to be the best.

The third stage involves encouraging the child to positive actions through special games, playing sketches moral content, repetition of a circle of wishes and thanksgiving, an offer to complete at home a practical task for application moral rules. For example, the game is used "Islands". Children stand in a circle. caregiver explains the rules games: “We live in a world where there is good and evil, forgiveness and anger, joys and hardships, hardships, hardships. People often compare life with the sea of ​​life, which can be very stormy and gloomy, with waves sweeping away everything in its path. But in any sea there are islands that help a person escape from a storm. There are such islands in everyday life. sea: goodness saves us from evil, forgiveness from anger, patience and diligence from adversity. While the music is playing, you are swimming in the sea of ​​life. Once it stops, you find an island, take it and come up with a name for it. And the name of the island will be quality that you think can help you in life."

Relaxation is carried out if necessary. This is dictated by the development children. The objects of concentration can be a word, a sound, a sensation.

Children experience a sense of peace and relaxation, pleasure and relaxation. At the same time, they are given the opportunity to comprehend, to realize those moral values to which they have joined.

Familiarization children with the rules of raising generosity in themselves:

We teach ourselves to give, to share first with a friend who you like, with family and friends, and then with a stranger.

We share a little and, it turns out, we can not suffer at all.

Never tell anyone about what you have shared with someone. We learn to be silent about the good done.

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Level results moral upbringing of children through observation, individual conversations, the use of special techniques ( "Finish the sentence", "I'm glad when...", "I get upset when) testify about the positive dynamics in their moral development.

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The article is devoted to one of the areas of preschool education - the development of spiritual and moral qualities in preschool children. The article analyzes the problems and their various solutions, reveals the content of the interaction between adults and children, aimed at spiritual and moral development.

spiritual and moral development

upbringing

preschool children

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Every family dreams that the child grows up cheerful and happy, sociable and healthy. Teachers should help parents raise their children, and most importantly, raise them in accordance with spiritual and moral standards in the modern world. The kid reaches out to the adult, he is like a guiding star for him. Love, affection, care of adults teach the baby, he absorbs all these bright feelings and makes him a part of his own "I".

Currently, Russia is going through one of the difficult periods and this is due to the destruction of the individual. In addition, at present, material values ​​dominate spiritual ones, so most children have a distorted idea of ​​mercy, justice, kindness, and patriotism.

In Russian pedagogy, education has always been associated with the development of the spiritual and moral sphere. aim spiritual and moral upbringing is the upbringing of the child thinking, benevolent, merciful. Spiritual and moral education in kindergarten is an integral part of the comprehensive development of the child.

The development of spiritual and moral qualities is possible only through the joint efforts of the family, preschool educational institution and the state. The family is a key link in the upbringing of children, and social institutions should help support and supplement educational work for the purpose of the spiritual and moral development of children. There is no single understanding of spirituality in science. There are many different approaches, and there are commonalities in them. Spirituality is the need to aspire to the heights of being, listen to your inner voice and disinterestedly show love, mercy and compassion for all living things. In this regard, spiritual and moral education is a purposeful pedagogical process of interaction of a child with elements of spiritual culture.

One of the problems of modern education is as follows: during education, the historical continuity of generations is not respected. Children are deprived of the opportunity to take an example from people who lived in the past, they do not know how people used to solve their problems, what happened to those who went against higher values, and to those who were able to change their lives.

Child psychologists have studied the formation of the concepts of “good” and “bad” in a child and have come to the conclusion that “good” for a child is enticing and interesting, typical of an early age. Gradually, the child gains experience and believes that “good” is when he is praised for something. If a child fulfills an assignment and is praised, then he understands that this is “good”, and if they scold and scold, then he understands that it is “bad”. And therefore, instead of imposing on the child an understanding of what is “good” and what is “bad”, it would be much more effective to provide him with pleasant emotions when he does something right, and unpleasant when he does something wrong. A child's abilities will develop effectively to the extent that parents successfully use the methods of praise and blame. Respect for a person as a fundamental moral quality is manifested in the relationship of people with delicacy, tact, politeness, and goodwill. No less important qualities that need to be formed in a child are honesty, truthfulness, sincerity.

Preschool age is the main foundation for the development of the child, the starting point. A preschooler comprehends the world of human relations and discovers the laws by which relations between people are built, that is, the norms of behavior.

The goal is to identify a number of methodological conditions that ensure the formation of spiritual and moral qualities in preschool children.

Spiritual and moral qualities of a child should be developed through play. The game teaches children to reflect on every moral act, cultivate good manners and develop the soul. For the formation of spiritual and moral qualities, games are used that teach to enjoy communicating with other children, bring up respect and love for loved ones. Usage folk games allows not only to feel like a part of the Russian people, but also contribute to the formation of good relations in the team, protect the child from negativity and aggression. Games are widely used, the purpose of which is to educate the moral qualities of the child's personality. They form the ability to evaluate others from a position of goodwill and are an important part of spiritual and moral development. Games can be used in ritual celebrations, such as Easter, Maslenitsa, Trinity and others.

Spiritual and moral qualities of a person can also be developed with the help of children's folklore or oral folk art. After all, such works are priceless.

The development of a preschooler lies through fiction. The child strives to imitate the characters he likes, transfer all this to the game and, living the life of the hero in the game, receive spiritual and moral experience. K.D. Ushinsky believed that literature, which the child meets for the first time, should introduce him to the world of folk feelings, folk life. Such literature introduces the child to the spiritual life of his people, first of all, this is oral folk art: proverbs, sayings, riddles, counting rhymes, nursery rhymes. Fairy tales help children to distinguish between good and evil, children begin to understand what is good and what is bad. The tale condemns such character traits as laziness, greed, stinginess, and approves of courage, hard work and loyalty. A fairy tale does not give direct instructions to children, but there is always a lesson in its content. Fairy tales bring up pride for their people, love for the Motherland. Each fairy tale teaches the child to be friendly and hardworking. The music enhances the educational essence of the fairy tale. According to the scientist R.S. Bure, music is one of the most effective ways of aesthetic education, as it reflects the state of a person’s inner world, influences the formation of moral qualities, emotional responsiveness, music inspires and unites for joint activities People of antiquity could not explain these phenomena, because they considered music to be magical. Constant communication a child with music contributes to a more sensitive and deeper response to all the phenomena of the surrounding life, including spiritual and moral. The role of music in fairy tales is that it not only illustrates the basic moral truths, but translates them into “living flesh and blood”, forms beliefs and thus makes an indispensable contribution to the process of becoming a child’s spiritual and moral world.

Acquaintance with folk art for kids begins with a lullaby. The monotonous lullaby with its simple rhythm soothes and lulls the baby. Such songs contribute to the accumulation of sensory impressions in him, to the perception of the word, to the understanding of the language. In kindergarten, this genre of oral folk art is not used, it is more intended for mothers. In kindergarten, such a genre of oral folk art as nursery rhymes is used. Rhymes educate and teach to understand what is good and what is bad. Also, nursery rhymes, sayings, proverbs can be used in sensitive moments.

It is advisable to conduct conversations on moral topics in the classroom in kindergarten. Such conversations include reading and discussing with children selected works, games and tasks in accordance with the topic. You can also make an excursion to an Orthodox church, acquaint children with its architecture, features, and its purpose. In the spiritual and moral education of the child, the interaction of the teacher with the family is of great importance. But in most modern families, the way of life in accordance with Orthodox traditions lost. The interaction of educators and parents in the matter of spiritual education of children goes through: classes and holidays, joint activities children and mothers.

Due to the peculiarities of age, children are characterized by impulsiveness and spontaneity. An adult needs to correctly direct the flashed feeling of the baby. The child likes to be praised by adults, he learns to love others, to be responsive, to empathize with others. These humane feelings help the child grow morally. The lessons of kindness do not pass without a trace, the child learns to live in a team, on the one hand, adults teach him this, and on the other, he learns this himself. Communication with a child should be based on trust, on a feeling of deep love, respect for his personality, rights. This style of parenting contributes to the development of any child.

Adults should always be close to the baby, their task is to correctly assess the present and show the prospects for the future, turning simple everyday life into holistic life lessons. Only under such conditions will the sprouts of spiritual morality take deep roots and help the growing person to live with dignity among other people.

We conducted a study on the basis of MBDOU Kindergarten No. 52 in Arzamas Nizhny Novgorod region. The collection of information on the effectiveness of spiritual and moral development was carried out at the beginning and end school year. Initially, a survey of parents and educators was conducted. A survey of educators showed that everyone is sure (100%) that spiritual and moral development and the formation of spiritual and moral qualities should begin from preschool age.

The results of the survey of parents at the beginning of the year showed that they did not attach much importance to the development of the spirituality of children, but then the answers of the parents changed in a positive direction.

Thus, we can conclude that as a result of improving partnerships between children and parents, there is an increase in the spiritual and moral development of children. Most parents believe that it is necessary to form spiritual and moral qualities so that the child does not grow up as an egoist, but is friendly.

In addition, traditions become significant for parents and children. So, parents believe that it is necessary to celebrate holidays and tell children about them so that they appreciate and observe traditions in the future. Also, from observations of children, conversations with them, we can say that children love their loved ones, kindergarten, their small motherland, national culture, are interested in folk traditions. Children learn the norms of behavior and apply the acquired knowledge in good deeds and deeds.

conclusions

Spiritual and moral education in modern society will be successful if conditions are created that contribute to the formation of cultural behavior. We can say that the formation of spiritual and moral education largely depends on the methods of education and the conditions in which he lives.

Bibliographic link

Koval A.N., Malygina A.N., Zhestkova E.A. FORMATION OF SPIRITUAL AND MORAL QUALITIES IN PRESCHOOL CHILDREN // International Journal of Applied and Fundamental Research. - 2015. - No. 8-4. - S. 748-750;
URL: https://applied-research.ru/ru/article/view?id=7234 (date of access: 12/28/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

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