Spiritual and moral education in kindergarten. Moral education of a preschooler in the family and kindergarten

victoria proshkina
Spiritual and moral education of children in kindergarten

SPIRITUAL AND MORAL EDUCATION OF CHILDREN IN KINDERGARTEN.

Sl1 Russia, Motherland, native land ... Painfully familiar to every person words. But lately these necessary and dear words for every Russian person began to fade into the background. In our turbulent time, full of contradictions and anxieties, when familiar words have become "violence", "immorality", « lack of spirituality» We are seriously thinking about how today's preschoolers will grow up. The dominance of foreign words, songs, films, games contribute to the decline of interest in the history of their country, traditions and customs, national culture. Don't we get in the face modern preschoolers "lost generation" without any moral values?

preschool childhood- this is an important period in the life of a child, when a sense of one's own abilities, the need for independent activity, basic ideas about the world around him, good and evil in it, ideas about family life and native land.

Upbringing feelings of the child from the first years of life is an important pedagogical task. A child is not born good or evil, moral or immoral. What moral qualities will develop in a child depends primarily on the parents, teachers and adults around him, on how they bring up what impressions they will enrich. sl2

Let the child feel the beauty and admire it,

may images remain forever in his heart and memory,

in which the Motherland is embodied.

V. A. Sukhomlinsky

Childhood- the time of the development of all human forces, both mental and bodily, the acquisition of knowledge about the world around us, the formation of moral qualities and habits.

Systematic spiritual and moral education child from the first years of life provides him with adequate social development and harmonious formation of personality. sl3

Goals and objectives spiritual and moral education in the preschool educational institution:

main goal spiritual and moral education is the education of spiritually- the moral personality of the child, assistance in acquiring the moral demanded spiritual experience based on the traditions of Russian Provoslavia.

Considering the age characteristics children preschool age, as we have identified priority tasks the following:

Communion children to the traditional for Orthodox Russia spiritually-moral values.

Formation of civic consciousness, love for the motherland and the Russian people.

Formation of initial ideas about spiritually-moral values (honor, family. love, kindness, fidelity)

Formation of moral skills and habits (fairly evaluate the actions of people, be obedient, friendly, polite, benevolent)

I am working teacher at MKDO"Kurtamysh kindergarten No. 1 of a general developmental type".sl 4-8

In my work I use a variety of forms of work in different types activities:

1) Play is a child's natural companion, source joyful emotions with great educational force. Therefore, in our work we always turn to game: both didactic and folk. Folk games are an integral part spiritual and moral preschool education. They reflect the way of life of people, their work, way of life, national foundations, ideas of honor. The joy of movement is combined with spiritual enrichment of children. The peculiarity of folk games is that they, having moral basis, teach the baby to find harmony with the outside world. Toddlers develop a stable, interested, respectful attitude to culture home country creates an emotionally positive basis for the development spiritual and moral feelings. In terms of content, folk games are concise, expressive and accessible to the child. They cause active work of thought, contribute to the expansion of horizons, clarify ideas about the world around. Folk games in combination with others educational means are the basis for the formation of a harmoniously developed, active personality, combining spiritual wealth and physical perfection. Before the game, we talk about the culture and life of a particular people (Russian folk games “Geese-swans”, “At the bear in the forest”, etc.) sl 9

It will be unfair if we do not note the importance of didactic games in the formation spiritually-moral qualities of a preschooler. Feelings of respect and pride are instilled by didactic games with the national color: “Decorate clothes with a national pattern”, “Fold clothes”, “Sort patterns”, “Correct the mistake” (national dolls are dressed incorrectly for this people. Many word games use when education of spiritual and moral feelings. For example, games delicious words”(child with closed eyes determines who said polite word, "Flower beautiful words” (children insert their petals saying the magic word, “Share a smile”, “Glade of kindness”, “Praise a neighbor”, “My toy tells about me”, “I love my loved ones” (the child only shows with movements how he loves his loved ones).

2) Productive activity provides great opportunities for: w 10-14

Making crafts for relatives and birthdays (postcards for mothers and grandmothers by March 8, mother's day) postcards for dads on February 23, collective work on Victory Day, applications for orthodox holidays (Palm Sunday, Easter).

Exhibitions children's creativity as a result of artistic activities: drawing, applications, modeling.

Last year for reference children with a variety of environments peace: together with children and their parents, they collected and designed a collection "World of Postcards"., mini-museum "Russian hut".sl 15 I plan to continue this work, because I think that the work of creating mini-museums arouses in the child an interest in creating a composition, educates a sense of belonging to the life of the team, and encourages parents to participate in business kindergarten.

I spend a lot of time and attention instilling love for the motherland in children.

Optimal for spiritual and moral education in kindergarten is a seasonal holidays: w 16-23 in autumn - "Fair"; in winter - « New Year» , "Christmas", "Christmas", "Defenders of the Fatherland", "Maslenitsa"; spring- "Our Favorites", "Bird Festival", "Easter", "No one is forgotten and nothing is forgotten", "Birch name day"(Trinity, significant calendar dates, including Mother's Day, Defender of the Fatherland Day, March 8 and Victory Day. Family day. I do a lot of previous work for each holiday, this includes viewing illustrations, reading fiction, various exhibitions, preparation of gifts for guests, exhibitions of drawings "My mommy", "Give Mom Flowers", photo gallery "These are our mothers", an exhibition of works "Mom has golden hands", "Portrait of my dad" .

3) Theatrical activity allows you to embody moral feelings in simulated situations "Let's make it up", "How to Be a Hero"

A striking feature of the work on the formation spiritual and moral education to the cultural heritage and a sense of belonging to it is the initiation children to folk culture and life, folklore.

Reading folk and author's fairy tales, literary works about mother's love, her wisdom, sacrifice for the sake of her child, teaches the child to be attentive to the mother "Cuckoo" Nenets fairy tale "Ayoga"- Nanai fairy tale ....

- conversations: "There is no sweeter friend than mother" "Tell me about your mom"

Memorizing poems about mother

Joint events children and mothers.

The Russian cultural tradition sacredly preserves the images of the heroes-defenders of the Fatherland. baby consciousness copes with them easily and naturally. to. these are real historical figures, many character traits. From the stories of the teacher, literature, video films, children will learn about the epic Russian Muromets as a real historical person, about Dmitry Donskoy, the young Moscow prince who defeated the huge army of Mamai, on the Kulikovo field ....

A child from the first years of life should love his native land, culture with his heart and soul. what is called "take root in your native land".Preschool age, according to psychologists, is the best period for the formation of love for the small Motherland.

In our kindergarten draft sl 24 on civil-patriatic education"Introduction to the native city as a means of patriotic education in kindergarten»

Target:form u children preschool age patriotic attitude and feeling of love for one's family, city, nature. Upbringing dignity as a representative of his people, respect for the past, present, future native land.

During the implementation of the project, we solve the following tasks:

Formation of preschoolers' moral qualities of personality through familiarization with the city.

-upbringing preschoolers have feelings of respect and care for the Defenders of the Fatherland

Formation of the foundations of ecological culture, humane attitude to all living things.

Formation of artistic taste and love for beauty, development of creative abilities.

The project is long term. Implementation period 4 of the year:2016-2019. And covers four age periods children(junior, middle, senior, preparatory group) SL 25

The project is divided into four sections

1. My family (Family, kindergarten, professions)

2. This street, this house. (Streets, houses)

3. Particle small Russia. (Kurtamysh)

4. Our pantry (Wealth of the native land)

The project contains a description of each section and thematic plan by groups.

The expected result of the project implementation has been determined.

I organize targeted walks, city tours. ST 26 27Targeted observations and short story adult contributes to the fact that the child, without being overloaded with unnecessary information, gets vivid ideas about the object, about the history of our city. Most recently, we were on a field trip to the fire station. SL 28 A corner is decorated in the group "My beloved Kurtamysh" with the image of the sights of the city, a stand with state symbols.

important role in the development spiritually- the moral sphere of the child plays classical music, listening chimes. SL 29. We have the opportunity to listen to the ringing of bells, i.e. k. our children's The garden is located next to the Peter and Paul Church.

I believe that work is moral education helps to create the foundation for the formation of moral qualities in the future and prevents the child from accumulating negative experiences, prevents the development of undesirable skills and behavioral habits.

In Group children's garden, there are three mandatory rules:

You can not beat and offend people;

It is impossible to break and spoil the results of the work of others;

You can not take other people's personal belongings without permission.

In our kindergarten children live in a cozy world of warmth and kindness, in the world spirituality and fantasy. After all, all the best that will begin to form in kindergarten, will be reflected in later life and will have an exceptional impact on the future and spiritually the moral achievements of man.

Childhood always looking to the future with hope, no matter how bad the present is. And children are waiting for adults to show them the way that determines the right and worthy life for them.

Will we call them to the Light or leave them in the darkness of ignorance? Our tomorrow depends on it.

What prospects for the development of a preschooler should we strive for? SL 31

In conclusion, I propose to make "Model kindergarten student» .

self-confident;

inquisitive, active;

capable of volitional efforts;

independent;

initiative;

ready to take responsibility for their actions;

benevolent, emotionally responsive

respectful of the family and society;

physically developed, having mastered the basic cultural and hygienic skills;

communicative;

having mastered the prerequisites for learning activities.

We are responsible for our children's childhood was happy.

Moral education of a preschooler in the family and kindergarten

The content of moral education is the formation of such moral qualities of a preschooler as: respect for elders, friendly relations with peers, the ability to respond accordingly to the grief and joy of other people, to achieve an effective manifestation of humane feelings and relationships, their social orientation, the education of the principles of responsibility. Among them, two directions can be distinguished: the creation of conditions for practical experience and the formation of correct moral assessments. As a result of thismoral education childbegins to act not because he wants to earn the approval of an adult, but because he considers it necessary to observe the very norm of behavior, as important rule in relationships between people. The formation of the personality of the child occurs initially in the family. After all, family is small team, based on the principles of cooperation and mutual assistance, where children learn the art of living among people, loving them, feeling for themselves and showing attention and kindness to others. An important role in the upbringing of children is played by the general way of life of the family: equality of spouses, organization family life, the correct relationship between family members, the general tone of goodwill, mutual respect and care, the atmosphere of patriotism, diligence, general order and family traditions, the unity of the requirements of adults to the child. Family life should be organized in such a way that not only material needs, but also spiritual needs are more fully satisfied and developed.

There are several types of families and models of family relationships. Eat dysfunctional families, incomplete families. Often these families created unfavourable conditions for the development of the child, his moral qualities, and therefore most of the functions of raising and educating children in this family are assumed by the preschool educational institution. The kindergarten, replacing the family, more precisely, instead of the family, began to solve the problems of the socialization of the individual. At the present time, even complete, harmonious, organized families, prosperous, with material wealth, cannot always devote proper time to their child. To nurture moral qualities in a child, it is necessary to work closely and cooperate with the family. Cooperation between the educational institution and the family is one of the most important tasks of the socialization of the child in society. It is necessary to create conditions so that the child, based on examples from experience, develops an awareness and understanding of what is good and what is bad, so that he can independently form and have ideas about moral qualities, such as: greed, friendship and many others. This attitude to the fundamental concepts of our life continues to form in the future as we grow older. The main helper of the child on this path is an adult who concrete examples behavior and lays in the child the basic moral norms of behavior. If examples from the experience of the child, his close environment are of a negative nature, then it is not necessary to expect developed high moral qualities from him. The first task of parents is to help the preschooler identify the objects of his feelings and make them socially valuable. Feelings allow a person to experience satisfaction after doing the right thing or make us feel remorse if moral standards have been violated. The basis of such feelings is laid in childhood, and the task of parents is to help their child in this. Discuss moral issues with him. Strive for the formation of a clear system of values so that the baby understands which actions are unacceptable and which are desirable and approved by society. Effective moral education is impossible without discussing with the child the moral side of the actions of other people, characters of works of art, expressing his approval of his moral actions in the most understandable way for the child.

One of the important tasks of the kindergarten for social and moral education is to establish close connection with a family. The family and the preschool institution are two important institutions of the child's socialization. And although their educational functions are different, for comprehensive development the child needs their interaction (Appendix No. 1 "Algorithm of interaction with the family"). The need to involve the family in the process of familiarizing preschoolers with the social environment is explained by the special pedagogical opportunities that the family has and which cannot be replaced by a preschool institution: love and affection for children, emotional and moral richness of relationships, their social, and not egoistic orientation. All this creates favorable conditions for the education of higher moral feelings.

The kindergarten in its work with the family should rely on parents not only as assistants children's institution but as equal participants in the formation of a child's personality. Therefore, the close relationship between the teaching staff, children and parents is so important. It is from joint work, from the unity of opinions on the main issues of raising children, that the child will grow up. Only under this condition is it possible to educate a whole personality.

Since, as he develops, the child tries on various social roles, each of which will allow him to prepare for the implementation of various social duties - a student, team captain, friend, son or daughter. Each of these roles is of great importance in the formation of social intelligence and involves the development of their own moral qualities: justice, responsiveness, kindness, tenderness, care for loved ones. And the more diverse the repertoire of the roles of the baby, the more moral principles he will get acquainted with and the richer his personality will be.

Joint forms of work of the kindergarten and parents on the formation of moral qualities

Working with the family is an important and complex aspect of the activities of the educator and other employees of the preschool institution. It is aimed at solving the following problems:

Establishing unity in the upbringing of children;

Pedagogical education of parents;

Study and dissemination excellence family education;

Familiarization of parents with the life and work of a preschool institution.

Unity in the upbringing of children ensures the development correct behavior children, accelerates the process of mastering skills, knowledge and skills, contributes to the growth of the authority of adults - parents and educators in the eyes of the child. The basis of this unity is pedagogical knowledge parents, their awareness of the work of preschool institutions.

The family is an institution of primary socialization. Kindergarten is part of the indirect, or formal, environment of the child and is an institution of secondary socialization. All stages of the socialization process are closely interconnected.

At present, no one doubts the need for public preschool education. Relations between a preschool institution and a family should be based on cooperation and interaction, provided that the kindergarten is open inwards (involving parents in the educational process of the kindergarten) and outwards (collaboration of preschool educational institutions with those located on its territory social institutions: general education, music, sports schools, libraries).

Involve parents in activities that promote joint activities parents and children. It is necessary to widely apply both group and individual forms of work with parents:

conversations;

consultations: "Education of independence and responsibility", "How to organize the work of children at home";

joint competitions: "Gifts of Autumn", "My Herbarium" crafts from natural material, handicrafts from vegetables, seasonal exhibitions joint work"Christmas toys";

joint work of children and parents on the topics: “My family”, “ Sport family", "How I spent summer". A photo album is drawn up, to which the guys then constantly turn, show each other photos of their family. Children share their impressions, learn to listen to each other, show interest in the interlocutor. This can be reinforced in the form of a family project activities on the topic "Me and my whole family." This parent-child project is long-term and includes: “My family tree”, “My family tree”, “Family coat of arms”, “Family motto”, customs and traditions of the family. The main goal is to cultivate love for one's relatives, family;

leisure, holidays: "Mother's Day", "Dad, mom, me - Friendly family”,“ Fun starts ”;

assignments for parents;

General consultations, group and general parent meetings, conferences, exhibitions, lectures, circles are organized for a team of parents; information and thematic stands, photo montages are made; evenings of questions and answers, meetings at the round table are held.

In older groups, perhaps, the organization of a variety of joint activities of teachers, children and parents. IN folklore holidays and entertainment, where parents are happy to participate. Thanks to such holidays and entertainment, both children and parents become familiar with the origins of folk art, the history of their people, their traditions. Perhaps the creation of mini museums, for example, "Russian hut", "Museum of dolls", where children can get acquainted with national costumes, antique furniture, utensils, tools, thereby joining the origins of folk culture.

Most active parents at the end of the year for parent meetings hand out certificates Thanksgiving letters from the administration of the preschool.

Also promote knowledge about social and moral education through a system of visual agitation:

Informational and fact-finding:through information stands, familiarization of parents with the preschool institution itself, the features of its work, with teachers involved in raising children.Information and educational:is aimed at enriching parents' knowledge about the features of the development and upbringing of preschool children.

Moral education is the education in children of high spiritual and moral principles, a sense of patriotism for the Motherland, a special regulation of the ways of thinking and behavior adopted in civil society.

The first experience of working on the structure of behavior and on the formation of moral principles begins in kindergarten, when adults give the first lessons to preschoolers. Kindergarten teacher with early years instills in children love for the Motherland, thrift and respect for human labor, goodwill in relationships, teaches activity and initiative, independence in actions, mutual assistance and mutual assistance, disinterestedness.
Research scientists to study the psychology and capabilities of preschoolers shows that preschool children have great potential in the education of their morality. Children's consciousness is able to control their behavioral abilities, such as the activity of behavior, independence in their actions and choices, the manifestation of a certain interest in the environment.

Older preschoolers are capable of collectivization, where partnerships are already manifested in their joint actions. How more baby sees the right actions and deeds, and also hears the positive more often, the higher it is - this is the main task of educators.

The child should develop positive habits and motives for moral behavior.

Everything that the child sees and hears that carries a negative character and negative actions, is also deposited in the child's mind and harms his morality.

Children like to communicate with adults, with frequent communication they have a feeling of love and affection, children are happy to carry out instructions, try to please and do something pleasant for adults.

Preschoolers tend to show emotional responsiveness in relation to the reaction of adults to good and bad children's actions. When children are scolded, they are worried and upset; when they are praised, they smile and rejoice. Such responsiveness is the basis of formation.

Preschoolers, due to their age, experience joyful or sad feelings not only for themselves, but also for their peers. They are able to rejoice and grieve for their comrades out of a sense of solidarity, which leads to effective actions to provide moral support. Preschoolers do not know how to be cunning or cunning, their feelings are sincere and not fake.

In a kindergarten, one can observe a picture when one of the children got hurt or hit, and peers gather around him and sadly pity him.

Moral feelings acquire their consciousness closer to middle age, they are able to appreciate the work of other people, they are able to show feelings of love for home and edge.

By the age of six, children begin to form a sense of self-esteem, a sense of duty, they recognize the justice of actions, and feelings of respect towards other people are manifested. Children of this age begin to approach tasks and assignments with full responsibility.

The task of kindergarten teachers is not to miss the time when children show the ability to educate moral feelings, instill in children love for their native land and the country in which children were born and live, and also teach them to respect people of other nationalities and their culture.

One of the children's features is imitation, but children do not recognize and do not understand the morality of their actions, and this can be fixed in the minds of negative life experiences.

In this regard, there is a task for parents and educators to protect preschoolers from objects and situations of imitation that carry immorality of feelings and behavior and from such life experience.

It is very important to teach the child simple things such as: benevolence - respect adults, support a good relationship with peers, thrift, courtesy, friendliness, cultural behavior.

With the initial skills acquired, the child is closer to the senior preschool age, will learn to comprehend his actions and behavior, moral behavior will become the norm of the life of a preschooler and will become his companion in further development.

The Importance of Moral Principles in the Mind of a Child

In order for moral principles to be more firmly fixed in the mind of the child, the kindergarten teacher should teach preschoolers using specific examples, and in order for the child to show interest in the learning process, they should make wider use of the possibilities of the playing field, use games, scenes, fairy tales, cartoons, etc.

The most widespread work in this direction was in kindergartens of the Soviet Union. IN modern Russia for whole decades this work was left to chance, and now again people have come to the realization that it is time to resume educational processes and it is time to start teaching people morality again.

Moral issues should be included in kindergarten programs throughout educational process. Moral education should be reflected and find a place even in creative activities: thematic drawings, songs, modeling, and so on.

First of all, an appropriate contact should be established between the educator, the child and the parents, their goals and objectives should be the same.

The team is the most effective means of education and therefore it is not worth keeping children until school as a recluse at home in the care of a grandmother or a nurse - a kindergarten is the most suitable area for educational activities.

In a team, the child is capable of demonstrating his knowledge, sharing it with his comrades, and adopting positive experience from his peers.

In kindergarten, children understand that collectively and together it is possible to achieve a common goal and accomplish more tasks than alone. For example, making a snowman is beyond the power of one child, but with a close-knit and friendly group it will take only about an hour, or even less.

Lively children in the group become more humble, shy children become more sociable. In his activities, the educator must be demanding, but not rude, be able to select compromises in disputes - this is also part of moral education and an example to follow.

Kindergarten discipline should not stifle initiative and positive emotions. The teacher can afford this if he himself is restrained and patient with the children. The child should feel and see only positive emotions on the face of the teacher.

The moral education of preschool children in kindergarten is aimed at educating moral qualities in various forms activities. Wherein great attention teachers pay attention to the personal development of children.

Various thematic events are often held in kindergarten, during which children learn the moral and moral aspects of behavior in a group of peers and with adults.

Moral conversations with children, both in kindergarten and in a family setting, help kids understand why they need to behave in one way or another.

A good means of moral education of preschoolers is a fairy tale. deeds fairytale heroes tell preschoolers what to expect in case of immoral behavior.

Moral education of preschoolers in kindergarten and its role in personality development

Moral education covers the overall development of the child's personality, it is also aimed at the formation special feelings preschooler, and on his consciousness, and on the regulation of behavioral habits.

Like all types of education, the same form is applied here - from easy tasks to more complex ones.

In addition, the educator must take into account the fact that the child should not perceive him as a dictator or commander, each of the children must be approached in such a way that they themselves form an idea of morality in their minds, otherwise the children will form a wrong idea of morality, they will learn either obey or conform.

The educator should establish ties more closely with the parents of the children of his group for a more effective course of the upbringing process.

The activity of the educator depends not only on direct contacts with children, but also on solving a common problem, developing recommendations for parents with general principles moral education of preschool children.

In addressing these issues, there should be a policy individual education preschoolers, for this you need to know the individual abilities and skills of each pupil, his psychophysiological characteristics.

Moral education of children in the preschool educational institution.

“Morality is an internal, spiritual quality,

by which man is guided

ethical standards, rules of conduct,

defined by these qualities.

S.I. Ozhogov.

“Good-natured, virtuous, well-behaved, in agreement with conscience, with the laws of truth, with the dignity of a person, with the duty of an honest and pure in heart citizen. This is a man - moral, pure and impeccable morality. V.I.Dal.

At present, the problem of the moral education of children of all ages is extremely acute for society, the pedagogical community is again trying to understand how to inculcate modern children moral and spiritual values. Today, a huge amount of information falls upon a child from birth: the media, school, kindergarten, cinema, the Internet - all this rather contributes to the erosion of moral standards and makes us think very seriously about the problem of effective moral education of our own baby.

Features of the moral education of preschoolers. A child who is able to correctly assess and understand the feelings and emotions of another person, for whom the concepts of friendship, justice, compassion, kindness, love are not an empty phrase, has a much higher level emotional development, has no problems in communicating with others, he is much more stable stressful situations and does not lend itself negative impact from the outside.

The moral education of preschool children is especially important, because it is at preschool age that a child is especially receptive to the assimilation of moral norms and requirements. This is one of the very important aspects of the process of shaping the personality of the child.

Spiritual and moral education- this is the formation of a value attitude to life, which ensures the sustainable, harmonious development of a person, including the cultivation of a sense of duty, justice, responsibility and other qualities that can give a high meaning to a person’s deeds and thoughts. The problem of spiritual and moral education of the growing generation has always been and will be relevant. The task of raising the younger generation to be kind, honest, hardworking was not only before our fathers and grandfathers, but also in all previous centuries and millennia. Modern Russian society is acutely experiencing a spiritual crisis - moral ideals. Today, each of us understands the need for the revival and development of the spiritual traditions of our Fatherland.

In this regard, the key role of the kindergarten- creation of optimal conditions for the comprehensive development of the spiritual and moral potential of preschoolers through the harmonious construction of a holistic pedagogical process in a preschool institution based on the ethno-cultural values of the native land. At preschool age, the foundations of personality are laid; it is preschool childhood, which is characterized by emotional and sensory perception of reality, that is favorable for moral and aesthetic education. Nowadays, material values dominate over spiritual ones, so children's ideas about kindness, mercy, generosity, justice, citizenship and patriotism are distorted. High level juvenile delinquency is caused by a general increase in aggressiveness and cruelty in society. Children are distinguished by emotional, strong-willed and spiritual immaturity. Since in our country, parents, due to their employment, solving urgent problems, prefer public education and from 1.5 years old, or even earlier, send their children to kindergartens, it is modern preschool institutions are called upon to play a leading role in shaping the foundations of the spiritual orientation and moral behavior of children. It is the younger age that is called the "golden time" of spiritual and personal development. At preschool age there is an active accumulation moral experience, and the appeal to spiritual life begins - also at preschool age - with moral self-determination and the formation of self-consciousness. Systematic spiritual and moral education of a child from the first years of life ensures its adequate social development and harmonious formation of personality. An adult person in the course of later life expands and deepens what has developed in his soul over the period of the first seven years. It is at this age that the main personality traits and character of a person are formed.

In other words, the spiritual and moral education of schoolchildren and children early age can be viewed as a continuous process of assimilation by them of patterns of behavior established in society, which will further regulate its actions. As a result of such moral education, the child begins to act not because he wants to earn the approval of an adult, but because he considers it necessary to observe the very norm of behavior, as an important rule in relations between people.

IN younger age the core that will determine the moral education of the child's personality is the establishment of humanistic relations between children, reliance on their feelings, emotional responsiveness. In a child's life, emotions play a very important role, they help to react to the surrounding reality and form their attitude towards it. As the baby grows, the world of his emotions develops, becomes more diverse and richer.

The moral education of preschool children is determined by the fact that during this period the baby learns the language of emotions and feelings, he masters the forms of expression of his experiences accepted in society using all kinds of verbal and non-verbal means. At the same time, the child learns to restrain himself from expressing his feelings too violently or abruptly. Unlike a two-year-old, a five-year-old baby can already hide his fear or hold back his tears. He masters the science of controlling his emotions, learns to clothe them in the form accepted in society. Use your feelings consciously.

The formation of the preschooler's emotional environment is closely connected with his moral upbringing and has its own dynamics. So the baby, based on examples from experience, adds up an understanding of what is good and what is bad, forms his attitude to greed, friendship, etc. This attitude to the fundamental concepts of our life continues to form in the future as he grows up. The main helper of the child on this path is an adult who, with concrete examples of his behavior, lays in the child the basic moral norms of behavior. So, moral education at preschool age is determined by the fact that the child forms the very first moral assessments and judgments. He begins to understand what a moral norm is and forms his attitude towards it, which, however, does not always ensure its observance in real actions.

The moral education of children takes place throughout their lives, and the environment in which they develop and grow plays a decisive role in the formation of a child's morality. Therefore, it is impossible to overestimate the importance of the family in the moral education of preschoolers. The ways of behavior adopted in the family are very quickly absorbed by the child and are perceived by him, as a rule, as a generally accepted norm. The first task of parents is to help the preschooler identify the objects of his feelings and make them socially valuable. Feelings allow a person to experience satisfaction after doing the right thing or make us feel remorse if moral standards have been violated. The basis of such feelings is laid in childhood, and the task of parents is to help their child in this. Discuss moral issues with him. Strive for the formation of a clear system of values so that the baby understands which actions are unacceptable and which are desirable and approved by society.

Effective moral education is impossible without discussing with the child the moral side of the actions of other people, characters of works of art, expressing his approval of his moral actions in the most understandable way for the child. Children in communication form the ability to express their feelings, evaluate them, develop the ability to empathize and sympathy, which is very important in the moral upbringing of the baby.

The inability to express one's emotions, to understand the feelings of others can lead to the formation of "communicative deafness", which can cause conflicts between the child and other children and negatively affect the process of forming his personality. Therefore, another very important direction in the moral education of children is to develop their abilities for empathy (sympathy). It is important to constantly draw the child's attention to what experiences he is experiencing, what the people around him feel, to enrich the baby's vocabulary with various words expressing experiences, emotions, feelings.

As he develops, the child tries on various social roles, each of which will allow him to prepare for various social duties - a student, team captain, friend, son or daughter, etc. Each of these roles is of great importance in the formation of social intelligence and involves the development of their own moral qualities: justice, responsiveness, kindness, tenderness, care, etc. And the more diverse the repertoire of the roles of the baby, the more moral principles he will get acquainted with and the richer his personality will be.

The strategy of moral education in kindergarten and at home should be directed not only to awareness of one's feelings and experiences, to the assimilation of social significant rules and norms of behavior, but also on the development of a sense of community with other people, the formation of a positive attitude towards people in general. And such a task of moral education of children at preschool age can be solved by the game. It is in the game that the baby gets acquainted with different types of activities, masters new ones for himself. social roles, improves communication skills, learns to express his feelings and understand the emotions of other people, finds himself in a situation where cooperation and mutual assistance are needed, accumulates an initial bank of moral ideas and tries to correlate them with his actions, learns to follow learned moral standards and independently make a moral choice.

Speech at the pedagogical council.

Subject: " Spiritual and moral education in kindergarten "

16.04.2015

Kindergarten №588

Novikova Galina Alekseevna

Spiritual and moral education in kindergarten

Spiritual and moral education in kindergarten is an integral part of the comprehensive education of the child, a necessary prerequisite for the revival of national culture; a qualitatively new stage of spiritual and moral education in kindergarten is the integration of its content into the daily life of children, into all types of children's activities and traditional methods of preschool education.

Childhood - the time of development of all human forces, both mental and bodily, the acquisition of knowledge about the world around us, the formation of moral skills and habits. At preschool age, there is an active accumulation of moral experience, and an appeal to spiritual life. Systematic spiritual and moral education of a child from the first years of life ensures its adequate social development and harmonious formation of personality.

Purpose of education:

To lay the foundations of a spiritual and moral personality with an active life position, the ability for perfection and harmonious interaction with other people.

To educate in children mercy, compassion, the ability to forgive insults, the desire to help those in need, to be tolerant, peaceful in relationships with everyone.

To teach to be an example for others not in words, but in deeds, to avoid evil, envy - to be content with what you have, to be able to ask for forgiveness, to act honestly, never to do to others what you do not want for yourself.

Contribute to the preservation of purity, chastity.

Arouse interest in the study of Orthodoxy among educators and parents, thereby opening the way to spiritual improvement and knowledge of the national culture.

Tasks:

Bring up patriotic feelings linking different generations.

accustom to ethical standards behavior and self-discipline.

Improve artistic taste, develop creative potential every child.

To form artistic and speech skills, replenish the vocabulary of children.

To educate spiritual and moral feelings, revealing the meaning of Orthodoxy in a person's life, as an action of love, kindness, humanity, unity.

Orient the family to the spiritual and moral education of children, familiarize parents with the basics of Orthodox pedagogy and psychology, form ideas about the forms of family life.

The upbringing of a spiritual personality is possible only through the joint efforts of the family, educational institution and the state. One of the problems of modern education is that the historical continuity of generations is not respected in the process of education. Children are deprived of the opportunity to take an example from people who lived in the past, they do not know from the point of view of what truths past generations solved the problems that arose before them, which served as a beacon and a source of creation for them.

The attempts made to date to educate a spiritual and moral personality show that the weakest place in this activity is the family. Many parents simply do not know that it is precisely at preschool age that the assimilation of social norms, moral requirements and patterns of behavior based on imitation takes place. Therefore, it is necessary to help parents realize (without imposing) that, first of all, moral spiritual values and customs, honored and revered by the ancestors, should be preserved and transmitted in the family, and that it is the parents who are responsible for raising children.

A characteristic feature of the work on the formation of a spiritual and moral attitude to cultural heritage and a sense of belonging to it is the familiarization of children with peasant culture and life. Peasant art enters life modern child together with folk song, a fairy tale, an epic, that's why it is so close to him and understandable. Kindergarten teachers, together with parents, museum workers, help children get an idea of different types of folk art and experience the attitude towards them in a productive, gaming activity. Acquaintance of a child with folk art develops his taste and careful attitude to material values created by previous generations.

Most of the time the child spends outside the home, in preschool educational institution. Therefore, the moral education of preschool children falls on the shoulders of educators. Recommended:

Reading by telling, bearing spiritual meaning and discussion with the children of the material read.
visit art galleries and museums. Including regional ones, in order to get acquainted with the local history and biography of famous people.
Consideration of reproductions and objects of art.
Conducting educational games.
Staging mini-performances based on fairy tales. Discuss the actions of the characters.

The verbal method is considered the most effective in the process of moral education in preschool age. It includes:

Reading literary works by the educator.
Reading poems by teacher and children.
Conducting dialogues with children.
Children's answers to the teacher's questions and vice versa.
Didactic, role-playing and sedentary games.
Riddles game.
Drawing up stories for children according to illustrations and diagrams.
Analysis of life situations.
Holding theme nights and quizzes.

Optimal for spiritual and moral education in kindergarten is the holding of seasonal musical and game holidays: in the fall - "Fair"; in winter - "New Year", "Christmas", "Christmas", "Defenders of the Fatherland", "Shrovetide"; in the spring - “Our Beloved”, “Bird Festival”, “Easter”, “No one is forgotten and nothing is forgotten”, “Birch name day” (Trinity). Children of senior preschool age get an idea about the material from which objects of folk arts and crafts are made. Teachers involve children in the process of making folk toys and other items, during which children acquire skills in working with artistic material and the habit of making things pleasant and useful for people with their own hands. This work introduces children to the folk costume. This is very important, as it allows us to show the continuous connection between generations and the connection between the art of costume making and the spiritual traditions of the people.

Introduce children to folk costumes. With older preschoolers, classify it according to belonging: festive, everyday; for women, girls; female Male. Introduce the decor of the costume, the material of jewelry: pearls, beads, multi-colored glass, etc. Help children see beauty in a joyful range of colors and try to portray it in a productive way. creative activity. Children can decorate the female people with decor: a suit, a male blouse, etc. (in a drawing, applications.) The subject of knowledge of folk culture is architecture as part of folk art associated with traditional folk culture and the natural environment.

Give an idea of a wooden house with carved architraves and a modern brick house. Compare the house of the great-grandmother and the house in which they live. Find commonalities and differences between them.

Children of senior preschool age receive new knowledge: about the architecture of the ancient and modern city (village); about a rural log house, a painted tower; city house; wood carving; religious buildings (cathedrals, churches), their appearance and decorations, etc. Get acquainted with the proverb “ Good job lives for two centuries. A person dies, and his work, done with love, remains to live for a long time, his grandchildren and great-grandchildren take care of him.

Together with parents, I expand the circle of introducing children to oral folk art. To acquaint older preschoolers with fairy tales, aphorisms, proverbs, sayings, folk signs, heroic epic.

The game is a natural companion of a child's life, a source of joyful emotions, which has great educational power. Therefore, in our work we always turn to the game: both didactic and folk. Folk games are an integral part of the spiritual and moral education of preschoolers. They reflect the way of life of people, their work, way of life, national foundations, ideas of honor. The joy of movement is combined with the spiritual enrichment of children. The peculiarity of folk games is that they, having a moral basis, teach the baby to find harmony with the outside world. Children form a stable, interested, respectful attitude to the culture of their native country, an emotionally positive basis is created for the development of spiritual and moral feelings. In terms of content, folk games are concise, expressive and accessible to the child. They cause active work of thought, contribute to the expansion of horizons, clarify ideas about the world around. Folk games in combination with other educational means are the basis for the formation of a harmoniously developed, active personality, combining spiritual wealth and physical perfection. Before the game, tell about the culture and life of a particular people (Russian folk games “Geese-swans”, “At the bear in the forest”; Khakass folk game “Wolf in the flock”, etc.)

Feelings of respect and pride are instilled by didactic games with a national flavor: “Decorate clothes with a national pattern”, “Fold clothes”, “Mashenka and Gulchechek’s house”, “Sort patterns”, “Correct the mistake” (national dolls are dressed incorrectly). A cycle of didactic games around the native city helps to form a feeling of love for the Motherland based on the study of national cultural traditions. “Patterns of the hometown”, “Make no mistake”, “Do you know?” (city celebrities), “Travel around the city”, “Where is the monument?” “Birds of our city”, “Collect the whole”, “Mysteries about the city”, “Does it happen or not?” help in the development of love for the native land, pride in belonging to this people. Many word games are used in the education of spiritual and moral feelings. For example, the games “Tasty words” (a child with closed eyes determines who said a polite word), “A flower of beautiful words” (children insert their petals while saying the magic word), “Share a smile”, “Glade of kindness”, “Praise your neighbor”, “My toy tells about me”, “I love my loved ones” (the child only shows with movements how he loves his loved ones).

Games aimed at a friendly attitude towards peers, a humane attitude towards people

The game "Life in the Forest" Educator (sits on the carpet, seating children around him). Imagine that you are in a forest and speak different languages. But you need to somehow communicate with each other. How to do it? How to ask about something, how to express your benevolent attitude without uttering a word? To ask a question, how are you, clap your palm on the palm of a friend (show). To answer that everything is fine, we tilt our heads to his shoulder; want to express friendship and love - affectionately pat on the head (show). Ready? Then they started. It's early morning now, the sun has come out, you just woke up... The teacher unfolds the further course of the game arbitrarily, making sure that the children do not talk to each other.

The game "Ants" Educator (seating the children around him). Have any of you seen an anthill in the forest, inside which life is seething day and night? late autumn When the cold comes, the ants gather together to fall asleep in their warm house. They sleep so soundly that they are not afraid of snow, blizzards, or frosts. The anthill wakes up with the onset of spring, when the first warm rays of the sun begin to break through a thick layer of needles. But before starting their usual working life, the ants throw a huge feast. I have such a proposal: let's play the role of ants on a joyful day of the holiday. Let's show how the ants greet each other, rejoicing at the arrival of spring, how they talk about what they dreamed about all winter. Just remember that ants can't talk. Therefore, we will communicate with gestures. (The teacher and children play out the story with pantomime and actions, ending with a round dance and dancing.)

The game "Good elves" Educator (sits on the carpet, seating the children around him). Once upon a time, people, fighting for survival, were forced to work day and night. Of course they were very tired. The good elves took pity on them. With the onset of night, they began to fly to people and, gently stroking them, affectionately lull kind words. And people fell asleep. And in the morning, full of strength, with redoubled energy, they set to work. Now we will play the roles of ancient people and good elves. Those who sit on right hand from me, they will play the roles of these workers, and those on the left will play the roles of elves. Then we will switch roles. So the night has come. Exhausted from fatigue, people continue to work, and good elves arrive and lull them to sleep ... A wordless action is played out.

Shadow theater gameEducator: Have you paid attention to how on a bright sunny day your own shadow relentlessly follows you, exactly repeating, copying all your movements? Whether you walk, run, jump, she is with you all the time. And if you are walking or playing with someone, then your shadow, as if making friends with the shadow of your companion, again repeats everything exactly, but without talking, without making a single sound. She does everything silently. Imagine that we are our shadows. We will walk around the room, look at each other, try to communicate with each other, and then together we will build something from imaginary cubes. But how? We will move quietly, quietly, without making a single sound. So let's get started! Together with an adult, children silently move around the room, look at each other, shake hands. Then, following his example, a tower is built from imaginary cubes. The success of the game depends on the imagination of the teacher.