When to start developing the moral qualities of a person
There is an opinion that a person’s character is formed before the age of 5 - the rest of the time it can only be adjusted. Yes, the foundation of personality is laid in early childhood, but under the influence of the immediate environment, a person’s moral qualities can undergo changes throughout his life. Another statement: how well a child is raised depends on his future fate, the opportunity to find his place in life, and the ability to become happy.
By the age of 5, a child, as a rule, is already able to evaluate his actions, separate good behavior from bad, and control his emotions.
A child will not be able to develop the necessary moral qualities and behavioral skills without the direct participation of significant adults in this process. That is, the child must be taught all this, just like counting or tying shoelaces. The closest people to preschool children, as a rule, are parents and teachers.
Spiritual and moral education of preschool children - Teplova A.B. / Educators of Russia
Stages of child moral development
Parents, educators and peers play a critical role in the development of spiritual and moral qualities, which at their core are a set of rules and expectations that determine behavior. At different stages of their development, children have different values, different points of view, and many connections that influence their moral development.
- Stage of punishment and submission. In the early stages of moral development, children are driven by the desire to avoid punishment and satisfy their needs through obedience to rules and simple choices between right and wrong.
- Stage of justice and equality. At this stage of development, children become selfish; they strive to satisfy their needs before others. Very rarely do children meet the needs of others.
- Stage of expectations and rules. With experience and help from adults, children progress to the next stage of moral development, where individual morality is shaped by interpersonal norms and the expectations of others (such as peers, teachers, and parents).
- Law and order stage. At this stage of development, behavior is characterized by obedience to the law, respect for persons in authority, and adherence to social rules and norms.
- Social contract stage. Outside of traditional ideas, appropriate behavior is based on social norms, rules and laws. However, care must be taken to ensure that individual values are not violated and that fairness is maintained.
- Stage of universal and ethical principles. Although behavior is often governed by rules, laws, and expectations, there are exceptional circumstances where independent judgment and moral reasoning may trump conventional norms in the decision-making process.
Tasks of moral education of preschool children
The spiritual and moral education of preschool children is based on several important “pillars”:
- a life principle built on goodness, the absence of sinfulness and evil;
- humane attitude towards friends and strangers;
- development of cultural skills;
- growth and harmonious development of the child as an individual.
Each of the principles involves specific work with the baby. So, in the first case, good fairy tales or Orthodox parables that children can understand, in which good certainly triumphs over evil, will help convey the necessary information.
Unobtrusive conversations, stories and examples from life will teach you to treat others humanely.
You can cultivate a craving for cultural values by first visiting nature museums with your child, and then galleries and exhibitions. If you don’t have the necessary knowledge yourself, you can take a guide who, taking into account your age, will tell you about the exhibits in an interesting and fascinating way.
Moral education of children using Russian folk tales and Soviet animation
Project on spiritual and moral education of older preschoolers
Project on the spiritual and moral education of older preschoolers on the topic “ Here is my family, dad, mom, me ”
Type of project: informational - creative, group.
Project duration: medium duration.
Project participants: children, teachers, music director, parents.
Age: older children.
Hypothesis: if we combine the efforts of a preschool educational institution and parents in the spiritual and moral education of children of senior preschool age, the institution of family will be strengthened, the spiritual and moral traditions of family education of children will be revived, and parents’ attitude to spiritual and moral education will change as an important means of shaping the child’s personality.
Relevance of the project
Currently, modern Russian society is acutely experiencing a crisis of spiritual and moral ideals and the greatest danger that awaits our society today is the destruction of the individual. Nowadays, material values dominate over spiritual ones, so children have distorted ideas about kindness, mercy, generosity, justice, citizenship and patriotism. In young families, issues of spiritual and moral education are often not considered important and only cause bewilderment. Aggression and cruelty in society are growing, which subsequently leads to the emergence of such catastrophic situations as terrorist attacks.
Unfortunately, today it cannot be said that the interaction between preschool educational institutions and families is at a satisfactory level. A large number of modern pedagogical publications are devoted to this problem, special studies are being conducted on the interaction between the family and the educational institution and society as a whole, but actual practice is very slowly changing for the better.
In conditions when the majority of families are concerned with solving problems of economic and sometimes physical survival, the tendency of many parents to withdraw themselves from solving issues of upbringing and personal development of the child has increased. Parents, not having sufficient knowledge of the age and individual characteristics of the child’s development, sometimes carry out upbringing blindly, intuitively. All this, as a rule, does not bring positive results.
The spiritual and moral education of preschool children is one of the most difficult tasks of education. To solve this problem, the teacher needs not only knowledge of methods and techniques, but also the ability to apply them in the educational process. That is why today it is necessary to cultivate spiritual and moral self-awareness, reviving the centuries-old traditions of the spiritual and moral education of a child in the unity of family - child - kindergarten.
Problem
Currently, family education is in a crisis stage. The reasons for the crisis of the modern family and family education are the media’s advertising of examples of base culture, rampant lack of culture, promiscuity, selfishness and violence; material values dominate over spiritual ones, so children have distorted ideas about mercy, generosity, kindness, justice, patriotism, and citizenship.
Goal: to develop the concept of “family” in children, to foster a sense of attachment to their parents and relatives and to increase the role of family values in the development of the child’s personality.
Project objectives:
For children:
— Formation of initial ideas about spiritual and moral values (honor, family, love, goodness, conscience, fidelity, etc.), familiarization with them based on the contrast between positive and negative in children’s behavior.
— Develop children's communication skills.
— Cultivate love and respect for your family, form ideas about the emotional state of family members.
— To foster in children a sense of love and affection for their family;
— Fostering a positive attitude towards spiritual and moral values and the desire to act in accordance with them.
For teachers:
— Analysis of software and methodological materials, development of the structure of the software and methodological set.
— Development of a comprehensive system of working with parents to develop spiritual and moral feelings in children of senior preschool age. Increase the teaching potential of parents.
—
Creation of a subject-developmental environment in a group that promotes the upbringing of a child as a developed personality with a predominance of the best spiritual and moral qualities.
— Integration of spiritual and moral content into all types of children's activities.
— Development and execution of a project passport.
For parents:
— Organize the co-creation of children, parents, teachers in the joint development of this topic.
— Involving parents in the pedagogical process of the preschool educational institution, strengthening the interest of parents in cooperation with the preschool educational institution.
— Give parents an idea of the importance of joint activities with their children.
— Involve as many parents as possible in the life of the kindergarten.
— Offer parents a list of works of fiction to read to children at home.
Mechanisms for project implementation: The project is being implemented within the framework of the educational program of educational institutions and in accordance with the requirements of the Federal State Educational Standard for educational institutions. Activities are carried out in a system of joint organized activities in the form of conversations, educational classes, and reading fiction. Joint activities with parents.
Basic principles of the project.
The principle of integration: a combination of training and spiritual and moral education in aesthetic, intellectual, physical development and labor education.
The principle of accessibility, which involves correlating the content, nature and volume of material with the level of development and preparedness of children.
Culturological: education is built in accordance with the values, norms and characteristics of the national culture, taking into account the traditions of one’s region and the preschooler’s perception capabilities.
Local history: using the local environment, excursions to nature and museums are conducted to accumulate sensory experience.
The principle of continuity and continuity of education in the family and preschool educational institutions based on cooperation (so that they do not replace, but complement).
- moral example of a teacher
— social and pedagogical partnership
— individual and personal development
Educational technologies implemented within the project:
— health-saving pedagogical technologies
— technology of personality-oriented interaction between teachers and children
— technology of project activities
— research technology
— information and communication (communication) technologies
— gaming technologies
Methods used to implement the project: visual, verbal, practical.
The visual method is used during:
- reading stories by the teacher;
— observations;
- showing fairy tales (by teacher, children);
- examining book illustrations, reproductions, objects;
— conducting didactic games;
- excursions, targeted walks.
The verbal method seems to be the most effective in the process:
- reading literary works by the teacher;
- reading poems by children, by the teacher;
- conversations with elements of dialogue, summarizing stories from the teacher;
— answers to questions from the teacher and children;
- conducting a variety of games (sedentary, role-playing, didactic, dramatization games, etc.);
- communication of additional material by the teacher;
- asking riddles;
- examining visual material;
- children's stories using diagrams, illustrations, modeling fairy tales;
- analysis of everyday situations;
— holding quizzes, competitions, themed evenings;
- reading literary works by parents.
The practical method is used when necessary:
— organize productive activities;
- conduct games (construction, didactic, active, sedentary, dramatization, etc.);
— organize the production of fairy tales, literary works, as well as competitions and quizzes;
— conduct excursions of various directions;
— organize evenings with parents, for parents and peers;
— make visual aids for classes with the children.
Effective parenting techniques:
— Personal example of the teacher and parents.
- A game.
— Communication with the character.
- Reading.
— Joint labor and artistic and aesthetic activities: musical, visual, applied.
— Creating situations of choice.
— Creation of situations of identification.
- Praise.
Project implementation forms:
1. Game activities: plot-role-playing, didactic, musical, outdoor games, dramatization games.
2. Cognitive - research activities: project activities, research activities.
3. Artistic and creative activities: drawing, modeling, appliqué, paper design, manual labor.
4. Musical: singing, playing musical instruments, dancing.
5. Speech development: conversations with children, reading and memorizing nursery rhymes, reading and explaining proverbs and sayings.
6. Motor activity: outdoor games.
7. Forms and methods of working with parents:
- parent meetings on spiritual and moral topics;
— holding joint educational events (exhibitions, competitions, parent seminars and interviews on a dialogue basis);
— optional classes together with parents: questioning parents in order to identify mistakes and correct the process of spiritual and moral education in the family;
— individual consultations with specialists;
— visual types of work: information stands for parents, moving folders, exhibitions of children’s works, educational games, literature;
— individual work with children at home;
- joint holidays with parents.
The main models of organizing the educational process: joint activity of the teacher and children - involves individual, subgroup, and frontal forms of organization with students.
Within the framework of this model, the following is carried out:
- educational activities implemented in the course of joint activities of adults and children and aimed directly at solving educational problems;
- joint activity of an adult and children, carried out during routine moments and aimed at solving educational problems;
- joint activity of an adult and children, carried out during routine moments and aimed at performing the functions of supervision or care.
— Independent activities of children —
free activity of pupils in the conditions of a developing subject-spatial environment created by the teacher; activities of pupils organized by the teacher, aimed at solving problems related to the interests of other people (help in everyday life, etc.).
— Interaction with parents. The most important aspect of this activity is the establishment of positive interaction with parents, providing information that is interesting and relevant to them about the services of the kindergarten. On this basis, ways to involve parents in the activities of the group where their child is located are thought out. A major role in this process is played by pedagogical education of parents, which is organized in various forms.
Expected final results of the project implementation
Teachers:
— Improving relationships between children, children and parents, children and teachers.
— Establishing trusting and partnership relationships with parents.
— Creating conditions for children to realize their importance in joint activities with teachers and parents.
– Accumulation of methodological material and manuals on the project topic.
– Development of long-term plans for the implementation of assigned tasks, notes for classes with children, holiday scenarios, entertainment on the topic of the project.
Children:
—
Children have ideas about family relationships, their parents; about family traditions, about the peculiarities of family relationships.
— They know their family history.
— Show respect and care for all family members.
— They are able to organize role-playing games based on existing knowledge about the family.
— Children take the initiative on their own: look at illustrations on a given topic, participate in conversations, ask questions; show creativity in their work.
The main result, which we would very much like to hope for, is the child’s assimilation of eternal values: mercy, love of truth, his desire for good and rejection of evil.
Parents:
— Increasing parents’ interest in the work of preschool educational institutions.
— Establishing trusting parent-child relationships.
— Parents’ interest in further cooperation with the preschool educational institution.
— Increasing the level of parental activity in organizing joint activities to raise children.
— They are an example in the pursuit of spiritual growth.
— They understand that only the family, as the child’s first mentor, can instill spiritual and moral values in children.
Evaluation of results:
1. To assess the effectiveness of this project, observe the behavior and communication of children.
2. Carry out the diagnostic methods “Story Pictures” and “Finish the Story” by R.R. Kalinina.
3. Conduct a survey of parents to assess the effectiveness of the project.
Project stages
1. Organizational and preparatory (1 month)
Goal: Determination of main areas of work.
Tasks:
— Studying the opinions of parents on the topic of the project.
— Initial diagnostics with the aim of identifying the level of development of the fundamentals of spiritual and moral education in children of senior preschool age (diagnostic technique “Story Pictures” (modified version of R.R. Kalinina), technique “Finish the story” (Modified version of the technique of R.R. Kalinina) , to identify children’s knowledge about the family, a diagnostic card is used, which consists of 10 questions).
— Development and execution of a project passport.
— Develop a work plan for project implementation.
— Selection of material for developing holiday scenarios, GCD notes, conversations, presentations, recommendations for parents and teachers, etc.
Predicted results: goals, objectives, content of activities, expected results are determined.
2.Basic (2 months)
Goal: Creation of conditions and implementation of activities within the framework of the project. Approbation and experimental verification of the main ideas of the project.
Tasks:
— Provide software and methodological support.
— Develop methodological recommendations for parents on spiritual and moral education in the family.
— Replenishment of the subject-spatial environment.
Predicted results:
— A package of regulatory documents and methodological recommendations has been generated.
— A comprehensive thematic plan, didactic games, manuals, and teaching materials have been developed.
— Monitoring the effectiveness of implemented methods and technologies implemented within the project.
3.Final (1 month)
Purpose: Summing up the work.
Tasks:
— Final diagnostics with the aim of identifying the level of development of the fundamentals of spiritual and moral education in children of senior preschool age.
— Assess the effectiveness and feasibility of implementing the system of work of preschool educational institutions for spiritual and moral education.
— Analyze the results of the project implementation and correlate them with the stated goals and objectives.
— Project presentation
— Registration and description of the progress of implementation and results of the project.
Predicted results: project implementation report.
Project products:
For children:
— A software and methodological kit has been developed, which includes the use of programs, educational and visual aids, manuals for children, periodicals, educational and methodological aids, TSO.
— Development of a long-term plan for the project topic.
— Design of wall newspapers “I love mommy for...,” “Daddy can do anything,” “Our defenders.”
— Albums “Me and my family.”
— Drawings “My Family.”
— Joint entertainment with parents “Mom’s Day”, “Dad, Mom, I – a great family”
For teachers:
—
Long-term plans, GCD notes, presentations for children.
— Card index of visual aids and literature on the topic of the project.
— CD with a presentation of the project.
— Developed: leisure scenario “Mother’s Day”, “Summaries of direct educational activities on the topic of the project.
— Protection of children’s and parent’s mini-projects on the topic of the general project.
For parents:
—
Collages “Mom’s Profession”, “Dad’s Profession”.
— Joint entertainment with children “Dad, Mom, I are a great family.”
— Parent meeting “Happy family. What is she like?
— Samples of joint creativity (wall newspapers, photo stand, drawings).
— Recommendations for parents: “We play with the child at home,” “Game is not fun!”, “A day off, mom is with me all day,” “Mom and grandma are a volcano of passions.”
— Development of topics for parent meetings, etc.
— Development of methodological recommendations on the project topic.
Formation of the resource base of preschool educational institutions. To implement the project, a subject-spatial environment must be created in the group, i.e. conditions necessary to create a social situation for the development of children, corresponding to the specifics of preschool age, ensuring the full development of the personality of children in all main educational areas, namely: in the areas of social - communicative, cognitive, speech, artistic - aesthetic and physical development of the personality of children.
Structure and content of the project: work with children is planned by the teacher differentially in the morning and evening hours, carried out in joint activities of an adult with children during specially organized educational situations and in independent free activity of children.
Project Implementation Plan
1. Organizational and preparatory stage.
Goal: determining the main directions of work.
Tasks:
— Studying the opinions of parents.
— Initial diagnostics with the aim of identifying the level of development of the fundamentals of spiritual and moral education in children of senior preschool age.
— Development and execution of a project passport.
— Development of a plan for project implementation.
— Selection of material for developing holiday scenarios, GCD notes, conversations, presentations, recommendations for parents.
Activities implemented during the project
— Search work to select illustrative material on the topic “Family.”
— Compiling conversations with children on the topic “My family”, “My mother”, “What do I know about myself and my family”, etc.
— Selection of literary works: V. Oseeva “The Magic Word”, “Sons”, V. Kataev “The Seven-Flower Flower”, “Mother’s Work” by E. Permyak, Tatar folk tale “Three Daughters”, Russian folk tales “Sister Alyonushka and brother Ivanushka", "Geese-swans"; “Tiny – Khavroshechka” I. Akim “My Relatives”, V. Dragunsky “My Sister Ksenia”.
— Examination of reproductions of paintings by F. P. Reshetnikov “Deuce Again”, Z. Serebryakova “At Breakfast”, “Daughter Katya with Dolls”, “My Family”.
— Watching cartoons “Masha is no longer a lazy person”, “Meet grandma”, “The smallest gnome”, “Colorful family”, “Be careful, monkeys! ", "Mother for a baby mammoth."
— Conversations with children on the topic of the project.
2. Main stage.
Goal: creating conditions and carrying out activities within the framework of the project. Approbation and experimental verification of the main ideas of the project.
Tasks:
— Provide software and methodological support.
— Develop methodological recommendations for parents.
— Implementation of the project plan.
— Replenishment of the subject-spatial environment.
Activities implemented during the project
The assigned tasks are implemented in the integration of educational areas: “Socio-communicative development”, “Cognitive development”, “Speech development”, “Artistic and aesthetic development”, “Physical development”.
Working with children during the project
"Social and communicative development"
Role-playing games: “Home”, “Family”, “Kindergarten”, “Who works in kindergarten?”, “My parents’ profession”, “Birthday”, “Drivers”, “Rescuers”. “Visiting grandma”, “Dad’s holiday”, “Mom’s birthday”, “Daughters - mothers”, “Mom at the hairdresser”.
Didactic games: “What is good, what is bad?”, “My good deeds”, “How we live in kindergarten”, “My family, my ancestry”, “I give gifts”, “My name”, “My room” ", "Find objects", "Whose children?", "Who to be", "Who needs what for work."
Construction games: “House for dolls”, “Furniture for dolls”.
Creation of albums: “My family”, “My ancestry”, “What does my name mean?”, “Our holidays in kindergarten”.
Dramatization games based on V. Oseev’s fairy tales “An Ordinary Old Lady”, Dramatizations “Three Mothers”, “A Tale for Mommy”, “A Tale of a Stupid Mouse”.
"Cognitive Development"
“Family composition” “Seven Me”, “My parents’ work”, “My family is my joy”, “Who I live with”, “If the family is together, then the soul is in the place”, “Let’s get to know each other”.
Tour of the kindergarten: “What’s good, what’s bad?”, “My city.”
Excursions to the places of work of parents (with parents) in order to get acquainted with the profession.
Examination of the plot paintings: “My family”, “Mom’s birthday”, “To the store with dad”, “Trip to the country”.
Thematic lessons: “Who do I look like?”, “My ancestry”, “Me and my name”, “Me and my family”, “My family”.
Conversations: “How parents, grandparents, and grandmothers grew up,” “Who are their relatives, friends, neighbors.”
Compiling stories on the topic: “Who do I live with”, “It’s nice in our garden...”, “My dad, mom, grandma, grandpa”, “Mom’s and grandma’s hands”, “My room”, “My favorite activity”, “My best friend”, “What I like to do in kindergarten and at home”, “What I want to be.”
Compiling stories from personal experience on the topic “Family Holidays.” “How we relax as a family,” “Hello, my mom,” “Grandma has a lot of trouble with us.”
Communication: “What can I do to please my loved ones?”, “Why does mom go to bed late?”, “What would I be praised for at home?”
Co-creation of children and parents on the topic of the project.
Communication games: “I’m growing up...”, “Call me affectionately”, “Let’s let the name go to the wind”, “Happy birthday”.
"Speech development"
Reading works and discussing the material read: S. Kaputikyan “My Grandmother”, V. Chernaya “Good Granddaughter”, E. Uspensky “If I were a Girl”, E. Blaginina “Let’s Sit in Silence”, V. Oseeva “Sons”, “Honestly”, A. Kymytval “Grandmother’s Song about a Fidget”, S. Baruzdin “Mom’s Work”, D. Gabe “My Family”, as well as works by N. Nosov, A. Barto, S. Marshak, K. Ushinsky .
Memorization of poems: E. Uspensky “If I were a girl”, L. Kvitko “Grandmother’s hands”, G. Vieru “Don’t stop me from working”, E. Blaginina “That’s how my mother is”, Y. Akim “My relatives” and others . Riddles on the theme: “Family”, “Home”, “Kindergarten”.
Learning proverbs and sayings about family.
Compiling creative stories: “My Family”, “Dad Can”, “My Mommy”.
Looking at family albums.
Conversations about relatives, family, family responsibilities with parallel illustrations.
"Artistic and aesthetic development"
Drawing on the theme: “Weekends in the family”, “Family holidays”, “Who do I live with”, “Portraits of family members”, “How I walk home from kindergarten with mom or dad”, “Family family tree”, “My family”, “My mom”, “My dad” making a collage “Dad’s profession”, “Grandfather and grandma are doing well”.
Application: “Let's decorate an apron for mom,” “Flowers as a gift,” “Bouquet for grandma,” “Gift for dad.”
Modeling: “Let’s bake a cake for mom,” “Beautiful saucer for little sister,” “Roses for mom,” “Vase for flowers.”
Design of exhibitions: “My Family”, “My Kindergarten”.
Drawing holiday cards, souvenirs as gifts for relatives and kindergarten employees.
Children drawing newspapers together: “How we celebrated holidays in kindergarten”, “We love to work”, “Our activities”.
Planar modeling - compiling mosaic plots on family themes.
Conversations with children: “Favorite holidays of family members”, “How I help at home”, “Me and my body”, “Names, patronymics, surnames and their meaning”, “Home address, apartment, my room”, “Our home holiday ", "A day off with mom and dad", "My grandparents" "Traditions of our family", "If you are left at home alone." “Safety at home”, “How we relax in nature with our family”, “My dad is the best.”
"Musical Development"
Listening to music.
Acting out songs and poems about mom and family.
Musical accompaniment of performances and classes, musical games and exercises, listening to musical fairy tales and works, movements to music includes rhythmic, musical-rhythmic games and exercises.
Exercises to develop expressiveness, develop facial expressions, pantomime, articulatory apparatus, motor skills, etc.
Games and situations based on works, games of imitation and improvisation.
When working with children, the following methods are used: musical and rhythmic warm-up; breathing and speech gymnastics; literary and artistic practice (coherent speech); games, a minute of pranks, a physical moment.
Independent activities of children in development areas:
— board-printed, didactic and educational games.
— examination of illustrations and photographs on the topic of the project.
- free creativity in the corner with activities: coloring by theme, applique, modeling, drawing.
- buildings made from building materials on the topic of the project.
Working with parents during the project implementation
Creating a favorable environment, a home atmosphere based on goodwill and interaction.
Questionnaire: “Do you know your child?”; "Family traditions".
Test “What kind of parents are you?”
Thematic consultations: “Games of our childhood”, “Introducing children to folk traditions”, “Strong family - strong Russia”, “Introducing a child to family history”, “Education with love”, “How to create a pedigree for your family”, “Family traditions” .
Memos and recommendations for parents: “The Laws of the Family”, “Five Paths to a Child’s Heart”, “Journey into the Family’s Past”.
Album design “Me and my family”, collage “My family”.
Creation of computer presentations on the project topic.
Stand design: “My family is my joy.”
Carrying out joint musical and sports holidays: “Autumn Festival”, “Mom’s Day”, “Mom, Dad, I am a sports family”, “Visiting Santa Claus”, “Family Day”.
Joint entertainment with parents “We are happy because we are together.”
Creation of a computer presentation “My Family”.
Protection of children's and parents' mini-projects on the topic of the general project.
Joint performance of children and their parents.
Conversations and advice with parents on holiday activities.
Exhibition: photo-paintings “My Family”, crafts “Mom’s Golden Hands”.
Exhibition of fiction.
Recommendation folders.
Consultations on the topics: “Playing with the child at home”, “Game is not fun!”, “Day off, mom is with me all day”, “Mom and grandmother are a volcano of passions.”
Practical consultation: “The world of family hobbies.”
Meetings with interesting people: parents' stories about their profession.
Parent meeting "Basics of education".
Issue of a wall newspaper: “I love mommy for.....”.
3. Final stage.
Purpose: summing up the work.
Tasks:
— Final diagnostics with the aim of identifying the level of development of the fundamentals of spiritual and moral education in children of senior preschool age.
— Assess the effectiveness and feasibility of implementing the system of work of preschool educational institutions for spiritual and moral education.
— Analysis of the results of the project implementation and correlating them with the stated goals and objectives.
— Presentation of the project.
— Registration and description of the progress of implementation and results of the project.
Activities implemented during the project
— Organizing joint leisure time with mothers.
— Preparation of invitation cards for parents.
— Conducting consultations for parents on the topic of the project, etc.
— Organizing the group for leisure and tea with parents.
— Carrying out the event itself.
— Protection of mini projects.
How to cultivate spiritual and moral qualities, examples and recommendations
Personal example
It is known that the best method of education is personal example. Any words lose their meaning if they are not used in practice. No matter how much parents and educators talk about good behavior, respect for others and a humane attitude towards nature, if adults do not do what they talk about, then all the talk will be in vain.
For example, if dad declares that one must love animals, but he kicks away a stray kitten, then this is unlikely to be a worthy example to follow. If a mother communicates with her neighbor in the most kind way, but gives unflattering assessments behind her back, then her daughter is more likely to learn a lesson in hypocrisy and double-mindedness than a sincere attitude towards loved ones.
Moral education of preschoolers is not an easy task, and in order for your child to grow up to be a worthy person, he must copy your appropriate behavior.
Ability to share
It is extremely difficult for small children to understand why he should give, even temporarily, his favorite toy to a boy in the sandbox. The child still has no idea what generosity is, what greed is, and you shouldn’t reprimand him for it. You need to simply and unobtrusively tell how great it is when you can please another person - then you yourself will be happier, how great it is when you love not only receiving gifts, but also giving them.
A little later, the topic of “know how to share” can be expanded. Children learn that they can share not only objects, toys, and treats, but also a warm attitude, a good mood, and a smile. It is appropriate to recall the wonderful song about a smile from the cartoon.
Caring for others
It is also easier and more effective to cultivate such moral qualities as kindness and responsiveness through personal example. When children see that mom and dad love not only them, but also a disabled neighbor on the playground, that they are not capable of offending not only a person, but any living creature either by word or action, you can be sure that the kids will absorb into themselves this behavior.
At an early age, the spiritual and moral education of children through fairy tales is of invaluable importance. In particular, K.D.’s fairy tales vividly teach us to take care of others. Ushinsky “Know how to wait”, Russian folk song about a cockerel, a chicken and a bean seed, etc.
We learn the main ethical standards of a kindergartener
When already preparing your child for his first visit to kindergarten, you can teach a small but clear lesson on the topic “moral education of preschool children.”
It is possible that the child will have to face the fact that other guys are fighting.
- We need to explain to him that it is absolutely forbidden to offend other people, and especially beat them.
This first “no” leads to the second, which indirectly continues the first:
- You cannot spoil, tear, or break books or toys. They were made by people. Human labor was spent on them. By spoiling a thing, you will offend a person and disrespect his work.
- The little man must remember the third “no” for the rest of his life: taking someone else’s property without permission is theft.
These three “don’ts” ultimately turn into an undeniable truth: you cannot grow up to be a good person if you violate them.
Spiritual and moral development and education of preschool children. article on the topic
Nakonechnaya T.V.,
MBDOU d/s combined type No. 65, Belgorod
teacher
Spiritual and moral development and education of preschool children.
“Reasonable education requires that already at a very early age, even before children become well aware of themselves, the desire for everything that is good, true, beautiful and noble is instilled in them; It is as if they instinctively must at this time get used to moral life. When in people who are accustomed to do good in this way, self-awareness will subsequently open up and they will fulfill their duty, like educated people, out of their own conviction, out of love, out of free disposition, still in this early habits will serve as the foundation on which vital knowledge of morality and nobility.”
N. A. Dobrolyubov.
“The ultimate goal of reasonable education of children is the gradual formation in the child of a clear understanding of the things of the world around him. Then the result of understanding should be the elevation of the good instincts of a child’s nature into a conscious striving for the ideals of goodness and truth and, finally, the gradual formation of a firm and free will.”
N.I. Pirogov
Today our society is experiencing a crisis. In its scale, it is comparable to the spiritual crisis of the Time of Troubles in Russia. The political and socio-economic changes taking place in the country today have had a serious impact on all aspects of people’s lives and activities. New attitudes and values have formed in society, unusual criteria for assessing phenomena have appeared, and spiritual needs are being crowded out. Eternal values: Goodness, Truth and Beauty are gradually relegated to the background. In fact, there is a loss of significance of such life values as citizenship, patriotism, family, love, friendship; weakening of the educational function of the family.
The greatest danger facing our society today is not the collapse of the economy, not the change of the political system, but the destruction of the individual. Nowadays, material values dominate over spiritual ones, so children have distorted ideas about kindness, mercy, generosity, justice, citizenship and patriotism. Children are distinguished by emotional, volitional and spiritual immaturity. The destruction of the family institution continues. Forms of collective activity are gradually being lost. One of the problems of modern education is that the historical continuity of generations is not respected in the process of education. Children are deprived of the opportunity to follow the example of people who lived in the past; they do not know how people solved their problems, what happened to those who went against the highest values, and to those who were able to change their lives, setting us a shining example. The attempts made to date to educate a spiritual and moral personality show that the weakest place in this activity is the family. The spiritual and moral reserve left to us by our ancestors, preserved by our families, is practically exhausted.
Appealing to the experience of Orthodox pedagogy at the present time, when there is a search for the spiritual revival of Russia, is especially relevant, since society and the state are in dire need of educational models that provide spiritual and moral components in the content of education.
The issue of spiritual and moral education of children is one of the key problems facing every parent, society and the state as a whole.
A negative situation has developed in society regarding the issue of spiritual and moral education of the younger generation. The reasons for this situation were: the lack of clear positive life guidelines for the younger generation, a sharp deterioration in the moral situation in society, a decline in cultural and leisure work with children and youth; a sharp decline in the physical fitness of young people, lack of patriotic education, targeted comprehensive youth, family state policy, state policy in the interests of children; abrupt, unthought-out changes in the educational system, washing away many years of positive experience of domestic pedagogy, focused on the formation of a moral, comprehensively developed personality. All this is happening against the backdrop of propaganda of debauchery, pornography, cruelty and violence, unprecedented for Russia, aimed at children, and aggressive advertising of alcoholic beverages and tobacco products. This leads to the formation of bad habits in children.
Childhood is always turned to the future with hope, no matter how merciless the present may be. Children, as a rule, wait for adults to show them the path that will determine their life. We all leave the land of childhood for a greater life, filled with joy and suffering, moments of happiness and sorrow. The ability to enjoy life and the ability to courageously endure difficulties is laid down in early childhood. Children are sensitive and receptive to everything that surrounds them, and they have a lot to achieve. To become kind to people, you need to learn to understand others, show empathy, honestly admit your mistakes, be hardworking, be amazed at the beauty of the surrounding nature, and treat it with care. Of course, it is difficult to list all the moral qualities of a person in the future society, but the main thing is that these qualities must be developed today. We really want our children to have a happy childhood.
Children's feelings develop most intensively in preschool childhood. They can manifest themselves in the child’s attitude towards himself, and in relation to other people, to the team, to the surrounding reality, and to art. Working with preschool children, our kindergarten teachers concluded that it is systematic work on moral education that allows children to develop such feelings and qualities as love for their mother and their family, respect for elders, love and interest in their hometown, and a desire to help. to people. That is why in our teaching activities we focus on the moral education of preschoolers.
Spiritual and moral education and development of the younger generation is one of the most complex and pressing problems today, which must be solved by teachers, parents, and caring people. It is spiritual and moral education that will ensure the integrity and flexibility of the educational influences of adults on children in various situations of their communication, as well as the communication of children with each other. It involves the formation in a child of a holistic attitude to life, ensuring the sustainable and harmonious development of the child’s personality.
Currently, no matter how sad it may sound, material values dominate over spiritual ones, so children have distorted ideas about kindness, mercy, generosity, justice, citizenship and patriotism. The high level of child crime is caused by a general increase in the aggressiveness and cruelty of the social environment.
Our teachers build the educational process taking into account the level of moral, spiritual and social development of children. There are several areas of work with children:
– Spiritual and educational
1. Thematic classes on the topics: “My family”, “Lessons of morality”, “Russia is my homeland”, etc.);
2. Project activities (“Feed the birds in winter”, “Belgorod - you are my homeland!”);
3. Conversations with children (“Be always polite”, “Your good deeds”, “Good and evil”, etc.);
4. Reading and analysis of fiction;
5.Looking at illustrations;
6.Listening to audio recordings;
7. Children's games (activity games, dramatization games, role-playing games).
In joint activities with the teacher, children learn to fairly evaluate the actions of their peers and adults, learn to understand what is possible and what is not, etc. Literary material is indispensable in spiritual and moral education, since it is easier for children to evaluate the behavior and actions of others than their own. Games are a school for the development of moral feelings and humane relationships with peers.
– Cultural and educational
1. Entertainment (“Seasons”, “Maslenitsa”, “Farewell to Winter”, “Day of Goodness”;
2. Holidays “International Bird Day”, “Earth Day”, “Mother’s Day”, etc.);
3. Artistic and productive activity;
4.Targeted walks.
All these activities help children learn the rules of a culture of behavior, cause emotional and aesthetic experiences, which are very important for creating a favorable climate and the general spiritual and moral education of a preschooler.
– Moral and labor
1. All types of labor;
2. Productive activity.
The work of a preschool child is small and uncomplicated. However, it is necessary for the development of his personality. Forming a good attitude towards nature involves not so much the accumulation of knowledge about nature, but rather the cultivation of love for it.
During artistic and productive activities, children try to convey in their works the beauty of nature and their love for it.
An important direction in the work on spiritual and moral education is cooperation with parents.
The foundations of spiritual and moral education are laid in a child from birth. Preschool age is the most emotional and receptive period of childhood, the most fertile for the formation of spiritual and moral foundations. Our kindergarten teachers believe that this golden time should not be missed, because childhood leaves an imprint on a person’s entire life. If we turn to how a child was raised in Orthodox Russia, we will see that everything moral in upbringing came from home, from family. From time immemorial, the education of a child’s good character and the development of his ability to live a virtuous life was determined by the way of life of the mother and father. Many parents simply do not know that it is in preschool age that social norms, moral requirements and behavioral models are learned through imitation.
Preschool age is a period of active knowledge of the world and human relationships, the formation of the foundations of the personality of a future citizen. Moral and social norms are learned relatively easily in childhood. We, teachers, must turn to the soul of the child. Education of the soul - for the future adult - is the creation of the basis of spiritual and moral values. The basis of spiritual and moral education is the culture of the family, society and educational institution - the environment in which development and formation takes place, in which the child lives. Culture is a system of values enshrined in traditions. It is necessary for the search for higher values and for satisfying spiritual needs. Rituals and holidays are a mysterious and amazing phenomenon of folk culture. It is necessary to “return” the national memory and reverent attitude towards traditions, ancient holidays, folklore, arts and crafts, artistic crafts, in which our ancestors passed on their life and spiritual experience to us. In the modern world, beautiful sayings and Old Church Slavonic words have long been forgotten and are not used in colloquial speech; sayings, proverbs, nursery rhymes, and chants, which the Russian language is rich in, are extremely rarely used. The task of the teacher is to combine education and training through the study of the traditions of Russian culture, to provide children with the opportunity to get acquainted with the cultural heritage of our ancestors.
“We see that the small tree bends comfortably to every side, and where it bends it grows. So is the little child. If he learns goodness in his youth, he will be good throughout his life. If he learns evil, he will be angry all his life; for the rest of life depends on education, like the fruit on a seed.”
Holy Tikhon Zadonsky.
Bibliography:
1. Arkhangelsky, L. M. Integrated approach to the theory and practice of moral education / L. M. Arkhangelsky - M.: Znanie, 1983.
2. Vinogradova, A. M. Education of moral feelings in older preschoolers / A. M. Vinogradova - M.: Education, 1989.
3. Ostrovskaya, L.F. Conversations with parents about the moral education of a preschooler / L.F. Ostrovskaya - M.: Education, 1987.
4. Petrakova, T. I. Spiritual foundations of moral education / T. I. Petrakova - M., 1997.
5. Journal Spiritual and Moral Education 2008
Moral education in kindergarten
Preschool institutions, without a doubt, along with parents, play an important role in the spiritual and moral development of children.
Classes in kindergarten include not only the acquisition of any knowledge in theory, but also its application in practice. Children from a young age get used to discipline, learn to distinguish between play time, when they can make noise and relax, and school time, when they should be quiet and listen carefully to the teacher.
The experience of some of them is interesting, when educators actively involve the families of their pets in spiritual and moral education in preschool educational institutions. In some places there are so-called schools for young parents, with the help of which educational walks in the immediate surroundings are carried out. Children, together with adults in particular, learn what their native land is, how it should be loved and taken care of.
When such general parent-child events take place, fathers and mothers get the opportunity to see their child as if from the outside, in a situation unfamiliar to them, and see whether it is worth paying special attention to something in the home educational process.
Spiritual and moral education and development of preschool children
Irina Larionova
Spiritual and moral education and development of preschool children
Prepared by: Larionova Irina Aleksandrovna,
teacher of the first qualification category
MBDOU kindergarten "Topolek"
Tokarevsky district, Tambov region.
The relevance of spiritual and moral education and development of children is due , on the one hand, to the objective and continuous process of human moral development and the objective interest of the human community in managing this process, the desire to pass on to the new generation a culture of spiritual and moral life , a system of moral values, as one of the conditions for preserving and development of man , society, country.
Education in this area must begin preschool age . The plasticity of the human nervous system in early preschool age , the ability to imitate as one of the mechanisms of self-development and the basis for the emergence of the ability of imaginative thinking and activity - all these are fertile prerequisites for the moral (or immoral)
development of a person . And this process begins almost from birth - with an elementary feeling of attachment to the mother. One of the common essential positions lies in the understanding of personality development as self-development . Both Orthodox and secular education recognize the main determining the development of the individual is the self-development of the inner world on the basis of free choice, reflection, correction of the image of “I”
in accordance with the system of value and moral guidelines adopted by the person. The question is what values will be accepted by a person. Identification, comprehension and practical implementation of these connections is one of the tasks and theoretical basis for developing the content and methodological aspects of the integrated educational process.
The main resource condition for solving the problem is an adult - a competent teacher who introduces the child to the world of culture and promotes his personal development .
The goal of spiritual and moral education and development of children is to promote the development of their foundations , the basis of personal culture in relation to people, phenomena of social life, nature, the objective world, and to oneself in accordance with universal spiritual and moral values accepted in society.
Tasks aimed at the spiritual and moral development of children :
1) introduce children to spiritual and moral values , the distinction between good and evil as the basis of self-regulation, self-government of behavior and activity; develop in unity and harmony all spheres of the child’s personality (cognitive, emotional, volitional)
;
2) to form in children accessible systemic knowledge about the world around them (people, nature, man-made objects and the child’s place in this world)
;
3) to promote the development of the child’s interest in his native land - its nature, history, folk and national culture (traditions, customs, art, holidays, etc.)
;
4) promote the development of the emotional sphere in children :
• expression of feelings of varying quality to the uniqueness of the world around us (surprise, admiration, admiration, pride, reverence for sacred objects, veneration and respect for parents and other people, mercy, sympathy, empathy, grief, rejection, indignation);
• formation of a culture of their expression (acceptable verbal and non-verbal methods of expression, management of emotions);
• development of the ability to emotionally anticipate the consequences of one’s actions;
• development of emotional education ( perceive , distinguish, respect the feelings of another, take them into account in your behavior);
• formation and development of prerequisites for civic and patriotic feelings;
5) to cultivate in children an initiative position towards the world around them, manifested in behavior (careful and caring attitude, mercy, accessible creation, desire and ability to work, discipline, rejection and desire to avoid bad deeds);
6) create conditions for the gradual development of the child’s self-awareness - prerequisites for objective self-analysis, self-esteem, the emergence of the foundations of reflexive abilities, the desire for a positive image of “I”
in accordance with moral values, awakening conscience;
7) to promote the emergence and development of prerequisites for respect for the uniqueness of national characteristics, traditions, culture of other peoples, and the emergence of the ability to enter world culture.
There are several basic principles of spiritual and moral education and development of children .
1. The principle of developmental education , the purpose of which is the spiritual and moral formation and development of the child .
2. The principle of socio-pedagogical partnership of subjects of the educational process - the unification and interaction of adults
3. Development of the educational process, involving comprehensive and systematic approaches to the content and organization of the educational process. The systematization of the content of the work is based on the idea of developing the basis of personal culture, the spiritual development of children in all spheres and types of activity.
4. The principle of a person-oriented approach is acceptance of the child as he is, goodwill, warmth in relationships, faith in his positive development , the desire of an adult to be significant for the child. 5. The principle of a differentiated approach - an individual approach to children, taking into account capabilities, individual pace, methods of development , interests. Differentiated, i.e., taking into account family, national traditions, etc.
6. The principle of the active approach is the development of the child in activities specific to the preschooler , promoting the child’s emergence of a subjective position in moral behavior.
7. The principle of national education traditional Russian values in the process of spiritual and moral education and development raising a child using the material of folk pedagogy, folk culture and art, folk, including national, traditions.
8. The principle of compliance of the tasks, content, forms and methods of education with the age characteristics of preschoolers , the patterns of their physical, mental and personal development .
The content of spiritual and moral education and development is designed and implemented in the basic general education program, in all educational areas. The tasks of spiritual and moral education of children are solved during the development of all educational areas, along with tasks that reflect the specifics of each educational area, in various forms of organization of the educational process: direct educational activities (GCD, regime moments, independent activities of children in a family environment and in cooperation with the family , the use of developmental technologies and techniques - design, experimentation, activities of various types and types, games (plot and with rules, elements of the theory of solving inventive problems, problem situations, etc. All of them are focused on types of thinking specific to a preschooler (visually -effective, visual-figurative)
and ways of cognition (sensory, play, experimentation, questions to adults in the process of communication, accessible methods of action, behavior, emotionality prevailing in
preschool age with this. The effectiveness of specially organized activities in the educational process is determined not only by the optimal cultural content (selection of cultural content, but and ways of interacting with children, ways of organizing joint activities and defining the role, place, ways of including an adult in the process of this interaction •
What are the possible results of the spiritual and moral development of a child by the end of preschool age ?
1) the presence of primary ideas about spiritual and moral values in relation to family, peers and adults, the natural environment, the objective world and oneself in this world;
2) the presence and adequate manifestation of various moral feelings, an emotional and value-based attitude towards the environment (people, nature, the objective world, towards oneself; feels a feeling of satisfaction or shame from the quality of an act, action, behavior);
3) the desire and ability to express oneself in accessible activities and behavior in accordance with spiritual and moral values :
• independently applies learned rules, knows norms, constructive ways of interacting with adults and peers (negotiates, exchanges objects, distributes actions in cooperation);
• transforms acquired knowledge and methods of activity, changes behavior and style of communication with adults and peers depending on the situation;
• capable of creative behavior in new situations in accordance with the accepted system of moral values;
4) awakening in children a cognitive interest in relationships and people’s behavior, the desire to comprehend them, evaluate them in accordance with learned moral norms and values:
• asks an adult questions;
• experiments in the field of establishing relationships, determining a position in his own behavior;
• is able to act independently and, in cases of difficulty, seek help;
5) the emergence of prerequisites for reflexive abilities that allow one to become aware of one’s “I”
in accordance with
spiritual and moral values :
• knows his own strengths and weaknesses;
• tries (often with the help of an adult)
correlate your behavior with rules and norms;
• determines his tastes, interests, preferences in activities, in relationships with peers, close people;
• is aware of his emotional state;
• has its own position and can justify it;
6) development of the ability to manage one’s behavior and plan actions:
• behavior is primarily determined not by immediate desires and needs, but by demands from adults and primary value ideas about “what is good and what is bad”
;
• tries not to violate the rules of behavior, experiences a feeling of awkwardness and shame in situations where his behavior is unseemly.
Thus, pedagogical observation of a child in natural and specially created situations makes it possible to see the dynamics of the child’s moral development , thereby making it possible to identify the level of development in this area .
