The concept of moral education. Moral education of preschool children: basics, means, methods

The concept of " moral education»

Education - behavioral skills instilled in the family, school, environment and manifested in public life.

Morality - the rules that determine behavior, spiritual and mental qualities necessary for a person in society, as well as the implementation of these rules, behavior.

Morality - the rules of morality, as well as morality itself.

What is moral education?

V. A. Sukhomlinsky notes that education is the gradual enrichment of the child with knowledge, skills, experience, it is the development of the mind and the formation of attitudes towards good and evil, preparation for the fight against everything that goes against the moral principles accepted in society. By definition, V.A. Sukhomlinsky, the essence of the process of moral education is that moral ideas become the property of each pupil, turn into norms and rules of behavior. The main content of the moral education of V.A. Sukhomlinsky considered the formation of such personality traits as ideology, humanism, citizenship, responsibility, diligence, nobility and the ability to manage oneself.

Morality is the limit of what is permitted by conscience. And there is no upper limit, upwards - spirituality, it is endless ... A person has any choices, except for those that are associated with difficulties for another person ... There will be moral education - the child will perceive the rules of cultural behavior from the environment surrounding him, take an example from his parents ... There will be morality , there will almost certainly be spirituality; if there is no morality, there will be nothing, no upbringing.”

Moral values, guidelines and beliefs of the individual are in the family. The family is a special kind of collective that plays the main, long-term and most important role in education.

The outstanding philosopher V. V. Rozanov noted: “... only the family, only it alone can educate the most essential aspects of culture in children, instill its most spiritualized, ethereal particles ...”.

"Spiritual Atmosphere" healthy family is designed to instill in the child the need for pure love, a propensity for courageous sincerity and the ability for calm and dignified discipline, ”wrote the philosopher I. A. Ilyin in 1962.

Researcher of the problem of moral education of children in the family S.I. Varyukhina notes that “among many valuable human qualities, kindness is the main indicator of human development in a person ... The concept” a kind person' is very complex. It includes a variety of qualities that have long been valued by people. A good person can be called a person who has developed love for the Motherland, people living nearby, an active desire to do good, the ability to self-denial for the sake of others, honesty, conscientiousness, a correct understanding of the meaning of life and happiness, a sense of duty, justice, diligence. These are all concepts of morality.

“What should be educated in our children from early childhood, what makes up the moral world of the child?” - asks S. I. Varyukhina and gives such a classification.

“The moral consciousness of a person, or the moral world of a person, includes three levels:

1. motivational and incentive;
2. emotional-sensual;
3. rational, or mental.

Each of these levels consists of elements that make up the essence moral peace person.

Motivation-incentive level contains the motives of actions, moral needs and beliefs. Moral education is correct only when it is based on encouraging children to develop, when the child himself is active in his moral development, that is, when he himself wants to be good. This level is the most important, it is here that the origins of human behavior are rooted, condemned or approved by people and society, bringing good or evil, benefit or harm.

The sensory-emotional level consists of moral feelings and emotions. Emotions, as you know, are positive (joy, gratitude, tenderness, love, admiration, etc.) and negative (anger, envy, anger, resentment, hatred).

Emotions must be ennobled, cultivated in one word - educate. Moral feelings - responsiveness, sympathy, compassion, empathy, pity - are directly related to emotions. These feelings are acquired by a person as a result of education and are the most important components of kindness. Without moral feelings, a good person will not exist.

The Czech teacher M. Klimova - Fyugnerova notes: “The parental home in the formation and cultivation of feelings occupies a priority place. Nothing can replace him. A home for a child is a school for preparing for life. Love, justice, tolerance should reign in the house not only for children ... but also for all other family members. Education of feelings includes education of sympathy. The development of this feeling requires support from parents - and not only by word, but also by example. A child should see how we show our love for our neighbor in practice ... Sympathy is one of the finest human qualities, because it is an expression of humanity.

Feelings - driving force striving for a goal. If a person loves someone, he wants to bring him joy.

Feelings are a source of inspiration, joy, enthusiasm in interesting work.

Feelings are a source of strength. Love for a person, for example, can lead to selfless work, to courage, heroism, fearlessness.

Feelings are effective helpers of education. Prohibition, mentoring, moralizing are far from being as intelligible as cordiality, sincerity and affection. Cold severity in education causes alienation in the child, which can develop into pretense, hypocrisy and deceit.

“The rational, or mental, level contains moral knowledge - concepts about the meaning of life and happiness, good and evil, honor, dignity, duty.

In addition to concepts, moral knowledge also includes principles, ideals, norms of behavior, moral assessments.

I think that all the elements of their moral world should be brought up in children. Everything is important. The harmony of the moral world of man, the guarantee of his kindness

are provided only by all its components, but moral needs are the guides. Moral needs - the most noble and human - are not given by nature, they must be educated, without them high spirituality and kindness are impossible.

“Only he becomes a real person,” wrote V.A.

Sukhomlinsky, - noble desires arise in the soul, which stimulate behavior, give rise to passions and actions ... As many actions as possible, prompted by noble desires, the aspirations of the individual to a moral ideal - this is one of the golden rules for educating teenagers.

What is a need anyway? Need is the desire to replenish in the body what is missing for its normal existence.

For the emergence of the moral need of the child, a moral environment is necessary. Such an environment should be good world family or other environment.

The child, not even being able to speak yet, not realizing the speech and actions of adults, already understands, "captures" the moral climate of the family environment and reacts to it in his own way. Goodwill towards each other, calm, affectionate speech, calm tone in communication are a good and obligatory background for the formation of moral needs in a child, and, conversely, screaming, rude intonations - such a family atmosphere will lead to opposite results.

We will cover this topic in detail, as well as talk about key tools and methods.

What is it about?

To begin with, we note that the moral education of middle-aged children preschool age- this is a broad concept that includes a whole range of educational methods that teach a child moral values. But even before that, the child gradually raises his level of upbringing, joins a certain social environment, begins to interact with other people and master self-education. Therefore, the moral education of children of primary preschool age is also important, which we will also talk about, because it is during this period that significant changes in personality occur.

Since ancient times, philosophers, scientists, parents, writers and teachers have been interested in the issue of moral education of the future generation. Let's not hide the fact that every old generation marks the fall of the youth. More and more new recommendations are regularly developed, the purpose of which is to increase the level of morality.

The state has a great influence on this process, which actually forms a certain set of necessary qualities of a person. For example, consider the times of communism, when workers had the most honors. People who were ready to help at any moment and clearly follow the orders of the leadership were extolled. In a sense, the individual was oppressed, while the collectivists were most valued. When capitalist relations came to the fore, such human traits as the ability to search for non-standard solutions, creativity, initiative, enterprise. Naturally, all this was reflected in the upbringing of children.

What is the moral education of preschool children?

Many scientists give different answers to this question, but in any case the answer is ambiguous. Most researchers still agree that it is impossible to cultivate such qualities in a child; one can only try to instill them. It is quite difficult to say exactly what determines the individual perception of each child. Most likely it comes from the family. If a child grows up in a calm, pleasant environment, then it will be easier to “wake up” these qualities in him. It is logical that a child who lives in an atmosphere of violence and constant stress will be less likely to succumb to the attempts of the educator. Also, many psychologists say that the problem lies in the discrepancy between the upbringing that the child receives at home and in the team. Such a contradiction can eventually result in an internal conflict.

For example, let's take a case when parents try to cultivate a sense of ownership and aggression in a child, and educators try to instill such qualities as goodwill, friendliness and generosity. Because of this, the child may experience some difficulty in forming his own opinion about a particular situation. That is why it is very important to teach young children the highest values, such as kindness, honesty, justice, no matter what principles this moment guided by his parents. Thanks to this, the child will understand that there is a certain perfect option and will be able to form their own opinion.

Basic concepts of moral education of children of senior preschool age

The first thing to understand is that training must be comprehensive. However, in modern world we are increasingly seeing a situation where a child, moving from one caregiver to another, absorbs completely opposite values. In this case, the normal learning process is impossible, it will be chaotic. At the moment, preschool children are in the full development of both the qualities of a collectivist and an individual.

Very often, educators use a personality-oriented theory, thanks to which the child learns to openly express his opinion and defend his position without entering into conflict. Thus, self-esteem and significance are formed.

However, in order to achieve maximum results, the methods of moral education of preschool children must be selected deliberately and purposefully.

Approaches

There are several approaches that are used to form moral qualities. They are realized through play, work, creativity, literary works (fairy tales), personal example. At the same time, any approach to moral education affects the whole complex of its forms. Let's list them:

patriotic feelings;
attitude to power;
personal qualities;
relationships in the team;
unspoken rules of etiquette.

If educators work at least a little in each of these areas, then they already create an excellent base. If the whole system of upbringing and education operated according to one scheme, skills and knowledge, layering on each other, would form an integral set of qualities.

Problems

The problems of the moral education of preschool children lie in the fact that the child fluctuates between two authorities. On the one hand, they are educators, and on the other hand, they are parents. But in this matter, too, positive side. Institutions preschool education and parents, acting together, can achieve excellent results. But, on the other hand, the unformed personality of the child can be very confused. At the same time, let's not forget that children subconsciously copy the behavior and reactions of the person they consider their mentor.

The peak of such behavior falls on the first school years. If in Soviet time all the shortcomings and mistakes of each child were put on public display, then in the modern world such problems are discussed behind closed doors. Moreover, scientists have long proved that education and training based on criticism cannot be effective.

At the moment, public disclosure of any problems is treated as a punishment. Today, parents can complain about the caregiver if they are not satisfied with his methods of work. Note that in most cases this intervention is inadequate. But with the moral and patriotic education of children of senior preschool age great importance has the authority of an educator. But teachers are becoming less and less active. They remain neutral, trying not to harm the child, but in this way they do not teach him anything.

Goals

The goals of the moral education of children of senior preschool age are:

the formation of various habits, qualities and ideas about something;
fostering a humane attitude towards nature and others;
the formation of a patriotic feeling and pride in their country;
fostering a tolerant attitude towards people of other nationalities;
the formation of communication skills that allow you to work productively in a team;
building an adequate sense of self-worth.

Facilities

Spiritual and moral education of preschool children occurs with the use of certain means and techniques, which we will discuss below.

Firstly, this is creativity in all its manifestations: music, literature, fine arts. Thanks to all this, the child learns to perceive the world figuratively and feel it. In addition, creativity provides an opportunity to express your own feelings and emotions through words, music or drawings. Over time, the child understands that everyone is free to realize himself as he pleases.

Secondly, it is communication with nature, which is a necessary factor in the formation of a healthy psyche. To begin with, we note that spending time in nature always fills not only a child, but also any person with strength. Observing the world around, the child learns to analyze and understand the laws of nature. Thus, the baby understands that many processes are natural and should not be shy about them.

Thirdly, the activity that manifests itself in games, work or creativity. At the same time, the child learns to express himself, behave and present himself in a certain way, understand other children and apply them in practice. basic principles communication. In addition, thanks to this, the baby learns to communicate.

An important means of spiritual and moral education of preschool children is the environment. As they say, in a basket of rotten apples, healthy ones will soon begin to spoil. The means of moral education of preschool children will be ineffective if there is no necessary atmosphere in the team. It is impossible to overestimate the importance of the environment, as modern scientists have proven that it plays huge role. Note that even if a person does not particularly strive for anything, then when the communication environment changes, he noticeably changes in better side acquires goals and desires.

During the moral and patriotic education of children of senior preschool age, experts resort to three main methods.

This is for an interaction that is built on respect and trust. With such communication, even with a clash of interests, not a conflict begins, but a discussion of the problem. The second method concerns soft trusting influence. It lies in the fact that the educator, having a certain authority, can influence the child's conclusions and correct them, if necessary. The third method is to form a positive attitude towards contests and competitions. In fact, of course, the attitude towards competition is understood. It is very important to form a correct understanding of this term in the child. Unfortunately, for many, it has a negative connotation and is associated with meanness, cunning and dishonest actions towards another person.

Programs for the moral education of preschool children imply the development of a harmonious attitude towards oneself, people around and nature. It is impossible to develop a person's morality in only one of these directions, otherwise he will experience strong internal contradictions, and eventually lean towards a particular side.

Implementation

The education of moral qualities in preschool children is based on some basic concepts.

In an educational institution, you need to let the child know that he is loved here. It is very important that the educator be able to show his affection and tenderness, because then the children will learn these manifestations in all their diversity, observing the actions of parents and educators.

It is equally important to condemn ill-will and aggression, but at the same time not to force the child to suppress their real emotions. The secret is to teach him to correctly and adequately express both positive and negative emotions.

The foundations of the moral education of preschool children are built on the need to create situations of success and teach children to respond to them. It is very important that the baby learns to properly perceive praise and criticism. At this age, having an adult to imitate is of great importance. Unconscious idols are often created in childhood, which during adult life can influence uncontrollable actions and thoughts of a person.

The socio-moral education of preschool children is largely based not only on communication with other people, but also on the decision logical tasks. Thanks to them, the child learns to understand himself and look at his actions from the outside, as well as interpret the actions of other people. The specific goal facing educators is to develop the ability to understand their emotions and other people.

The social part of education lies in the fact that the child goes through all the stages together with his peers. He must see them and his successes, empathize, support, feel healthy competition.

The basic means of educating preschool children is based on the observations of the educator. He must analyze the behavior of the child over a certain period, note positive and negative trends and inform parents about this. It is very important to do it in the right way.

The problem of spirituality

An important part of moral education is often lost, namely the spiritual component. Both parents and educators forget about it. But it is precisely on spirituality that morality is built. A child can be taught what is good and bad, or you can develop in him such an internal state when he himself understands what is right and what is not.

In kindergartens with a religious orientation, very often children are brought up with a sense of pride in their country. Some parents instill religious faith in their children on their own. This is not to say that scientists support it, but in some cases it is really very useful. However, in most cases, kids are lost in the complex vicissitudes of religious movements. If you teach children this, then you need to do it very correctly. You should not give an unformed person any specialized books, as they will easily lead him astray. It is much better to talk about this topic with the help of images and fairy tales.

Civic Bias

In many children's educational institutions, there is a bias towards civic feelings. Moreover, many educators consider such feelings to be synonymous with morality. In kindergartens in countries where there is a sharp class inequality, educators very often try to instill in kids unconditional love to your state. At the same time, there is little useful in such moral education. It is not wise to instill reckless love, it is much better to teach the child history first and help him form his own attitude over time. However, respect for authority must be brought up.

Aesthetics

An important part of raising children is the development of a sense of beauty. Forming it just won’t work, since the child must have some kind of base from the family. It is embedded in early childhood when a child watches his parents. If they like to walk, visit theaters, listen to good music, understand art, then the child, without realizing it himself, absorbs it all. It will be much easier for such a baby to evoke a sense of beauty. It is very important to teach a child to see something good in everything that surrounds him. Let's face it, not all adults know this.

Thanks to just such foundations, laid down from childhood, talented children grow up who change the world and leave their names for centuries.

Environmental component

At the moment, ecology is very closely intertwined with education, since it is incredibly important to educate a generation that will treat the blessings of the earth humanely and reasonably. Modern people have launched this situation, and the issue of ecology worries many. Everyone is well aware of what an environmental disaster can turn into, but money still comes first.

Modern education and upbringing of children faces a serious task of cultivating in children a sense of responsibility for their land and the environment. It is impossible to imagine a comprehensive moral and patriotic education of preschool children without this aspect.

A child who spends time among environmentally conscious people will never become a hunter, never throw garbage on the street, etc. He will learn from an early age to save his space, and pass this understanding on to his descendants.

Summing up the article, let's say that children are the future of the whole world. It is on what the next generations will be that depends on whether there is a future for our planet at all. The education of moral feelings in a child of preschool age is a feasible and good goal, to which all educators should strive.

Natalia Polyakova
Moral education of children

moral education- this is the main core common system all-round development of the personality; purposeful engagement process children to the moral values of humanity and a particular society; formation moral character, character traits, skills and habits of behavior.

Moral education of children underlies every human action. It forms the appearance of his personality, determines his system of values, the nature of the parties to the process of forming the child's personality. At preschool age, the child is especially receptive to the assimilation of moral norms and requirements. The formation of a child's personality is one of the critical tasks education. Main goals education - the formation of moral attitudes and feelings of belonging to cultural heritage; respect for one's nation, the formation of self-esteem and a tolerant attitude towards representatives of other nations, towards peers, their parents and other people. A child at preschool age develops the ability to analyze his own actions and evaluate the actions of others. children. So the child has the prerequisites for reflective thinking. The development of reflective thinking is upbringing a child has the ability to feel with the heart of another child. It is necessary to teach the child to put himself in the place of other people, to be able to rejoice in other people's successes, to learn to experience his own failures.

In a preschool child, the demands placed on his behavior by adults are significantly increased. The central requirement is the observance of the obligatory for all rules of behavior in society, the norms of public morality. The growing possibilities of cognition of the surrounding world bring the interests of the child beyond a narrow circle of people close to him, make those forms of relationships that exist between adults in serious activities accessible for initial development. (study, work). The child joins in joint activities with peers, learns to coordinate his actions with them, to take into account the interests and opinions of his comrades. Throughout preschool childhood, there is a change and complication of the child's activities, placing high demands not only on perception, thinking, memory and other mental processes, but also to the ability to organize one's behavior. The prerequisites for the development of the personality, formed in early childhood, create the basis for new ways of influencing the child on the part of others. Developing, the child learns new psychological traits and forms of behavior, thanks to which he becomes a small member of human society.

At preschool age, a relatively stable inner world is acquired, which gives grounds for the first time to call the child a personality, though. a person who is not yet fully formed, capable of further development and improvement. The development of a child's personality includes two aspects. One of them is that the child gradually begins to understand the world and is aware of his place in it, which gives rise to new types of behavioral motives, under the influence of which the child performs certain actions. The other side is the development of feelings and will. They ensure the effectiveness of these motives, the stability of behavior, its independence from changes in external circumstances.

As a result 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 important rule in relationships between people. One of the serious problems of our time is the lack of spirituality, doing good is considered weakness. Therefore, it is necessary from preschool age to develop children understanding of cultural heritage.

Upbringing should be based on the universal values of culture and built in accordance with the values and norms of national cultures inherent in the traditions of certain regions, not contradicting universal values. a special role in joining folk culture play folk holidays as a means national character, a bright form of recreation for adults and children and teachers united by joint action. Systematic, purposeful formation highly moral personality occurs in an organized children's team. In our preschool special educational work aimed at the all-round development of the individual. Preparing the next generation for life, work, caregivers they teach children to be modest, honest, principled, they teach them to love the Motherland, to be able to work, to combine sensitivity and caring attitude towards people.

All moral qualities characterize morally well-mannered person , without the formation of which it is impossible to imagine comprehensively developed personality. Preschool age is characterized by increased susceptibility to social influences. A child, having come into this world, absorbs everything human: ways of communication, behavior, relationships, using for this their own observations, conclusions and conclusions, imitation of adults. And moving through trial and error, he can eventually master the elementary norms of life and behavior in human society. Goals moral education preschoolers can be formulated as follows - the formation of a certain set of moral qualities, A exactly:

Humanity; - diligence; -patriotism; -citizenship; - collectivism. Ideal Target moral education - education happy person.

The concept of preschool education marked the beginning of the reform of preschool education. it says that the family and the preschool educational institution have their own special functions and cannot replace each other. In the law of the Russian Federation "about education" Art. 18p. 1 is determined that parents are the first educators. They are obliged to lay the foundations of the physical, moral And intellectual development the personality of the child childhood. Thus, the recognition by the state of the priority of the family education, requires a different relationship and educational institution, namely cooperation, interaction and trust. The kindergarten and the family should strive to create a single space for the development of the child. Problem interactions and family has recently become one of the most relevant. The changed modern family (financial and social stratification, an abundance of the latest social technologies, wider educational opportunities, etc.) force us to look for new forms of interaction, moving away from overorganization and boring patterns, not to encourage parents to take the position of a consumer of educational services, but to help them to become a true friend and authoritative mentor to the child. Dads and moms need to remember that kindergarten is only an assistant in raising a child, therefore they should not shift all responsibility onto teachers and avoid educational - educational process. Parents are the closest people who can always come to the rescue and we, teachers, need their help. The role of parents in the organization learning activities children, the value of the example in education, health promotion children, education and ways to eliminate them, the role of parents in self-education of children. Our institution annually develops and then adjusts the plan joint activities with parents pupils. The activities are designed in such a way that they meet the tasks of the preschool educational institution, the interests and needs of parents, and the capabilities of teachers. Our preschool educational institution for many years to carry out systematic, purposeful work with parents under motto: "Creating a unified educational space « kindergarten-family» . In working with parents, the following are solved, which we have identified as priority tasks: 1. Increasing the pedagogical culture of parents. 2. Study and generalization the best experience family education. 3. Inviting parents to participate in the life of the kindergarten through the search and implementation of the most effective forms of work. A special role in introducing the child to folk culture is played by folk holidays as a means of expressing the national character, a vivid form of recreation for adults and children and teachers united by joint action. Optimal for moral education in our kindergarten is the holding of seasonal musical games holidays: autumn- "Autumn Festival"; "Merry Carousel". In winter - « New Year» , "New Year's Serpentine", "Defenders of the Fatherland", "Oh yes carnival". Spring- "Our Favorites", "Meeting of Spring - Magpies", "Migratory birds", "No one is forgotten and nothing is forgotten". Children with adults explore the features of each folk holiday. Senior preschoolers establish relationships with seasonal changes in nature. The main forms of communion children to cultural heritage: - cognitive conversations; - creative and productive play activity children; -excursion to the library, targeted walks through the streets of our city.

As a result of the joint actions of teachers and parents, the child begins to master various forms of expression, his own experiences, humane relations are established between peers, emotional responsiveness and reliance on their own feelings. This process viewed from different angles vision: norms of behavior in different situations (in transport, society, at the table); moral norms in relation to people; spiritual component; patriotic feelings; personal qualities. Education of moral character, moral behavior is better to start from preschool age. The result can be achieved faster with the cooperation of teachers and parents. Children not only need to be taught moral rules principles and norms, but also demonstrate them in practice by example.

The term morality originates from the word disposition. In Latin, mores sound like moralis - morality. “Morals are those standards and norms that guide people in their behavior, in their daily actions. Morals are not eternal and immutable categories, they are reproduced by the force of habit of the masses, supported by the authority of public opinion, and not legal provisions.

At the same time, moral requirements, norms, mores receive a certain justification in the form of ideas about how a person should live, behave in society, etc.

Morality is historically specific, it changes with the development of society. There is no morality that is the same for all times and peoples.

As socio-economic formations changed, ideas about morality, befitting norms and rules of behavior in the social environment changed.

In the “Dictionary of the Russian Language” by S. I. Ozhegov, it is explained that education is behavioral skills instilled in the family, school, environment and manifested in public life, and morality is interpreted as the rules that determine behavior, spiritual and spiritual qualities necessary for a person in society, as well as the implementation of these rules, behavior.

Morality considers S.I. Ozhegov as the rules of morality.

In the pedagogical encyclopedia, the concept of "moral education" is characterized as the purposeful formation of moral consciousness, the development of moral feelings and the development of skills and habits of moral behavior.

Moral education is a two-way process. It consists in the interaction of educators and students, in their response actions, i.e. in their assimilation moral concepts, in the experience of one's attitude to the moral and immoral in actions and in all behavior. Moral concepts become a guide to action only when they are not just memorized, but deeply comprehended and turned into moral convictions. The presence of such moral convictions and habits of moral behavior testifies to a person's upbringing in a moral sense, to his moral maturity. The unity of moral consciousness, moral feelings and moral behavior, embodied in stable moral qualities - the most important indicator correspondence between the process of education and moral development personality.

V. A. Sukhomlinsky notes that education is the gradual enrichment of the child with knowledge, skills, experience, it is the development of the mind and the formation of attitudes towards good and evil, preparation for the fight against everything that goes against the moral principles accepted in society. According to the definition of V. A. Sukhomlinsky, the essence of the process of moral education is that moral ideas become the property of each pupil, turn into norms and rules of behavior. V. A. Sukhomlinsky considered the formation of such personality traits as ideology, humanism, citizenship, responsibility, diligence, nobility and the ability to manage oneself as the main content of moral education.

L.A. Grigorovich gave the following definition: "morality is a personal characteristic that combines such qualities and properties as kindness, decency, discipline, collectivism."

I.S. Marenko defined “morality as an integral part of the personality, ensuring its voluntary compliance with the existing norms, rules, principles of behavior. They find expression in relation to the Motherland, society, collective, individuals, to oneself, work, etc.”

Moral norms are rules, requirements that determine how a person should act in a particular situation. A moral norm can encourage a child to certain actions and actions, or it can prohibit or warn against them.

Education is a process purposeful formation personality. This is a specially organized, managed and controlled interaction of educators and pupils, whose ultimate goal is the formation of a personality that is necessary and useful to society.

A broader concept of upbringing is revealed by M.G. Yanovskaya.

Education is a two-way process based on the interaction of the educator and the educated, and if we are talking about interaction, the student is no longer only an object of education. He subjectively goes to meet the educational influences of the teacher, he accepts them. And even better, if the student simply does not notice the pedagogical influences; it seems to him that he himself so wanted, he himself aspired to this, because for him this is both important and interesting. In such a situation, the student is already the subject of his own development. This is the most important pedagogical regularity, the observance of which is strictly mandatory.

The concept of moral education is comprehensive. It pervades all aspects of human life. That is why the outstanding teacher of our time V.A. Sukhomlinsky, having developed educational system all-round development of the personality, believed that its system-forming feature is moral education. "The core of moral education is the development of the moral feelings of the individual."

Moral education includes:

1) the formation of the need to coordinate their behavior with the interests of society;
2) familiarization with moral ideals, the requirements of society, proof of their legitimacy and reasonableness;
3) the transformation of moral knowledge into moral convictions, the creation of a system of these convictions;
4) the formation of stable moral feelings, a high culture of behavior as one of the main manifestations of a person's respect for people;
5) the formation of moral habits.

"Moral education is a purposeful and systematic impact on the consciousness, feelings and behavior of pupils in order to form their moral qualities that meet the requirements of public morality."

Moral education based on dialogue, communication, cooperation becomes significant and attractive for pupils. Scientists identify the following conditions for the effectiveness of moral education:

- reliance on positive age needs and interests that create the effect of relevance;
- providing emotional saturation of the common activity, organizing joint collective efforts and experiences that unite its participants;
- creating an atmosphere of emotional and volitional tension leading to success;
- approval of a joyful, major lifestyle children's team and every individual
- taking into account the positive effects of public opinion (interesting, important), which performs the function of emotional infection;
- concern for creating an atmosphere of benevolent mutual understanding.

Moral education is effectively carried out only as an integral process of pedagogical, corresponding to the norms of universal morality, organization of the entire life of adolescents: activities, relationships, communication, taking into account their age and individual features. The result of a holistic process is the formation of a morally whole person, in the unity of his consciousness, moral feelings, conscience, moral will, skills, habits, socially valuable behavior.

The moral education of a person is a complex and multifaceted process, including pedagogical and social phenomena. However, the process of moral education is autonomous to a certain extent. This specificity was once pointed out by A.S. Makarenko. He defined the main tasks of moral education:

1) the formation of moral consciousness;
2) education and development of moral feelings;
3) development of skills and habits of moral behavior”.

In his work, Likhachev B.T. writes that “moral consciousness is an active process of reflection by the child of his moral relations, states. The subjective driving force behind the development of moral consciousness is moral thinking - the process of constant accumulation and comprehension of moral facts, relationships, situations, their analysis, evaluation, moral decision-making, responsible choices. Moral experiences, torments of conscience are amazed by the unity of sensual states reflected in consciousness, and their comprehension, evaluation, moral thinking. The morality of a person is made up of subjectively mastered moral principles that guide him in the system of relations and constantly pulsating moral thinking.

Moral feelings, consciousness and thinking are the basis and stimulus for the manifestation of moral will. Outside the moral will and effectively practical attitude to the world, there is no real morality of the individual. It is realized in the unity of moral feeling and conscious unbending determination to realize one's moral convictions in life.

The fundamental basic category of moral education is, according to B.T. Likhachev moral feelings are permanent emotional sensations, experiences, real moral relations and interactions.

Moral norms are transformed into subjective morality due to their sensory assimilation by the child. Morality for him is, first of all, a living feeling, a real state and an experience of deep satisfaction or, on the contrary, discomfort, suffering, physical disgust, self-condemnation and bitter remorse. Moral feeling is the backbone of human morality. Thanks to him, moral consciousness, knowledge of the norms of behavior, habitual actions acquire a moral meaning. Moral education, ignoring the emotional sphere, the aesthetic attitude to reality, is weak, unable to form internal incentives and motivations for highly moral actions of children, to control their behavior.

The source of moral habits is the unity of deep consciousness and personal emotional assessment of phenomena, relationships between people, their moral qualities. Moral habits are the ABC of moral ideas and beliefs. The formation of moral habits is the way to the penetration of the educator into the spiritual world of the pupil, without which it is impossible to understand a person and influence him by the subtlest means - in a word, beauty. V.A. Sukhomlinsky wrote that due to the moral habit, the norms of public consciousness and public morality become a spiritual acquisition of the individual. Without a moral habit, self-affirmation, self-education, self-respect are impossible.

Evaluation of moral feeling as a fundamental principle does not mean neglect of moral consciousness. A developed moral consciousness presupposes knowledge of moral principles, norms and, at the same time, constant awareness and comprehension of one's moral position in society, moral state, sensations, feelings.

Moral behavior is behavior determined by moral norms and principles that regulate the relations of people in a given society. An important condition education of moral behavior are the formation of moral consciousness, moral concepts and moral feelings. The moral behavior of the individual has next sequence: life situation - moral and sensual experience generated by it - moral understanding of the situation and motives of behavior, choice and decision-making - volitional stimulus - act. In life practice, especially in extreme conditions, all these components are always implemented in unity.

The writer and teacher S. A. Soloveichik writes: “Education is the teaching of a moral life, that is, the teaching of moral means. Raising children, we teach them to achieve their goals at their own expense - using only moral means. Morality (defined by the question “at whose expense?”) indicates the lower limit of actions and deeds possible for a person; it is impossible to transcend the requirements of morality. Morality is the limit of what is permitted by conscience. And there is no upper limit, upwards - spirituality, it is endless. A person has any choice, except for those that are associated with difficulties for another person. There will be moral education - the child will perceive the rules of cultural behavior from the environment surrounding him, take an example from his parents. There will be morality, almost certainly there will be spirituality; there will be no morality - there will be nothing, no upbringing.

The most important means of moral education is the use of the different stages historical development moral ideals, i.e. patterns of moral behavior to which a person aspires. Usually, moral ideals are formed within the framework of the humanistic worldview as a generalized system of views and beliefs, in which a person expresses his attitude to the surrounding natural and social environment and centered around the person. At the same time, a person's attitude contains not only an assessment of the world as objective reality but also an assessment of one's place in the surrounding reality, connections with other people.

Thus, the study of literature shows that the problem of moral education has been relevant in pedagogical science since the end of the 19th century and remains in modern society. This problem was studied by such teachers as Sukhomlinsky V.A., Makarenko A.S., Likhachev T.B., Maryenko I.S., Grigorovich L.A. and etc.

Moral education is understood as a complex and multifaceted process, which is based on dialogue, communication, cooperation between the educator and the educated. Moral education is based on the rules that determine the behavior, spiritual and mental qualities necessary for a person in society. Moral education is the enrichment of the child with knowledge, skills, experience, the development of the mind and the formation of attitudes towards good and evil, preparation for the fight against everything that goes against the moral principles accepted in society. A moral person should be considered such a person for whom the norms, rules and requirements act as his own views and beliefs, as habitual forms of behavior.

In our work, the working concept will be the concept of I.P. Podlasoy. Moral education is a purposeful and systematic impact on the consciousness, feelings and behavior of pupils in order to form their moral qualities that meet the requirements of public morality.