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

Concept

The concept of spiritual and moral education of preschool children consists of several terms. Spirituality traditionally means a characteristic of the soul where spiritual, moral and intellectual interests prevail over material interests.

The concept of morality refers to a person’s ability to accept responsibility for his actions and act in accordance with his conscience. As you know, the foundations of spirituality and morality are laid in childhood.

The spiritual and moral education of preschool children in the Russian Federation is carried out in compliance with certain standards

Preschool age is the period from 3 to 7 years. Within this period there is a smaller division, which involves the presence of younger preschoolers, as well as middle and senior preschoolers.

If in early preschool age spiritual and moral education is primarily carried out by parents, then the senior and middle preschool age of children involves inclusion in the sociocultural environment and full development within the framework of federal educational programs based on educational institutions.

Goals and objectives

The spiritual and moral education of preschool children within the framework of the Federal State Educational Standard is based on the principle of actively introducing children to the norms of a sociocultural nature, the traditions of the family, society and the state.

Objectives of the standards:

• combining processes such as training and education into one process;
• formation of a general culture of children’s personality;
• searching for the spiritual giftedness of each child;
• formation in the child of such a concept as patriotism;
• demonstrative demonstration of the fundamentals related to the historical past;
• protecting and simultaneously strengthening the physical health of children.

The federal standard sets several goals for educators:

• education of empathy;
• formation of values;
• communicating to children, through images and techniques they understand, information about the basics of civic and cultural identity.

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.

Goals and objectives of moral education

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.

Pedagogical basics

The spiritual and moral education of preschool children within the framework of the Federal State Educational Standard rests with representatives of preschool institutions, who must work in close cooperation with the parents of each child.

During the educational processes, the following cultural and pedagogical resources are used to achieve goals and objectives:

• literary methods;
• techniques of visual, song, musical, multimedia, local history;
• personal receptions;
• teamwork.

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.

Methods and forms of moral education

Basic national values

Psychological aspect

Raising children is inextricably linked with psychological concepts. How a child’s cognitive skills and abilities are formed is an important component of the entire process of learning and upbringing.

From a psychological point of view, the approach to preschoolers should be based on the following principles:

• patient attitude towards the individuality of each participant;
• understanding the child’s characteristics;
• accepting the child's characteristics.

The preschool period is the most important part of childhood, which is closely related to the instability of emotions in children, incomplete understanding of their role and requirements for behavior.

A set of techniques and techniques that are used in preschool institutions helps children understand which forms of communication are sustainable and which are undesirable in society or the family.

Moral education through the integration of educational areas in accordance with the Federal State Educational Standard for Education

By raising a child on the traditions of historical events and the sights of our small Motherland, we help him establish positive relationships with the human world, the natural world and ourselves.

One of the most important means of moral education for older preschoolers is to familiarize children with fiction, which is included in the next educational area - “Speech development”.

One of the means of creating positive moral ideas in children and establishing closer contacts between adults and children in the family and in kindergarten is a fairy tale. How else can a child comprehend the heights of a noble deed and the baseness of deceit, malice and betrayal, experience the joy of love and the power of hatred? Thanks to a fairy tale, a child learns about the world not only with his mind, but also with his heart. And he not only learns, but also responds to events and phenomena of the surrounding world, expresses his attitude towards good and evil. The concept of morality, norms and rules of behavior embedded in the vivid images of fairy tales contribute to the formation of moral ideas. In the process of working with a fairy tale, children also comprehend the basics of the spiritual culture of their people, get acquainted with their way of life, their home life, and moral concepts. Children gradually become aware of moral values.

Another effective means of solving the problems of moral and patriotic education of the younger generation is physical education and sports, which is included in the educational area “Physical Development”

. Physical culture and sports are one of the most effective means of preventing diseases, promoting health and maintaining high human performance. The formation of physical qualities, motor skills and abilities is closely related to the development of moral and volitional personality traits. A physically developed person, strong, strong, healthy, must be kind, tolerant, must be able to come to the aid of those who need it, and direct his skills and strength only to good deeds.

The spiritual unity of children and parents, children and teachers is facilitated by holding holidays and leisure activities such as “Merry Starts”, “Small Olympic Games”, “Maslenitsa”, “Travel to the Country of Sportlandia”, “Day of Defenders of the Fatherland”. In such events, not only the physical, but also the moral and volitional qualities of the child’s personality are improved, as well as friendly relationships with peers, team spirit, and a sense of collectivism.

Also, folk games are an integral part of the moral and patriotic education of preschool children. They reflect the way of life of people, their work, way of life, national principles, ideas about honor, courage, courage, the desire to have strength, dexterity, endurance, to show ingenuity, endurance and resourcefulness. Children develop a stable, interested, respectful attitude towards the culture of their native country and other peoples, creating an emotionally positive basis for the development of patriotic feelings.

Methods of working with children

Various techniques and techniques are traditionally used within educational institutions.

Spiritual and moral education of preschool children: methods and forms

General characteristics of the approaches:

• close connection with the family: parents, guardians, representatives;
• training in performing everyday tasks;
• creating exercises and repetitions;
• stimulating correct behavior;
• inhibition of emotional outbursts;
• demonstration of self-education techniques;
• inclusion of leadership;
• explanation and reproductive activity.

All techniques that are used to accomplish the assigned tasks belong to one of the categories. Within these categories, they can be divided by type of purpose or method of implementation.

Spiritual and educational

Activities that fall under this category involve studying fairy tales, poems, and stories together with a teacher or parent. While reading, be sure to discuss the actions and characters of the characters.

Fiction for preschoolers always contains an element of moral education. For example, “Turnip” teaches that joint work is much more valuable than individual work. The fairy tale “The Flower of Seven Flowers” ​​talks about how important it is to make a choice between material and spiritual values.

Educational and health

Dynamic games must be included in the education and training program for preschoolers. Outdoor exercise is especially important. Common walks in kindergarten or family outings with children into nature are important.

Cultural and educational

Mandatory methodology based on the study of works included in the category of world values. Children study paintings, sculptures, and musical works. For this purpose, joint trips to museums, theaters, and exhibitions are organized.

For children of primary school age, joint group walks combined with simple project activities are relevant.

Cognitive and labor

This technique is associated with several directions. Children will learn about different methods of making crafts and the materials from which they are made. This is facilitated by joint activities in drawing, modeling, and weaving.

Long-term plans for the moral education of children in the senior group

Yulia Adamova

Long-term plans for the moral education of children in the senior group

(5–6 years)

long-term plans for the moral education of children in the senior group into four blocks: “Me and my family”, “Me and society”, “The beauty of relationships” and “The natural world”.

September

1. "Who am i"

.

Goal: develop self-awareness; learn to say full name, patronymic, surname, address, telephone number, country, native language and information about parents (last name, first name, patronymic and place of work)

.

2. "Why do we need rules"

.

Goal: to cultivate a conscious attitude towards norms and rules, to develop skills and habits of behavior in society; develop the ability to make inferences, evaluate and self-esteem.

3. “How good overcomes evil.”

Goal: to develop in children the desire for justice, faith in the victory of good over evil, with a negative attitude towards cruelty; develop a sense of self-confidence; teach to dream.

4. "Animals are our friends"

.

Goal: to form a friendly attitude towards animals, the desire to find a friend in an animal; develop a sense of kindness and empathy.

October

1. "Our friendly family"

.

Goal: to form children’s about family and family traditions, about the friendly relations of relatives.

2."Let's be tactful and peaceful"

.

Goal: to develop an understanding of the need to take into account the opinions and interests of peers; develop skills and abilities to communicate with peers.

3. "Learning to speak correctly"

.

Goal: to introduce children to the rules of dialogue with adults and children; bring to an understanding of the need to comply with the rules.

4. "Man is a rational being"

.

Goal: talk about the importance of man in preserving nature, helping other creatures; to form a concept of human needs that distinguish him from animals (similarities and differences)

.

November

1. "I love my family"

.

Goal: to form an idea of ​​the principles of pedigree; develop in children the desire to do something with their own hands for family members.

2. "How to behave in public places"

.

Goal: to develop ideas about the need to know the rules of behavior; develop behavioral skills in public places, based on the experience of children .

3. "We won't quarrel"

.

Goal: to develop communication skills: do not offend, forgive, sympathize; form an idea of ​​​​friendship, friend.

4."Nature is good and evil"

.

Goal: to teach children to see the connection between man and nature, its response to good and bad attitudes.

December

1. “What can I be responsible for?”

.

Goal: to develop a sense of responsibility for the work started, the word given, the living being; develop skills in performing certain actions, introduce moral assessments into the dictionary.

2. "Safety regulations"

.

Goal: to form the concept of the need to know information about yourself; teach the ability to behave correctly in an unfamiliar and crowded place; develop self-confidence.

3. "Hello!"

Goal: continue to introduce different greeting options; develop skills of politeness and courtesy.

4. "We protect nature"

.

Goal: tell children what they can learn from adults, foresters, firefighters, geologists; bring to children's the connection between failure to follow the rules and trouble in the forest, on the river, in the field.

January

1. "I choose myself"

.

Goal: to develop self-esteem, desire for choice and confidence in its real possibility; develop an understanding of the wisdom of choosing at the expense of others.

2. “What I think about myself and about friendship”

.

Goal: to develop in children the ability to analyze their actions and actions, to correlate them with generally accepted norms of behavior.

3. “Favorite and kind heroes of fairy tales”

.

Goal: to teach to understand the feelings of literary characters, their mood; select words that define the state and qualities of character; cultivate a friendly attitude towards each other.

4. "Beauty in Nature"

.

Goal: to evoke not only admiration for nature, but also disgust for the ugly in relations with nature; develop skills in relation to nature according to the principle of “do no harm”

,
“can you help me”
.

February

1. “What am I without adults”

.

Goal: develop the ability to analyze your actions, compare them with generally accepted norms; cultivate a sense of humor , a tolerant attitude towards the actions of others and a critical attitude towards one’s own.

2. “Labor feeds a man, but laziness spoils him”

.

Purpose: to introduce the concept of “teamwork”

;
continue to teach children to respect the work of adults;
make you want to help adults. 3. “On purpose and unintentionally”

.

Goal: develop moral feelings : regret, sympathy; develop game communication skills without hurting the interests of partners.

4. "Good and Evil Fire"

.

Goal: to develop in children the basics of fire safety, skills of conscious, safe behavior; continue to introduce children to fire and its properties.

March

1. "I am among people"

.

Goal: to develop an understanding of the course of human development; show the interdependence of relationships.

2. "Boys and Girls"

.

Goal: to strengthen children's understanding of gender differences; form the correct attitude towards differences in appearance and behavior.

3. "Magic Words"

.

Goal: to develop in children the skill of establishing friendly relationships with people; teach to see good qualities of character; cultivate a sensitive , friendly attitude towards others.

4. "We help plants"

.

Goal: develop an understanding of the relationship between man and nature; continue to teach to treat plants as living beings; arouse a desire to preserve and protect nature.

April

1. "If you're walking alone"

.

Goal: to develop in children the understanding of the need to follow safety rules when walking without adults; develop behavioral skills in relationships with strangers.

2. "I am at a friend's place"

.

Goal: to consolidate certain behavior patterns; improve table manners; form ideas about table setting.

4. “Who is this braggart?”

Purpose: to teach children to distinguish between boasting and joke-exaggeration; develop a negative attitude towards boasting, be able to express reproach towards the braggart in the correct form.

4. "Red Book"

.

Goal: to give children the concept of the “Red Book”

, connecting it with the nature of its region; show the role of man in nature conservation.

May

1. “Who are the wise men?”

Goal: to reveal the concept of “sage”

,
"wisdom"
;
to cause surprise at how much a person can know if he lives for a long time and learns something new all the time; teach children to be respectful .
2. “Can I bring my own toy to kindergarten?”

Goal: to develop empathy and attention to another child in children; prevent the occurrence of envy and gloating.

3. "Learning to forgive"

.

Goal: continue to teach children not to be offended over trifles, to distinguish between an accidental mistake and an intentional one and to react accordingly; develop self-control; learn to restrain negative impulses and avoid conflicts.

4. “The earth is our common home”

.

Goal: environmental consciousness in children to form a concept about good and unfavorable living conditions of living beings, depending on people’s attitude towards nature.

Examples of activities with preschoolers

The spiritual and moral education of preschool children within the framework of the Federal State Educational Standard in practice consists of successive classes, practices, and techniques. They are applicable both at home and in groups at a preschool institution.

Lesson "Family"

The teacher prepares handouts, compiles a questionnaire and organizes the children. After the introduction, the teacher asks the children questions about their parents, brothers or sisters. The teacher tells children about the importance of family, adjusting the information based on age.

Children dance in a circle and then sit on chairs. The teacher shows the children animal cards. Children guess who is whose mother. Completion of the lesson: after the teacher’s question, the children tell what they are called at home, what affectionate names they know.

Spring forest

This lesson introduces primary schoolchildren to the names of trees and natural features. At the beginning of the lesson, the teacher suggests going to the spring forest, but says that this will require using your imagination.

Lesson “Journey to the spring forest”

Children move to a location decorated with decorations and auxiliary materials. The teacher points to the models one by one and asks the children to name what they see. It is convenient to use a forester doll in this lesson, who will talk about the forest and give tasks.

Examples of tasks:

• draw a dandelion;
• remember the poem about spring;
• solve riddles;
• Bring the forester the objects he describes.

At the end of the lesson, the forester thanks the children for their knowledge and help. Separately, he gives a lecture on how important it is to protect the forest and appreciate nature.

Know yourself

The lesson is based on associative techniques. Analogies can be different designs, but it is most convenient to use the example of the structure of a car and the human body.

The teacher demonstrates the machine to the children, shows it in cross-section and asks them to say what the machine cannot work without. Children should gradually conclude that the car needs gasoline. The teacher draws an analogy with a person, tells how blood flows, asks to say what a person cannot live without.

The result of the lesson should be the formation of simple analytical thinking when children learn:

• compare animate and inanimate objects;
• draw analogies;
• take tasks not literally, but learn to reason and think abstractly.

Depending on the age of the children, you can ask arguments on different topics, supplementing it with more complex examples.

Fish

An interesting activity that introduces children not only to the characteristics of fish, but also teaches how to treat them with care. An aquarium is required for this activity. The teacher asks the children to formulate their questions for the fish and ask them through the wall of the aquarium.

Children must conclude that fish cannot talk. Then the teacher reads a letter on behalf of the fish, where it asks riddles and talks about its characteristics: the structure of the body, the presence of a tail, scales.

Integrated lesson “Water”

For the lesson you will need auxiliary materials: dolls and small basins of water.

First, the teacher conducts language and articulation gymnastics, where he asks the children to alternately touch their eyes, nose, ears, and forehead. Then he talks about how important it is to wash your face morning and evening. The cartoon “Moidodyr” can serve as demonstration material.

After this, the children, at the teacher’s command, begin to wash their dolls. They help each other in the process. The final stage is reading poetry, accompanied by active motor actions.

The teacher talks about how important water is for a person, what needs to be done to learn how to save resources , how it is customary in society to take care of nature in order to keep rivers and lakes clean.

Social and moral education of preschool children in preschool educational institutions and its role in personality development

Bibliographic description:

Sokolnikova, N. M. Social and moral education of preschool children in preschool educational institutions and its role in personality development / N. M. Sokolnikova. — Text: direct // Questions of preschool pedagogy. - 2022. - No. 10 (27). — P. 10-13. — URL: https://moluch.ru/th/1/archive/145/4589/ (access date: 01/18/2022).


As part of the implementation of the Federal State Educational Standard, the activities of preschool educational institutions are aimed at the comprehensive development of the child’s personality with subsequent adaptation in society. One of the priority areas of activity of our preschool educational institution is social and moral development, which involves the assimilation of norms and values ​​accepted in society, including moral and ethical values ​​[4].

In the moral education of preschoolers, the formation of humane relationships between children, emotional responsiveness, and empathy is very relevant. Raising a child and developing a personality in him is not an easy and very responsible task. A child’s entry into a social environment is a purposeful and active process. The child learns moral norms and values. His moral consciousness is formed, moral feelings develop, and behavioral habits are formed. These are components of social and moral education in modern conditions. Nowadays, a teacher, engaged in the social and moral education of children in modern conditions, is obliged to translate moral norms into rules that serve the child as regulators of his behavior, to ensure that the preschooler performs actions that, on the one hand, comply with these norms, and on the other hand correspond to the situations that arise in everyday life and containing moral meaning [2].

In particular, one of the tasks of this direction is the assimilation of norms and values ​​accepted in society, including moral and ethical values. Thus, moral education is part of the child’s social and communicative development.

Purposeful work in this direction has been carried out by teachers of our preschool educational institution for many years. The tasks of social and moral education of preschool children are:

1. Formation of the foundations of the moral qualities of the child’s personality, his initial ideas and emotions, and behavioral positions.
2. Formation of a careful attitude towards moral, ethical, and universal values.
3. Development of self-control and self-awareness of the child in order to comply with certain rules and standards accepted in society.

This leads to the main forms of interaction with children:

– Acquaintance with works of fiction, the plots of which reflect moral problems;

– Ethical conversations with moral content;

– Writing stories, fairy tales;

– Analysis and game design of problem situations.

The main forms of interaction with preschoolers are:

Introducing children to works of literature whose plots reflect moral problems. Learning opportunities increase significantly if you use integrated activities or use examples from the children’s own lives. It is necessary to include children in a variety of activities in which they gain concrete experience of moral actions and relationships.

An effective method for clarifying and systematizing the moral ideas of preschoolers is an ethical conversation. The content of ethical conversations consists of genuine life situations or situations that are described in a work of art, the behavior of people around them and the children themselves. Therefore, situational conversations with children about the states and experiences of heroes of literary works or heroes of real situations, and about the correctness of their actions are necessary.

The process of composing stories and fairy tales will become creative for both the teacher and the child if it is organized as a research, search activity. Such creative tasks will develop the child’s ability to think, reason, and encourage him to independently search for solutions and model his own behavior. Using specific examples, a preschooler can independently identify a violation of the norm of behavior and find a way to correct it. Then children will be able to come up with short stories on their own, incorporating the acquired knowledge into them.

Analysis and game design of problem situations is a practical activity, including game situations, role-playing games, dramatization games on moral topics, since moral ethics is formed in the unity of word and deed. The presence of moral elements in the game allows the teacher to introduce preschoolers to the spiritual values ​​of the world around them. Game models should be built in accordance with the interests and capabilities of children, with their social experience and age characteristics. When interacting with children, we try to adhere to the principles of humanistic pedagogy, namely:

– create an atmosphere conducive to the emergence of new ideas, instilling self-confidence and the desire to speak out;

– use children’s mistakes to form a new, positive outlook, rather than to judge.

In the groups of our preschool institution there are corners for the spiritual and moral education of children. Here you can find material that gives children an initial idea of ​​Orthodoxy: a selection of illustrations depicting churches and their architectural features, Orthodox calendars for children, fiction (Children's Bible, fairy tales, epics, legends), literature for parents and teachers, audio and video materials, demonstration and handout material for thematic events, card indexes with Russian folk outdoor games, albums with illustrations. Throughout the year, we regularly work on folk and Orthodox holidays, which we introduce children to - Christmas, Maslenitsa, Annunciation, Easter, Trinity, Transfiguration of the Lord. Corners of Belgorod studies have been created, in which materials are placed to introduce children to the “small homeland”, the nature of their native land, flora and fauna; outstanding people in our region. In our preschool educational institution we are trying to create all the necessary conditions for carrying out work in this direction, to increase our spiritual and moral potential and professional competence in matters of Orthodox education of preschoolers.

The harmonious development of a preschooler without the active participation of his parents in the educational process of a preschool educational institution is impossible. For parents, stands have been set up, including information about family traditions, literature for family reading, advisory material on the moral development of children are offered, and thematic exhibitions of photographs, crafts, and drawings are periodically held. Open demonstrations of organized activities “Lessons of Kindness” are organized, which allows us to master practical methods and techniques of working with children on moral education in various types of children's activities. In our kindergarten, children live in a cozy world of warmth and kindness, in a world of spirituality and fantasy. After all, all the best that begins to form in childhood will be reflected in later life and will have an exceptional impact on the subsequent development of a harmonious personality.

Thus, the effectiveness of the social and moral education of preschool children largely depends on the correct choice of means and methods of pedagogical work with children and on the interaction of the kindergarten with the parents of the students. The result of the moral education of preschool children is a morally integral personality (taking into account the child’s age) in the unity of her consciousness, feelings and socially valuable behavior [3].

Literature:

1. Bure R. S. Social and moral education of preschool children. For classes with children 3–7 years old. Toolkit. Federal State Educational Standard / R. S. Bure. M.: Mozaika-Sintez, 2015.
2. Melnikova N. Preschool age: on the initial formation of moral ideas and norms. // Preschool education. - 2006. No. 10. P. 82–85.
3. Miklyaeva N.V. Social and moral education of preschool children. - M.: TC Sfera, 2013.
4. Federal state educational standard for preschool education.

Key terms
(automatically generated)
: child, moral education, kindergarten, introducing children, game design, moral education of preschoolers, main form of interaction, situation, social and moral education of children, assimilation of norms.

Working with parents

The spiritual and moral education of preschool children according to the Federal State Educational Standard is impossible without close cooperation between the family and the kindergarten or center. Employees of preschool institutions are also interested in helping parents who find themselves in difficult life situations.

There are several forms of cooperation that are actively practiced.

Questioning

Conducting surveys on various topics makes it possible to study the characteristics of the family and draw up a social passport.

This technique is also practical. If it turns out that the family belongs to the disadvantaged category, then they begin to work with it using a different method.

Conducting parent meetings

These are mandatory accountable events. In recent years, so-called non-traditional parent meetings have become widespread, at which parents are invited to play games and complete quests.

Exhibitions showcasing the works of family creativity

A form of interaction when the teacher communicates not only with the child, but also with his family.

First, the teacher announces the theme of the exhibition, then collects the works and designs them. Those who actively participate are celebrated with various certificates and encouraged.

Conducting master classes for children with parents

These are thematic events to which they invite specialists or organize master classes on their own. The purpose of such events is to organize joint communication between the child and the parent.

Celebrations

This is a traditional technique when, by certain dates, children learn poetry and dances, parents buy costumes and organize tea parties. This practice has existed for a long time, but its forms are constantly changing in accordance with modern requirements.

They begin to prepare for the celebration of the “New Year” or “March 8” 1.5 months in advance. In addition, it is considered traditional for preschool educational institutions to hold the “Autumn Festival”, as well as to draw up a program of events dedicated to “May 9”.

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

Spiritual and moral education of children and parents

We all know well that the basis of spiritual and moral education is the spiritual culture of society, family, educational institution - the environment in which the child lives, in which his formation and development take place.
Where spirituality is understood as the value dimension of the highest principles: goodness, love, truth, justice, beauty, life, etc. As the priority of such values ​​as Motherland, family, duty, feat, etc. According to the definition of academician B. T. Likhachev, spirituality is this is a moral and aesthetic state of a person, expressed in commitment to such values ​​as freedom, humanism, social justice, truth, goodness, beauty, in an endless internal dialogue aimed at understanding the secrets of one’s purpose and the meaning of life. Morality is a complex socio-psychological formation, consisting of personal beliefs and emotional positions that “control” needs and motives and determine the interests of the individual, his spiritual appearance and way of life. Morality “sets” a person’s behavior from the inside, helps to resist the pressure of negative external influences and counteractions, which ensures a person’s self-respect. Therefore, morality can be defined as a conscious and developed conviction of the individual in the need to adhere to moral standards in relation to the world, people and oneself. Morality is a traditional meaningful form of social consciousness and relations, approved and supported by public opinion. Culture is, first of all, a system of values ​​enshrined in traditions. It is necessary to satisfy spiritual needs and search for life goals, meaning, ideals, and highest values. Today, more than ever, it is important to educate families in matters of spiritual and moral education. A variety of problems bring parents to a teacher-psychologist: difficulties in adapting a child to a preschool or school; difficulties in learning or communicating with adults and peers; violation of behavior, activity, attention, memory; increased child fatigue, motor disinhibition, fears and other neurotic conditions. There are a lot of requests regarding the parents’ divorce, the deterioration of the child’s mental state in the months following the divorce, the child’s inner life is accompanied by painful experiences at this time, many psychological problems arise, and existing problems become aggravated. A large proportion of violations in the development and behavior of children, as professional practice shows, have spiritual and moral roots. The traditional perception of parenthood and childhood is being lost, a third of children are born out of wedlock, while 20 years ago in Russia one child out of twenty was born. In most cases, these children receive less care, less material benefits; often - less love. The cult of success in life, material well-being, professional and social growth has led to a catastrophic decline in the social prestige of motherhood and fatherhood. Modern parents have neither physical nor mental strength left to raise children. Lacking the skills to share family life events with their child, most parents seek to “buy off” personal communication with their child with expensive gifts. And a son (daughter) needs unconditional love and attention. Children should feel that they are needed and wanted. And without understanding and taking into account the peculiarities of communication with children in each specific situation, spiritual progress is not possible either for us or for the children. Children's problems are our problems, and problems begin at home, in the family. This means they can be resolved there too. The most important task of parents should be the full and harmonious development of the child, enriching his inner world and maintaining emotional balance. To educate means to spend your time, your mental strength, and not at all money. To educate means to participate in the life of your child day after day, it means to live his thoughts and experiences. To educate means to form a model of behavior by example. Without example and guidance in goodness, a child loses the ability to develop as a person. The most important thing for raising children is that they see their parents living a great inner life. “A righteous mother is a stone fence, a father teaches his son no harm.” “The son imitates his father, and the daughter repeats her mother.” And what does a child who experiences a lack of warmth, participation, and sincere interest in him learn? Will he be sensitive to others: educators, teachers, peers, classmates? Or he will live by the law of the jungle - every man for himself! Moreover, by “buying off” their child with expensive gifts and entertainment, parents strengthen egocentrism in him, which gains truly shocking proportions by the school years. So, on the one hand, spiritual callousness, and on the other, spoiledness and permissiveness lead to terrifying situations and produce their terrifying results. Rather than listen to a sermon, I would rather look, And better guide me than show me the way. The eyes are smarter than the ears, they will understand everything without difficulty. Words are sometimes confusing, but examples are never. The best preacher is the one who has lived his faith. Good to see in action - this is the best of schools.
And if you show me everything, I will learn a lesson. The movement of hands is clearer to me than a stream of rapid words. It must be possible to believe both thoughts and words, But I’d rather see what you do yourself. In case I misunderstand your correct advice. But I will understand HOW you live, in truth or not. Of course, a lot depends on us specialists.
But from parents - even more. Without your participation and without your help, not even the most wonderful specialist will solve your child’s problems. Don't be afraid to ask for help. But be prepared to make efforts to overcome existing problems, make an informed, informed decision, and help specialists in the development, training, and correction of your child’s problems. Yes, turning to a psychologist is becoming more and more common every day. Fathers began to contact us more often. Divorced, and the wife does not allow him to meet with the child. The mother did not come home for four months. I was left alone with my 3-year-old child. I understand that the absence of a mother is seen as a negative factor, distorting the development of objective relationships, the need for affection, and one’s own image. . . , the formation of the “core of personality” is disrupted. Now the son is with his grandmother, goes to kindergarten. I am a father, I try to maintain calm in the family and instill spiritual values ​​in my son. And how many orphans, deprived of parental care, need psychological help? They have a sharply reduced possibility of new attachments to adults, and the development of the ability to establish close and dialogic relationships is sharply limited. Such children are immediately visible. Their characteristic feature is to lean on another person; unformed image of “I”, which manifests itself in the inability to imagine one’s qualities, much less evaluate them. Another important characteristic is an ambivalent, dual attitude towards oneself: on the one hand, low differentiation, a low degree of awareness of one’s Self, on the other, complete idealization. Unstable self-esteem is combined with the desire for power, significance, and superiority. However, subject to optimal, trusting efforts to communicate in the toy library with peers and adults, development opportunities become real. The child says about himself, although with great effort: “I am super sunshine, everyone is fine with me.” Leaving a baby to the mercy of fate is a terrible sin, an eclipse of the mind. Helping him in trouble with at least something is a rare chance to save souls. In spiritual and moral education, as in education in general, today the stereotype no longer works, according to which the activation of the family’s position is carried out only by informing parents about the successes and problems of the child, in the best case - through a psychologist - pedagogical education of parents . At consultations, the “Toy Library for Everyone”, and the Family Club, we develop the active moral consciousness of the child and parents, teach adults to respond to problems that arise in the development and behavior of their son (daughter), not with irritation and cruel treatment, but, on the contrary, with increased patience and love , wise instruction, heartfelt participation. We believe that the spiritual and moral education of children and parents is the most vital content of our work. So, you also need to be able to thank. If you just say to yourself in the background: “I am grateful to this life for everything that happens to me,” but at the same time a dozen more thoughts will flash through your head, then such “gratitude” is unlikely to help you. Therefore, first of all, we will learn to give thanks. Imagine a fishing line on which you string beautiful pearls and how they turn into a beautiful pearl necklace that you first put on in the morning and take off at night. But gradually you begin to forget to take it off and wear it for several days, and after a while you become one with it. And so you and a beautiful pearl necklace are inseparable from each other, and looking at you, people see only beauty, and it doesn’t matter whether the gentle radiance of pearls gives you this beauty, or whether it’s your graceful neck that emphasizes all the beauty and pristine nature of pearls. And so with gratitude. We will put each gratitude first on a fishing line that we will carry with us. Sometimes, while no one is looking, we will try on our still unfinished necklace at night, or during the day in front of the mirror. Sometimes you will forget to put it on, you will be lazy and you will find a lot of reasons and excuses why you don’t even want to think about your gratitude necklace today. But gradually, stringing pearl after pearl, it will begin to become more and more beautiful and attractive to you. And then there will come a moment when, having put it on, you simply forget to take it off, or don’t want to. And every day you will admire this necklace in the mirror in the morning. And during the day, when your mood begins to deteriorate, or it seems that everything is not going at all the way you wanted, or maybe everything is completely bad, you will, as if by chance, touch the necklace of gratitude and your deeds will immediately begin to seem you are not so bad. And the world will begin to shimmer and smile at you with a radiance of colors. In our version, the fishing line will be a beautiful notebook or diary, and the pearls will be every moment in life and every day for which it is worth thanking this Universe. So let's start stringing the first pearls of gratitude onto your beautiful necklace. Grab a pen and a nice notebook (or maybe just a blank piece of paper) and start writing down all the things you take for granted.

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Tips for parents

The spiritual and moral education of preschool children within the framework of the Federal State Educational Standard is not only the responsibility of educators. Much in the formation of skills and abilities depends on parents and the atmosphere within the family.

Leading teachers and psychologists formulated advice and recommendations for parents:

• Unconditional love. Experts in psychology and psychiatry never tire of repeating that every child should know that he is loved. You cannot impose on a preschooler a system where the love of parents must be earned.

Parental love is important for a child at any age.

• Explanations and reasoning. A preschool child asks a lot of questions. The parent must be consistently available to the child. If a child likes to reason and is interested in various scientific facts, then this interest needs to be stimulated.
• Absence of a system of immoral punishments. Corporal punishment for misdemeanors is a huge miscalculation. Data collected by psychologists and teachers confirm that receiving physical injuries in childhood affects the child’s future, inhibits his development, and leads to psychological problems.
• The presence of traditions and customs. Every family should have customs and traditions: for example, drinking tea with cake on the last day of summer, celebrating Children's Day, special traditions established for celebrating birthdays.

Much has been said about the influence of one's own example. Children are really receptive to what their parents do. If they see that mom and dad are doing their job with pleasure, although sometimes this is due to workload or stress, then they will not be dismissive of choosing their profession in the future.

In the case when parents come home, scold their bosses, and curse their professional activities, one cannot expect that the child will behave differently in the future. In addition, a good example for a preschooler is the attitude of relatives towards nature, animals, even traffic rules.

If a parent from early childhood focuses on the need to follow traffic rules, then in the future the child will not even think that it is possible to cross the road when the color is red.

The spiritual and moral education of preschoolers is a whole complex of activities that consist not only of a specially thought-out action plan, but of daily activities that sometimes seem unimportant to adults.

Within the framework of the Federal State Educational Standard, a special educational program is being implemented aimed at creating a special environment for the development of children. At the same time, parents must understand how important their contribution to education is, how great and unique their role is.