On the key concepts of spiritual and moral education

The modern educational system increasingly highlights the need to educate a new type of personality. Many programs of specialized scientific organizations are devoted to this aspect. Spiritual and moral education within the framework of the Federal State Educational Standard presupposes pedagogical support for the formation of a highly moral, responsible young citizen , endowed with initiative, and competent.

The spiritual and moral values ​​that society tries to instill in its people are conditionally divided into three groups:

• family, promote caring, caring relationships, love and loyalty towards their loved ones, guardianship of younger ones, respect for elders;
• cultural, based on folklore, national traditions, preaching beauty and harmony;
• patriotic, developing in children a love for the Motherland, a desire to serve it, and a respectful attitude towards law and order.

Spiritual and moral education, its modern problems

Social and moral education lays down the basic characteristics of the individual, which later make themselves felt, manifesting themselves in behavior and activity. Developed moral qualities are realized through a respectful attitude towards the values ​​of society and the desire to be useful. A moral person adheres to certain boundaries and goals.

Today, the younger generation is surrounded by many positive and negative influences. The media and various environmental phenomena have a strong impact. The still fragile intellect, young feelings, and unformed sphere of morality are impressed by such basic “values” of modernity as the desire for profit, the desire to endlessly consume and have fun. Following them destroys the country and fragile souls.

Parents are too busy, they rely entirely on the school, but the school has withdrawn from education and is only engaged in teaching. An educational institution should not only teach, but also educate people . Literature and national history should become the basis for development. It happens that teachers of non-humanitarian subjects, chemistry or physics, become moral ideals for their students. A teacher who behaves in accordance with the code that he declares becomes an older friend and a model for growing children.

Crises and stages of a child’s moral development

Moral development does not occur without crises. The severity of experiences during these periods is off the scale, but this is always a transition to a new quality: a member of the family (conditionally at three years old), then a member of society (conditionally at 13). American psychologist Lawrence Kohlberg explained the change in motives along the path of moral development:

Of course, with the onset of adulthood, moral development does not stop. It seems that it will not end even after death. But in any case, the first crisis situation is birth. For nine months the child is in absolute comfort - and on his birthday everything changes forever.

The first year or two for a child there is only an understanding of comfort and discomfort: “what’s good is what’s good for me.” It is unacceptable to treat children as growing organisms - it is absolutely not enough to grow up in warmth, cleanliness and satiety. Love and attentive communication are required at this stage more than ever (the sad hospitalism syndrome is more often observed in the youngest).

By the age of three, a child understands almost everything he hears and from here begins to learn that some things are good and some are bad in relation to other people. From three to seven years of age, the child learns the values ​​of the family - what matters to the parents becomes important to him (“the way they act in the family is good,” even if there is obvious savagery).

Closer to the age of seven, children are able to understand the consequences of their actions for others, they begin to think thoughtfully about their lives, and they have a moral choice (from the age of seven, children can already confess).

At the age of seven to ten, children themselves begin to evaluate the moral side of the actions of their parents and teachers - this is an outwardly calm period. Then it becomes important for them to be recognized in their larger circle. There is a critical assessment of different value systems. And if the family does not have a clear understanding of what is good, what is bad and who is in charge, then the child, in search of convenient values, risks becoming peer-oriented, with low self-esteem and high aggression.

During this crisis period, puberty also occurs and any peer pressure and criticism becomes especially painful. Parents need to understand that now their authority is objectively reduced and only moral support is required from them. This is the very transitional age after which a person becomes a fully conscious member of society.

The concept of spiritual and moral education of Russian schoolchildren

In Russia, the Education Development Strategy was recently approved, which is designed until 2025. The standard focuses on solving a number of problems, one of the fundamental principles of which is a holistic educational process based on spiritual, moral, sociocultural rules and norms.

?

The main goal of the stated concept is to determine the principles, ways of development and education of a highly moral personality. According to it, the activities of preschool educational institutions and schools should have as their goal the formation of a patriot, a conscientious citizen.

The concept details:

1. The main tasks of the educational process.
2. Vectors of pedagogical activity.
3. System for constructing educational activities.
4. Forms and methods applicable in the process of working on spiritual and moral development.

The document indicates the need for a whole range of measures that need to be implemented in class and outside of school hours, involving children in a variety of extracurricular activities. This work is not designed exclusively for schools; teachers need to be closely connected with parents and public communities.

Goals and objectives of moral education

Basic national values

Political education

Political education is a purposeful and systematic influence on the consciousness of an individual with one goal - to form certain political qualities.

Its main tasks are:

• rooting in the consciousness and behavior of values, norms, orientations and models accepted in a given society;
• the spread of a certain type of political culture.

The content of political education includes:

• The rational component is the transfer of basic political information, the formation of a system of knowledge about the political system. The rational component is implemented through school and university education and the government-controlled media.
• The emotional component is the formation of a certain attitude towards political objects and phenomena. It is closely related to a person's strong preference for politics. The emotional component is realized through such means as ceremonial parades, demonstrations, processions, celebrations, presentation of passports, party cards and awards.

Spiritual and moral education of preschool children within the framework of the Federal State Educational Standard

Early age is an important period when a child learns the world of social values. At this time, the foundations of moral attitudes are laid, which subsequently determine the adult’s attitude towards the world and its manifestations. A little person develops an idea of ​​himself, his immediate and wider surroundings. It's time to introduce your child to moral standards through varied and interesting activities.

?

One of the important roles in the development of children's moral guidelines is played by the study of their native language. The Federal State Educational Standard takes into account the principle of ethnocultural development; the educational program is implemented in the native language.

It is in folklore that special national features are preserved. Fairy tales, proverbs and sayings very subtly notice various everyday situations and emphasize the positive and negative aspects of human character. There is a full set of recommendations here, where the popular idea of ​​a well-mannered person is clearly manifested, which contributes to correct spiritual and moral development.

National holidays, which are held in preschool educational institutions, are a vibrant form of recreation for educators, parents and children, uniting them through joint actions and experiences.

According to many respected clergy, the “values” around which the government is trying to unite the people turn into abstract concepts if they are divorced from Christian ethics. Talking about goodness, conscience, moral duty is not bad. But it is impossible to talk about the construction of spiritual and moral attitudes as a result of the cultural development of Russia without mentioning Christianity. It became the main formative factor of what is now called Russian culture.

According to the Federal State Educational Standard, the main tasks of raising high spirituality and morality in preschool children are:

• developing a good attitude towards people and nature;
• awakening a sense of belonging to the people's heritage;
• awareness of one’s national characteristics, instilling a sense of respect for one’s nation and representatives of other nationalities;
• the formation of benevolent collective connections, sympathy, friendliness, empathy for comrades;
• instilling respect for work;
• creating the foundations of patriotism and citizenship.

Thematic seminar:

Spiritual and moral foundations of education and upbringing

“The grandmother’s concern was not so much with entertaining the child, but rather with showing children from an early age the vast expanse of human willfulness and teaching them to control their will, that is, themselves,” writes V.I. Dal. The grandmother uses every situation that arises in communication with children for the benefit of children's souls. All the grandmother’s instructions are full of kindness and affection, but in every situation that arises, the grandmother gives a direct, clear and understandable definition of the child’s very action, his motives, thereby revealing to the children the true content of each situation. After which he tries to direct the child towards a worthy choice, towards correction. Teachers and parents can learn a lot about raising the moral qualities of children even by reading one chapter of “Pictures from the Life of Russian Children”:

“The first prefabricated working day.

Today is collection day for lottery work.

Grandmother has a large, long table prepared; it was covered with oilcloth so that children could play with paste on it without fear. Several clean boards lie right there; Mikhail Pavlovich prepared them for those who will cut out the folder. Misha and Sasha are fussing, running after their father, looking into colorful, motley papers, gasping, jumping, kissing their father, hugging each other, grumbling at their sisters and brothers for being so slow, testing the strength of the threads prepared for sewing notebooks, and at every The sound of the crew running up to the window. Finally, having examined everything and getting bored of waiting, Misha said with his heart:

“They wouldn’t arrive until evening, I knew that; Let's go, Sasha, and have breakfast!

- What, Misha, do you have a meeting time or not? – the grandmother asked, listening to her grandson’s grumbling.

“Yes, yes,” the children shouted vying with each other, “everyone agreed to come exactly at 12 o’clock.”

“So, before 12 o’clock you don’t have to wait for them, you’d better look to see if the clock has struck,” the old lady asked.

The children hesitated a little, then both suddenly, as if by agreement, rushed to look at the table clock.

- A quarter to twelve! – said Sasha, then added: “Aren’t they lagging behind, don’t you think, grandma?”

“Of course, they are lagging behind,” Misha shouted decisively, “but I’ll run on my dad’s chronometer and take a look!”

And the children ran out.

Soon there was a commotion in the hall; the little owners greeted little Mary and her brothers. Sasha, jumping, helped her sister undress.

- Oh, Mary, what my darling Lyuba, it’s just lovely, what funny faces she makes!

- And how obedient she is, it’s a miracle! - Misha shouted, jumping like a cork on one leg. “When I tell her: “Lyuba, clench your fists,” she immediately turns her head in all directions and shows both fists.

“Come on,” Sasha said importantly, “I’ll show you my daughter, she’s not sleeping.”

But the children were ordered to warm up first, and then they were called into Sofia Vasilievna’s room.

“Auntie, mother, auntie,” the children shouted loudly, “show us Lyuba!”

“But first, let’s say hello,” the aunt said warmly, caressing the children in turn. “Well, now look,” she said, pulling away.

Behind her, on a wide sofa, stood a beautifully woven basket; in it, on a pillow, half covered with a white blanket, Lyuba, well-rested and fed, was fidgeting. She looked around at everything and everyone with her clear eyes; his chin and rosy cheeks glowed brightly; the baby smelled of that spring warmth that one breathes so joyfully after the rain.

At first the children rejoiced silently, surrounding the little one. Mary looked for a long time, then, quietly bending over, kissed the blanket where the child’s legs were moving. Sofya Vasilyevna raised Mary and let Lyuba kiss her on the cheek: Mary clasped her little hands when the little one, feeling the touch, turned to her, and, looking at her, fixed her little eyes on her.

- Auntie, darling, she recognizes me! – the girl cried, clapping her hands.

- When did she see you? - asked the aunt.

“But at the christening I stood very high, Seryozha held me on a chair the whole time.

“Lyuba, Lyuba,” Misha shouted, “where are the fists, show them your tiny fists, do you hear, Lyuba, show them quickly, otherwise they will think that you are stubborn,” Misha pestered.

Whether the baby was tired of the noise or simply bored of lying down, she only began to fuss more, pulled out her little hand, which had escaped from her, and she slapped herself in the face with all her might. The children screamed, the baby began to wince to cry, but her mother consoled her by freeing her other hand. Lyuba waved them, then squeezed them and pressed her tiny fists on both cheeks.

- See, see the fists! - Misha shouted. Seryozha touched the handle with his finger; the little one immediately caught his finger and squeezed it tightly.

- Oh, how strong she is! - said Seryozha, shaking his little hand and kissing it.

“You see, Sasha, she recognized Seryozha too,” Mary said. And Sasha stood quietly over her goddaughter and rejoiced at her almost with the joy of a mother. Holy, with pure love, the Lord develops a person’s feelings, which is why he surrounds him with a family from infancy. And happy is the one who does not lose any of these feelings on earth!

- Well, children, isn’t it time for you to get down to business? - asked the grandmother.

“Now, now, we’ll just say goodbye to Lyuba,” answered the children, surrounding the basket and clinging to it, like doves sticking and crowding around the food.

The young housewife looked with pleasure at the simple but true picture of feeling.

“I wish I could draw,” she thought, “Lyubochka in a basket, and this whole flock of children above her; no, no one will depict this,” she answered herself, “the artist needs to be able to feel like a child!”

- Mother, as soon as Lyuba falls asleep, I will also come to work with you.

“Come, just don’t work hard for me,” the old woman remarked, laughing.

– And you, aunt, also work for our lottery? - the children asked, surrounding their aunt.

Sofya Vasilievna, having dusted off her work, lifted it up and showed the children a tiny linen shirt, holding it by the sleeve.

- Is this a doll? – asked Seryozha.

- No, Lyube.....

- Aunt! – Mary quickly interrupted Sofya Vasilyevna and then, stuttering a little, finished: “What if no one buys it?”

“Oh, I’m sure they’ll buy it,” Sofya Vasilievna answered with playful importance, “Lyuba has someone to take care of her, she has a godfather and a godmother!” One of them will probably buy it.

The children looked at Sasha, who, laughing joyfully, fell to her mother’s knees and began to kiss both her hands and the work they were holding.

In grandma's room, the children met Zina and Lisa; the first one was rambling and fussing somehow more than usual, and Liza was hiding. It was noticeable that something special had happened to the children. After greeting them and looking at Lisa, the grandmother asked:

- Did you cry, my friend?

“No, nothing,” the girl answered quickly; but when she felt a gentle kiss and a strong hug from her grandmother, her determination not to say what happened melted away, and with loud sobs, hiding on the old woman’s chest, she said: “Now Lilinka’s chair is no longer mine!” He's already Zinin! She begged it from her mother, and her mother gave it to her!

“Oh, Liza, if you want it so much, I guess I’ll give it to you rather than complain,” Zinochka added, turning around and looking at everyone, but she couldn’t find sympathy anywhere.

Seryozha deliberately avoided her gaze, Alyosha, red as a lobster, shouted to console his little sister: “Wait, Lisa, when we come, we’ll take it away from her!”

“It doesn’t matter now,” the girl answered, sighing heavily, “my mother gave it to her.” And Lisa began to cry bitterly again. – And I used to pump Lilya up on it, we all played together. She never attracted Zinochka to her and did not go into her arms! Today I say: “Let Lilichka’s chair be mine,” and Zinochka ran to her mother and begged for it for herself! Now he has completely become her!

Falling again to her grandmother and bursting into tears, the inconsolable girl said:

- Zina has already placed him with her, in her crib! Children, with their unspoiled feelings, appreciated the rights

Lisa and internally unanimously condemned Zina.

The old woman was still holding her granddaughter in her arms and was quietly saying something to her, but Lisa desperately repeated, shaking her head:

- No, no, grandma, that won’t happen!

I felt sorry for Grandma Lisa. She would just have to say a word to Zina now, and she would probably give the chair back, but the old woman did not want to act forcefully. She knew that only that work is good and useful for a person that he does on his own, according to his own impulse, of his own free will. In front of the old lady there were two girls: one in grief of heart, the other with the vice of selfishness in her heart. It’s a pity for both, but I should prefer Zina in order to help her, make her come to her senses, feel sorry for Liza and condemn herself. In order not to drag things out for too long and so that Zina, for the sake of shame in front of her brothers and sisters, would not do what she should have done after struggling with herself, the old woman lowered Lisa from her lap and said to her out loud:

“It’s good, Lizochka, that you didn’t want to tell anyone about your grief; Now go wash your face, and then come back to work.

“Children,” said the grandmother, turning to her granddaughters, “I have prepared tiny stockings for you to knit, will you please?”

A childish hesitation was heard:

- We don’t know!

- Well, let's see, aunt and I - we will help you.

The children began to sit down. Mikhail Pavlovich, as a bookbinding master, placed himself among the boys: he supervised the preparation of the paste. Seryozha put two handfuls of wheat flour in a saucepan, diluted it with water and, stirring everything, put it on an alcohol lamp.

“Seryozha, let me cook the paste,” Misha shouted, getting excited.

“No, friend, you can’t,” the father responded, “it requires both the ability to cook and the patience to stir, but you have neither one nor the other.” Instead of paste, you can make dumplings for us!

Soon Alya and Lina ran in and, having kissed everyone, quickly sat down to work. Little by little, the children began to look at Linochka, whose stocking was quickly spinning and her knitting needles were flickering.

“Lina,” asked Sasha, “are you shaking your stockings on purpose or are you really knitting them?”

“Yes, I knit,” answered Linochka, not quite understanding the question.

“And you, Sasha, look at what she imposed,” Alya said, pulling out tops of white, fresh knitting.

“Linochka is happy,” the children said, looking at her work, “it’s not at all noticeable that you are knitting, it seems as if you’re just shaking a stocking, and how many have arrived!”

While the children were talking and looking at Lenin’s work, Zina sat thinking. She had something uneasy in her soul, she was annoyed with Lisa because Lisa burst into tears in front of everyone; and even more annoying was the publicity for Zina: she felt that her brothers and sisters stood for Liza, and they silently condemned her. She would have been glad, in front of herself, to blame her sister, but the sight of Liza, who washed herself five times before leaving, and constantly fanned herself with a handkerchief to hide her tears, then the way she hid from her grandmother - all this softened the girl and kept her from her usual injustice.

“Well,” she finally thought, “if she wants it so much, then let the chair be hers!”

Suddenly she hears the voice of the heated Lisa: “It’s not true, Misha, it’s not true! Sasha is not a complainer,” she told the boy, who did not stop grumbling and sulking at his sister for drawing his father’s attention to Misha, who, wanting to use the scissors alone, hid them from his brothers. “And if anyone is a complainer,” Lisa continued almost in a whisper, “it’s Zina: she always, always complains about me to my mother, especially when we come from guests, she complains about everything,” said her heart overflowing with grief, “and for that, that I shifted, and that I was disheveled, and that I didn’t know how to talk to guests, and I wasn’t friends with Ninochka; How can I become friends with her? She only walks with me until the big ones talk to her. Zina is not at all like me, she knows how to talk, she remembers all the outfits, but I don’t know anything. Ninochka says that I’m stupid, and my mother is angry with me! It’s so sad for me to visit,” Lisa finished, sighing heavily.

“Ah, so in your opinion I’m a complainer! “Okay,” Zina thinks, “let me be a complainer, that’s okay,” she consoles herself, shaking her head. And her good intention - to give up the chair - flew away from her like a frightened bird. Liza's plaintive whisper set Zina in the usual mood: to consider herself always and in everything right, and everyone else involved in her case to blame.

- Misha, are you pouting like a mouse on a rump? – the grandmother asked, looking at her grandson’s pouting lips. The boy was silent, glancing from under his brows first at this and then at the other; he also considered himself right and, in his opinion, offended. Sasha complained, and her father, looking sternly, shook his head at him. “And everyone saw this,” he thinks, getting angry, “and his sisters and brothers too, and Alyosha was even happy,” thinks Misha, blushing and pouting more and more.

- Why are you silent? – the old woman repeated. “Children,” she said, turning to her grandchildren, “did he cut himself or something?”

“No, no,” several voices shouted, and at the same time they told the grandmother how Misha took possession of the scissors and how, every time he cuts, he hides them next to him, under the paper, and does not give them to his brothers.

- Sasha is a complainer! – Misha shouted loudly.

“It’s like you, Misha, fired from a cannon,” said Alyosha.

Father and mother looked at each other, and Sofya Vasilyevna leaned towards her work to hide the smile that appeared at Alyosha’s correct remark.

- Whose scissors are these? - asked the grandmother, approaching the table and examining them.

“Mine, mother,” Mikhail Pavlovich answered briefly, not wanting to interfere with the old woman’s questions; he knew her ability to keep up with children's thoughts and gradually develop it in them.

“Yes, yes, these are your paper scissors,” she said, remembering them. – Did you give them to Misha?

- No, I didn’t give them to him, I brought a folder, scissors and paper for all of us together

“A-ah-ah... And you, Misha,” she continued, turning to the boy, “have taken away the common goods for yourself alone,” and she looked intently at her grandson, who, as he began to understand his untruth, quietly lowered eyes and stood humbly, blushing with conscience, not anger.

“That’s what unkind and not entirely honest people do, my friend,” the old woman added, “and then looking affectionately at Misha, she said: “And my grandson wants to get used to being an honest and fair boy even in childhood, and therefore he will strictly look after himself.” , and then, subsequently, for Anyone, so that you don’t use someone else’s goods alone, but share what is common equally!

Misha sighed and quietly raised his eyes to his grandmother. The old woman, looking at him tenderly, handed Misha the scissors and told him to take them to a place on the table that would be equally convenient for everyone. The child liked this task, he climbed onto the table and rearranged them five times, running back and looking from the side to see if they were lying correctly. It was noticeable that Alyosha also took his grandmother’s science to heart.

“Well, and you,” said the grandmother, approaching Sasha from behind and throwing her head back, “how did you anger your brother, why did he call you a complainer?” “And without waiting for her answer, she continued to ask her: “Before you told your father, did you tell your brother?”

“I told him twenty times not to hide the scissors,” Sasha answered hastily.

“Keep it down, keep it down,” said the old woman, laughing, “he’ll only get two or three pieces of advice.”

“Sasha stopped Misha three times,” the neat Lina said in a low voice.

“And that’s enough for her,” the grandmother said jokingly, patting Sasha on the cheek, “so as not to be known as a gossip, or what did Misha say?”

“A complainer,” the children suggested.

- Yes, a complainer; the complainant, in my opinion, is the one who does not warn or persuade the guilty, but, as if rejoicing at his guilt, rushes to tell the elders, listens with pleasure as they scold the guilty, and in her soul she rejoices that, well, I’m not like that , and I'm good!

Zina thought again; It involuntarily occurred to her how, returning from visiting, she cheerfully runs to her mother and hurries to tell her everything good about herself, and just as hurriedly tells about Liza what her sister would probably be scolded for. This thought, like a light cloud, fell on the selfish Zina and darkened her.

“Uncle,” Alyosha shouted, as if having thought of something, “tell us, which is the best island in the world?”

- What is better, Alyosha - the inhabitants or the climate, or the wealth of gold and stones?

Alyosha thought for a minute.

– What do we need residents for? - he said in an undertone, looking at the children. - No, uncle, name one so that everything grows on it: oranges, grapes, palm trees, and coconuts...

“And baked chestnuts,” suggested little Mary, a terrible hunter before them.

“Mary, Mary,” the children shouted with laughter, “are they growing baked!”

- No, I know that everything grows raw, but I was thinking about the ones I love to eat, they are so tasty!

“Dad, let the watermelons and cherries grow,” Misha shouted, resting his palms on the table and jumping high.

- And melons and peaches! – added Lisa and Sasha.

“And sugar cane too,” Alyosha said hastily, “it must be so delicious!” Remember what is written about him in “Swiss Robinson?” - he asked the children, who cheerfully nodded at him in agreement.

– Do you need a big island? – the uncle asked cheerfully, guessing that the children were going to move.

Everyone looked at each other: the size of the island had not yet occurred to them. After a short silence, then someone said:

- From your garden!

Seryozha, who did not quite trust the possibility of resettlement, was, however, carried away by the charm of this idea, almost as much as everyone else; His uncle's large Moscow garden seemed too small to him, and he thought about it and said:

– It could be a square mile or more.

“Yes, yes,” the children shouted, clapping their hands, “about a mile or two.”

Everyone liked the size of the island so much that the children, as usual, rushed to hug: Sasha and Lisa, and Mary reached out to Seryozha. Only Lina sat thoughtfully; she really liked the children's plans, but she did not know whether she would be accepted with them. Precisely guessing her neighbor’s thoughts, Alya suddenly shouted:

- Children, listen, we’ll take Lina with us too?

“Of course,” everyone shouted out loud, “Lina is so nice!”

Linochka flushed with joy. Her big blue eyes looked at everyone so gratefully.

“Thank you,” she said, sighing deeply and joyfully, blushing more and more; Smiling quietly, she lowered her head to her work, the needles of the stocking flashed even faster in her nimble fingers, and the child’s smile either ran away or came back again: it was clear that the child was very happy!

“A wonderful thing,” Mikhail Pavlovich said to his wife who approached him, “these children’s relocations are a wonderful thing!” Who among us has not played or entertained such a thought!

- Mama, do you remember our island and our first move there? - Mikhail Pavlovich asked his mother.

“Of course, I remember,” answered the old woman, “even now traces of your arable land are visible on it; and how Father’s willows have grown along the shore! A whole grove has come out of your maples.

A lush maple grove and silver willows along the shore, a familiar lake with an island flashed before the old woman’s mental eyes, and she seemed to hear the quiet breaking of waves.

“Mama,” said Mikhail Pavlovich, after a short silence, “what a beautiful picture you reminded me of - the view from the windows of your room: a meadow slope to the lake and our island!”

The old woman smiled thoughtfully and tenderly; she had already happened more than once to think the same thought at the same time with her son. How surprising is such a spiritual relationship in a mother who not only fed and raised her son, but also morally nurtured and developed his soul!

- Uncle, did you live alone on the island? – asked Seryozha.

– Oh no, my friend, there was a whole settlement of us; first of all, your father…..

Hearing about his father, Alyosha jumped for joy in his chair so much that it flew out from under him and tumbled over.

- Nice thing, Alyosha! - said Sofya Vasilievna, laughing at the bewilderment of the boy, who, standing over an overturned chair, somehow hesitantly looked around him. - Try, my friend, to throw this one away next time - you won’t be able to!

It seems that the mother’s words inspired Misha, in turn, to try Alyosha’s unexpected prank. Noticing this, Alya shook her head at him with a sedate look; the boy loved her and always willingly obeyed her.

– Did daddy also live with you on the island? – Alya asked her uncle.

- Of course, he was the first horse breeder, and sister Mashenka.

- Mother! - Zina cried. - Oh, how glad I am! – Zina rejoiced at what she heard about her mother’s childhood. She really liked the children's plans, but she did not dare to amuse themselves with them, without the permission of the mother, who, unfortunately, imitating Ninochkin's upbringing, oppressed and suppressed everything childish in her children.

“Yes, my friend, your mother was the first instigator and inventor of all kinds of games and amusements,” said Mikhail Pavlovich.

“Uncle, dad, darling,” they quickly poured out from all sides, “tell me how you lived on the island, and how many of you were there?” - the children shouted, abandoning their work and surrounding their uncle.

“Okay, perhaps,” said Mikhail Pavlovich, “but just this: Sonechka,” he said to Sofya Vasilyevna, “let’s show an example of how people work and listen at the same time, otherwise grandma won’t let me tell you.”

The children took up their stockings, the boys took up their work, and although they didn’t do much, they saw that they could do two things at once.

“You heard, children,” Mikhail Pavlovich began, “that brothers Alexei and Sergei and sister Mashenka, immediately after the death of their mother, their grandmother’s sister, moved to live with us. The brothers stayed with us all the time and studied with me until we entered the university; My sister Mashenka was taken away from us to St. Petersburg two years later by her grandmother, her father’s mother. But our main manager was my late sister. She was so smart, such a master at everything, and most importantly, she knew how to get along with playful boys and make us obey, that it happened that whatever game my sister was involved in, our father and mother would immediately allow us to do so. We owed it to her that we were allowed to settle on the island.

“Uncle,” asked Seryozha, “was your sister older or younger than you?”

“Me and Mashenka, Zina’s mother, were the youngest; We were ten years old when we asked permission to move to the island, and my sister Sasha was about fifteen.

“Uncle,” Zina asked in amazement, “she’s so big and played with the children!”

– I played, and how! - And Mikhail Pavlovich, mentally transported to the past, continued: “My sister was such a rare, sweet child, everything interested her, everything made her happy: practical conversations of adults, economic innovations of her father, chemical experiments of her uncle, historical or descriptive stories - all this made her listen to her and stay up until midnight. “Our old gardener, a learned naturalist, was her first friend, and we, children, were her first concern and fun.” As soon as she noticed that we were walking around hanging our heads, that our games were not going well, she now hurried to the rescue and flirted with us to the point that our grandfather crawled out at her frisky laughter, sat down opposite us, chuckled and shook his head at his favorite!

“Mother,” Mikhail Pavlovich said quickly, “it seems to me that Father Superior did not say for nothing that peace and the grace of God rested on Sasha; It seems to me that the words of the Savior were justified on her: be like children, for such is the kingdom of God!

His mother’s holy, hopeful look was his answer.

“Uncle,” Zina asked again, “did my mother love Auntie?”

- Who didn’t love her? From our grandfather to the last village child, everyone loved her! Your mother became so attached to her that everyone called her Sashenkina’s shadow. There were also three grand-brothers with us, the children of my mother’s cousin. But no, wait, they came later, in the second year. Our first resettlement was very unsuccessful, because we started the business too impatiently and arrogantly: despite our sister’s convictions, we declared very decisively from the very beginning that we wanted to be wild and did not want to see people at all, not even on the shore opposite our island. We demanded that no one visit us except the sisters, whom we considered to be of the same tribe as us; we assured that we did not need anything, that we would be content with the crackers we had prepared and the fish that we ourselves knew how to catch. The father agreed to everything, but in the end he made the following conclusion: “Since you are a wild people, not literate, you do not need books, paper, or pencils, and therefore you should not take anything like that with you.” Without thinking for long, we shook hands with this and wanted to get ready right away. However, the eldest sister persuaded us to look around the island in advance, put everything we needed for the hut there, take lubkov on the stage instead of beds and arrange ourselves so as not to sleep on the floor, otherwise mother would not agree to let us go, fearing the fever that easily comes when you sleep on the ground. The sisters collected dishes for us, laid eggs, bread, salt, honey, cucumbers, etc. We chopped brushwood and built a hut on a living thread.

Finally the longed-for day arrived. Having said goodbye in a hurry to our parents, nanny and teacher, we loaded the small ferry, which was built between the shore and the island, and forcibly dragged my sister’s goat: she was supposed to move with us. There was a lot of running around after our chickens, which flew around and were not given into our hands: we did not think to put them in baskets in the sleepy evening; but finally they somehow dealt with them and began to move away from the shore. Our favorite dogs: Bogatyr and Buyan, looking at our departure, howled and rushed to swim after us, there was no end to the laughter and joy! Having reached the island, which we had visited quite often before (now we considered ourselves masters of it), we, as if after a shipwreck, rushed to the ground, kissed it, jumped, throwing our hats up; with us for the same thing; Buyan and Bogatyr screamed and jumped, shaking themselves off and splashing us; Our goat, leaning against the willow, worked on the bark of the tree; The chickens scattered freely with great pleasure. The sisters stayed with us until sunset, and in the evening we sent them over, and they promised to come to us tomorrow when they had finished their business. We walked for a long time, and finally, having spread out the sheepskin coat on the stage, the three of us lay down. But our scaffolds crumbled under us that same night, because we had made them in vain. With a slight night wind, the entire hut fell down, covering us with branches. We, sleepy, barely crawled out from under them and, huddled closely together, lay down again on the sheepskin coat.

At first the mosquitoes did not let us sleep, then the dogs came to offend us, they liked the sheepskin coat, and they unceremoniously settled down with us. Be that as it may, we slept through the end of the night and woke up when the sun had already risen, and we had to catch fish at dawn, because they bite better at dawn. Having collected our fishing rods, we went fishing, but it turned out that we had forgotten to supply worms for bait. What to do? We decided to raid the neighboring continent. We went down to the ferry and saw that in our house the shutters were opening and a telescope was moving on my mother’s window, it was pointed right at us. Noticing this, we, as befits savages, took off running, hid behind the willows and began to consult whether to go fishing for worms or to be content today with what the sisters gave us yesterday. They thought and thought, and finally decided not to go to the mainland, otherwise they would probably think that the islanders could not do without their help. We went after the goat to milk it, but it had become so wild in the wild, and had become such a mess on the island, that after chasing it for half an hour, we returned, exhausted, to the hut, straight to our supplies. But our faithful friends, Buyan and Bogatyr, had breakfast here before us, overate and crushed all the eggs, ate all the bread, leaving us some rye crackers; They did not touch the honey and cucumbers. After having breakfast with these leftovers, we sat down under the willow trees to wait for the sisters. Finally, they showed up. One minute we started the ferry; the joy was mutual, everyone hugged, as if after a year of separation! Having talked enough, the sisters laid out modest gifts, which, according to our strict orders, they barely dared to bring, making the reservation that this was their own lunch. Without waiting until lunchtime, we shared the edge of the pie and the fried chicken and ate, keeping an eye on each other to make sure we ate the bones clean. Subsequently, my mother used to say that life on the island brought us great benefits: we became less arrogant and less fancy in our food. The sisters left us earlier; they had something to do at home. Before sunset, Mashenka brought us worms for fishing rods and bread for our daily needs. Fishing went well, we cooked fish soup for dinner; Early in the morning we started fishing again and ate fish soup again. However, our idleness began to tire of us, but we still strengthened ourselves and did not say this to each other. Our friends, the dogs, betrayed us the day before: hearing the whistling of the huntsman calling the dogs to the oatmeal, they rushed at once and swam across to the other shore. In the evening, however, they returned, but we were not very happy with them, because they huddled and climbed wet onto the sheepskin coat, pushing us off it. On the third day we were very upset; I missed books, and most of all I missed my father and mother. When the time came in the evening to part with my sisters, I hugged my sister and, without letting go of my hands, cried. She understood the reason for my tears, and jokingly said that she promised to bring home and show the little wild one, whose name is Friday; Everyone liked this imitation of Robinson Friday.

- How can I not return? – I asked the brothers.

“Well, as you wish,” they answered, and it seems that they themselves would be glad to go home, under any name, even under their real one, but they still remained on the island. I, running into the house, rejoiced even more than three days ago, landing on the island. They called me wild, and truly I was! Tanned, disheveled, I rushed to everyone and hugged the whole house. I rushed to the tea my mother offered me, like Buyan and Bogatyr rush to the whistling oatmeal; the father chuckled, the mother was silent, but cheerful. Of course, I did not return to the island that evening. The next day, my sisters and I went to invite our brothers. There was no point in persuading them for a long time, especially when they heard that without us they had received books from the mail and among them - some “Dead Souls” by Gogol, very funny, which our father allows us to read. – Our island was instantly deserted.

“Uncle, tell me, who was more happy to return home,” Alyosha asked, “my father or Alin?”

“Well, my friend, just ask them,” answered Mikhail Pavlovich, “they both jumped and squealed with joy, like young foals jump around their mothers.” My father made fun of us at first, but then added that he was not at all surprised that we were bored with nothing to do, and that if we were to start such a game, then we should settle down more efficiently, counting on a more intelligent life, and not rushing to the tempting expanse of freedom alone and partying. Without a direct goal, without business and labor, a person cannot live.

All day long the children’s minds and tongues were full of this attempt of their fathers in childhood to live by their trade on the island. They judged, condemned, and betrayed a lot, as if they themselves had experienced all these failures and were preparing to do the job better. Finally it got dark, they turned on the fire, worked a little more by candlelight and began to get ready to go home.

The moon shines brightly in the sky, frequent stars are shining, the snow sparkles as if it were day; three sleds pulled away from the entrance. - “Goodbye, Lina! Goodbye Alya! – Merina’s voice is heard. "Farewell!" - Liza and Zina shout. - “Farewell, goodbye!” Sounds from the departing sleigh. A horse runs briskly, a sled squeals through the snow, and next to them a blue shadow with the same lively horse and with the same little riders glides along the white road. It’s fun for Liza and Zina to look, now at the shadow that runs beside them, now raising her eyes at the blue starry sky; the children had fun, they spent a peaceful day together, without quarreling or being kept away from their elders!

In the hall, the children learned that their mother had guests. Without undressing, they ran merrily into the nursery; but, passing by a small rocking chair, Lisa sighed heavily and began to undress with her head down.

Zina, hearing a sigh, understood it; quickly recovering and taking a closer look, she ran to her mother. It was almost the first time that a girl entered the house without thinking about how to show herself, how to bow more sweetly and how to answer more intelligently. She entered simply, with desire in her heart, with a request in her eyes; Having bowed to everyone, she threw herself on her mother’s neck and, hugging her, in a half-whisper asked permission to give up the chair to Liza. The surprised mother asked loudly:

- For what? I gave it to you, and you, as the eldest, should keep it as a keepsake.

“Mom, dear mother, let me,” Zina whispered, kissing and hugging her mother, “let me give it to Liza, she loved Lilinka more than me, she always rocked her to sleep on it!” - At these words, the kiss rang almost in the mother’s ear; This unexpected kiss first stunned the mother, then decided the matter.

- I allow it, my angel, let it be your way! - Marya Romanovna said to her daughter, then added, turning to the guests: “You won’t believe how feminine she is!”

Praise from the guests rained down on Zina, but she flew like an arrow through the rooms, and behind her, as if in pursuit, a chant was heard: “This is a rare, angelic heart!”

A pure, moral feeling is burdened and insulted by praise; like a “don’t touch me” tree, it shudders convulsively, its leaves and branches instantly shrink from a rough, inattentive touch.

The out of breath girl ran into the nursery and, moving the chair towards Lisa, said with difficulty:

- Take the chair, it’s yours forever, and I won’t take it away from you!

Surprised and delighted, Lisa stood silently for a minute, then rushed to her sister; hugging her, she covered her with kisses, kissed her neck and even her hands.

Zina, lying in bed, cried to herself; something new, unclear was awakening in her. If the grandmother had seen her, she would have understood that a new light was beginning to flicker in the child’s soul; and the old woman would bless her granddaughter on this new moral path.”

From this material you can see that the grandmother always gives a true definition of the children’s actions and their motives, which greatly helps the children to correctly evaluate their actions and correct themselves. All grandmother’s teachings are calm, friendly, and affectionate.

Spiritual and moral education of schoolchildren

Both under the traditional approach and within the framework of modern Federal State Educational Standards, the teacher has always been tasked with realizing not only educational and developmental goals, but also achieving an educational effect. The concept puts forward the same principle. Lessons with a humanitarian and aesthetic orientation have great potential for spiritual and moral development.

Educational tasks can be implemented within any academic discipline when the following forms of work are used during classes:

• the best works of artistic culture are taken as a model;
• the guys get acquainted with the heroic pages of the history of the state;
• watching feature films and documentaries is definitely discussed;
• Role-playing and business games are held;
• The teacher organizes communication in a discussion form, involves students in solving practical problems, creating problematic situations.

Moral education of preschool children

When organizing extracurricular activities, teachers can plan the following activities:

• public collective holidays:
• family creative meetings;
• interactive quests, talk shows;
• intellectual quizzes, debates;
• work of circles, sections, clubs of interest.

The main directions of spiritual and moral development and education of students, their basic content

Maintaining continuity with the general education program of primary general education, the basic school also distinguishes five main areas of spiritual and moral development and education, which consider the content and main types of activities and forms of classes.

Direction 1: education of citizenship, patriotism, respect for human rights, freedoms and responsibilities - includes :

· development of ideas about the political structure of the Russian state, its institutions, their role in the life of society, and its most important laws; feasible introduction of ideas about Russia’s participation in the system of international political and cultural organizations (UN, UNESCO, Council of Europe, etc.);

· deep understanding (including in the semantic-historical context) of the symbols of the state - the Flag, Coat of Arms and Anthem of Russia, the flag, coat of arms and anthem of the subject of the Russian Federation in which the educational institution is located;

· practice-oriented ideas about the institutions of civil society, about the possibilities for citizens to participate in public administration, familiarity with their activities in their home school, settlement, municipality; feasible introduction of ideas about the relevant norms in the Russian Constitution and federal legislation;

· practice-oriented ideas about the rights and responsibilities of a Russian citizen; direct acquaintance with the implementation of these rights through the example of older family members and other adults belonging to different social and sociocultural strata;

· turning interest in social phenomena into a significant personal and civic need, understanding the active role of a person in society, including through personal participation in available projects and actions; feasible introduction into the minds of adolescents of such documents as the Universal Declaration of Human Rights and the European Convention for the Protection of Human Rights and Fundamental Freedoms;

· affirmation of the attitude towards the native and Russian languages ​​(if the latter is not native) as the greatest value, which is the most important part of the spiritual and moral heritage and property; awareness of the native and Russian languages ​​as a treasury of means of modern communication; awareness in this context of the importance of speaking foreign languages; conscious mastery of them as a universal means of productive interaction with other people in various cultural spaces;

· development of a value-based attitude towards the native culture; understanding its connections and mutual influences with other cultures throughout past eras and at the present time;

· developing the ability to see and understand the inclusion of native and other cultures in the expanding intercultural dialogue; understand the fundamental criteria for assessing the positivity or negativity of this interaction;

· deepening ideas about the peoples of Russia, their common historical destiny and unity; at the same time - expanding ideas about the peoples of the near abroad (both those that were part of the Russian Empire and the USSR, and those that were never part of it - especially Japan, China, Iran, Turkey);

· expansion and deepening of ideas about national heroes and the most important events in the history of Russia and its peoples (especially those events that are celebrated as national, state or major religious holidays);

· development of personal and collective social activity (participation in the affairs of the class, school, family, village, city; open, reasoned expression of one’s position on various controversial or socially negative situations).

Types of activities and forms of training in this area:

· development and design of stands dedicated to the historical evolution of the symbols of the Russian state and a specific subject of the Federation; possible preparation of special presentations on similar historical processes in other countries (for example, the USA, Great Britain, France, Germany, Italy, etc.). It would be very useful to compare the texts of national anthems of different countries in different historical eras, folk, state and religious holidays with public presentations;

· research work followed by discussions about the reasons why contemporaries or descendants classified certain people as heroes, considered them outstanding, remarkable, etc. It would be especially valuable to clarify the circumstances why the same person in different eras was either considered a great hero or politician, or was deprived of this “title”; local history work to identify and preserve places of memory, graves (especially mass graves), care for monuments, etc.; public presentations about famous people of a given area, region, Russia, human race;

· acquaintance with preserved folk traditions and crafts, identifying their cultural and historical basis, discussing their role and value in modern life, their significance for the bearers of these traditions and younger generations, etc.; participation in traditional activities (rites) and (if possible) in handicraft production (wood, clay, painting, etc.); preparing public presentations on these activities;

· systematically holding discussions with bearers of different views and traditions regarding the spiritual and moral values ​​of the past and present in the context of the school’s educational program; bringing this issue to school, local and regional media; teenagers preparing their own publications.

Direction 2: education of moral feelings and ethical consciousness:

· development of the ability to reflect (criticize) activities – both one’s own and those of other people, especially peers; the ability to put oneself in the place of another, empathize and seek and find ways of human support even when realizing that he is wrong;

· developing the ability to distinguish between positive and negative phenomena in the surrounding society, analyze their causes, propose ways to overcome socially unacceptable phenomena and participate in activities aimed at this; the ability to critically evaluate the quality of information and entertainment offered by advertising, film distribution, computer games and various media;

· development of ideas about the religious picture of the world, the role of traditional religions in the development of the peoples of our country and their culture, in the formation and development of the Russian state; feasible expansion of these ideas to the interreligious situation in the modern world;

· affirmation as a personal norm of respectful attitude towards all people - from one’s parents to any child, peer, elder, regardless of his appearance (face, clothing, physical characteristics); focus on supporting business and friendly relationships in the team;

· conscious acceptance and affirmation of a caring, humane attitude towards all living things as a personal imperative; feasible participation in environmental and environmental activities; intolerant attitude towards manifestations of cruelty towards our smaller brothers on the part of other people.

Types of activities and forms of classes:

· study of ethical standards of behavior of various local social (sociocultural) and ethnocultural strata and communities in the 19th – 20th centuries (for example, nobles, merchants, officers, peasants); comparison of these norms with currently accepted ones, discussion of the causes of evolution and assessment of the emerging picture;

· visiting open sessions of the local court, at which cases that have “an outlet” on this issue are considered, and subsequent discussion of what is heard;

· familiarization, at the request of students and with the consent of parents (legal representatives), with the activities of traditional religious organizations (by conducting excursions to places of worship, voluntary participation in the preparation and holding of religious holidays, meetings with religious figures);

· writing essays on moral and ethical topics based on materials from specific communities (family, teenage yard group (subcultural get-together), class, etc. (subject to anonymity) and subsequent discussion of the problems raised in the text;

· visiting and subsequent discussion of a play or film that touches on moral and ethical issues;

· establishment and collective acceptance as a general norm of ethically meaningful relationships in the class team (educational institution as a whole), which involves mastering the skills of polite, friendly, attentive attitude towards peers, older and younger children, adults, mutual support,

· participation in collective games, gaining experience in joint activities;

· feasible participation in charity, mercy, helping those in need, caring for animals, other living beings, and nature;

· expanding the experience of positive interaction in the family (in the process of holding open family holidays, performing and presenting creative projects together with parents, holding other events that reveal the history of the family, strengthening and enriching continuity between generations.

Direction 3: nurturing hard work, a creative attitude to learning, work, life:

· gradual textual acquaintance with the current lists of professions and specialties of primary and secondary vocational education in order to correlate one’s own interests, inclinations, opportunities and life prospects with them; awareness on this basis of the universal value of the general education received and “education-throughout-life”;

· mastering the value attitude towards the results of human labor, which make up the entire living environment, all the achievements of science and art, engineering and technology; all the great spiritual and moral breakthroughs in understanding the essence of man and humanity;

· acquiring experience of one’s own participation in various collective work, including the development and implementation of educational and extracurricular projects; development on this basis of project, expert and other competencies that require personal discipline, consistency, perseverance, self-education, etc.;

· personal adoption of an attitude of intolerance towards laziness, negligence, incompleteness of work, and careless attitude towards the results of human labor, regardless of what historical era this work was performed;

· unconditional respect for any honestly working person; the ability to gratefully admire those who are engaged in creativity - the creation of something that has not happened before: invention, creativity in the field of science, architecture, literature, music and other forms of art, etc.;

· encouragement and support of self-education through the Internet, classes in libraries, museums, lecture halls, etc.

Types of activities and forms of classes:

· based on familiarization with the current lists of professions and specialties of primary and secondary vocational education and an interested discussion, those types (or areas) of activity that attracted the attention of a particular teenager (group of teenagers) are identified. This is followed by a sequential series of events: a visit (if possible) to the relevant educational institution, specialized enterprise or institution, an invitation for an in-depth conversation with specialists in the chosen field of study, students and graduates, etc.;

· organizing communication with professionally successful people in order to discuss the role of the education received (general, professional, post-professional, self-education, etc.) and universal competencies in this success; It is especially valuable if such a professionally successful person turns out to be one of the older relatives of the students of this educational institution, as well as graduates who have shown worthy examples of high professionalism, a creative attitude to work and life;

· it may be useful to conduct role-playing economic games, create game situations based on various professions, conduct extracurricular events (labor holidays, fairs, competitions, cities of craftsmen, organizations of children's companies, etc.), as well as organize public self-presentations of teenagers " The world of my hobbies";

· participation of teenagers in project activities, which are possible in all areas of this program, including those related to the practical (creative) application of knowledge acquired in the study of academic subjects (in particular, within the framework of the subject “Technology”);

· acquiring experience in participating in various types of socially useful, creative or research activities is possible on the basis of additional education institutions and other social institutions interacting with the “native” educational institution (folk crafts, museum, environmental activities, work of creative and educational production workshops , labor actions, activities of school production companies, other labor and creative public associations);

Direction 4: fostering a value-based attitude towards nature and the environment (environmental education):

· awareness of the emerging crisis in the relationship between man and nature as one of the most pressing global problems of humanity; the ability to see and understand the forms in which this crisis is expressed in the teenager’s place of residence; his voluntary participation in solving this problem at the municipal level as a personally important experience in environmental activities;

· awareness of the contradictory role of human activity in relation to nature; acceptance of the thesis about the co-evolution of man and nature as the only alternative way out of the global environmental crisis;

· mastering a value attitude towards nature and all forms of life, developing an artistic and aesthetic perception of natural phenomena, the animal and plant world;

- the ability and need to enjoy nature, not only without causing damage to it, but also maintaining its vitality.

Types of activities and forms of classes:

· development and deepening of the experience of direct emotional and sensory interaction with real living and suffering nature in the place of residence and its immediate surroundings; comparison of current practice with the results of qualitatively different approaches to building these relationships (European, Japanese experience);

· against this background – conducting research into the creativity of lyric poets and philosophical poets, as well as writers and landscape and animal painters, landscape and garden architects (both domestic and foreign), revealing the commonality of the natural world and the human world;

· in-depth familiarization with UNESCO World Natural Heritage publications and preparation of special public presentations on selected sites; in the same regard, other richly illustrated publications (as well as films) containing scientific texts that actualize the problems of the value attitude towards nature may be useful;

· gaining initial experience in participating in environmental activities (at school and on the school site, environmental campaigns, landings, planting, creating flower beds, cleaning accessible areas from garbage, feeding birds, etc.), in the activities of school environmental centers, forestries , environmental patrols;

· participation in the creation and implementation of collective environmental projects;

· mastering the principles of environmentally conscious behavior in nature (during targeted excursions, hikes and trips around the native land and, possibly, abroad);

· understanding the “theme of nature” in one’s own creativity (poetry, drawing, applied arts);

· photographic recording of species in the settlement and/or its immediate vicinity that, from the point of view of the participants in this search, are of particular aesthetic value;

preparation of the presentation “Unnoticed Beauty” (provisional title) based on a series of similar photographs.

5th direction: education of a value-based attitude towards beauty, formation of ideas about aesthetic ideals and values ​​(aesthetic education):

· development of ideas about the mental and physical beauty of a person, as well as about his destructive capabilities; about the uniqueness of criteria of human beauty among different peoples and in different historical eras; ideas about evolution using the example of European fashion from antiquity to the present day;

· continued formation of a sense of beauty; practical development of the ability to see the beauty of nature, work and creativity; developing the ability to distinguish genuine art from its surrogates; gradual introduction of teenagers to the world of ancient, Romanesque, Gothic, classical, etc. art, including avant-garde and modern art of the twentieth century and the artistic language of modern art; in parallel - mastering the foundations of the artistic heritage of the native, Russian and other important cultural-artistic and religious-artistic traditions: Japanese, Chinese, Indian, Arab (Islamic), Christian, Buddhist, etc.

· encouragement and support of teenagers’ own artistic activities in various fields (including fashion, design of their own homes and areas of home and school, etc.).

Successive relationships between family and school

One of the characteristic features of spiritual and moral education should be considered the principle of continuity , cooperation between the educational institution and the family. The development of a child begins in the family; school does not replace this process, but enhances it.

Teachers need to study family educational potential, and, if necessary, promote the civic education of not only children, but also their parents. To achieve this, non-standard forms of parent meetings are used, creative homework is used, parents are involved in school events, and involved in governing bodies.

Under conditions where the educational potential of the family is limited, insufficient work of the school can lead to the fact that the child will be under the influence of informal youth groups, his moral character will be heavily pressured by the information space that is far from perfect, which threatens the loss of identity, the moral bankruptcy of the individual .