The role of moral judgments in the moral development of a preschool child. T. P. AvdulovaDiagnostics and development of the moral competence of the personality of a preschooler
Annotation. The article deals with the problems of the formation of moral judgments and the behavior of a preschool child. The stages in the development of the child's moral judgments, which determine the process of self-regulation of behavior, are characterized. The necessity of using pedagogically expedient evaluative actions that ensure moral development and personal growth preschool child.
Keywords: moral feelings, moral realism, moral judgment, object of evaluation, evaluation activity of a teacher.
At preschool age, an intensive process of mastering the child's ways of behavior and relationships in the surrounding society takes place. The influence of society is multifaceted. Separating right from wrong, good from bad, is a very difficult task for a preschooler. Due to the insufficiently formed experience of life in society, the main way of socialization, moral development is imitation of an adult. The child emotionally reacts to his actions, actions that act as patterns of behavior. Adult ratings are taken unconditionally. It is the experience of communicating with an adult that gives rise to the development in the child of the desire to regulate his relations with the surrounding social world, the mastery of the ability for emotional-evaluative and moral judgments. Moral judgments are expressed in the child's desire to explain their own actions, referring to the norms that adults establish and which oblige them to obey.
Based on the research of J. Piaget, it can be stated that the basis of the entire moral development of the child is the system of his moral judgments. Analyzing the reasoning of children, the researcher concluded that the moral ideas of children change from moral realism to moral relativism.
Moral realism is a firm, unambiguous understanding of good and evil, in which the concept of both justice is confirmed by the authority of an adult. It is the child's tendency to view the duties and values conveyed by adults as binding, regardless of the circumstances. Moral relativism is based on the belief that every person has the right to a fair and respectful attitude towards himself, and in his every act one can see the justified and condemned.
Children preschool age, due to the unformed experience of relations with the outside world, cannot question the moral rules that are established by adults, therefore they live and think in terms of moral realism.
First, in the view of the child, an act is good if it does not contradict the rule or requirement of the adult. An act that does not comply with the rules is considered bad. At the same time, the rule itself is formulated clearly, presented as a setting for action, i.e. its execution. The child does not discuss it, because in his view the adult is always right. Therefore, the implementation of these rules is regarded by the child as obedience, a good deed.
Secondly, moral realism is characterized by the observance of the rule, not its content. A literal understanding of the rule by the child leads to the fact that he evaluates the actions of his peers and his own, depending on their compliance with the established rules, without taking into account and not considering as significant those intentions that were their engine. For example, a child wanted to please his beloved teacher and give him a bouquet of flowers. But it turned out that he picked flowers in a flower bed, on the territory of a kindergarten. Obviously, the method of preparing the bouquet completely overshadowed for peers (perhaps the teacher himself) the child's intention to please the adult.
Evaluation of actions forms the child's moral judgments, which go through several periods in their development.
The first period is characterized by the fact that the concept of fair and unfair is not yet separated from the concept of duty and disobedience: what is right is what meets the requirements of an adult.
However, already in this period, the preschooler is able to highlight the unfair actions of an adult. In particular, this happens when an adult does not follow the rules that he himself has established in relation to the child. For example, in a number of kindergartens, a rule has been established: before going to the play corner, in front of the carpet that covers the floor of the play area, you need to take off your shoes. The rule is set by the teacher. But, it is often possible to observe how educators do not follow this rule. This is immediately noticed by the child as injustice. Therefore, naturally, he has a doubt - why is the rule not for everyone, why does the adult who established it himself not follow the rule? In such situations and similar ones, it is difficult to formulate a convincing answer to the child. The duality of the position of an adult lies in the fact that the requirement to comply with certain norms from children is rejected by him. It is difficult for a preschooler to understand what is a moral norm, and whether it always needs to be followed. But if an adult observes his own rules, the child sees justice in this and seeks to imitate the actions of the educator. This is due to the fact that at this stage authority prevails over justice.
The second period in the development of moral judgment is determined only by the age of 7. This period is characterized by the development of independence in judgments, actions, deeds. Fairness in relationships, both with adults and with peers, is a priority for a child. Therefore, a very important category is the interaction of opinions. However, equal interaction between a child and an adult, in its direct sense, is quite difficult, because the inequality in social role positions is obvious. The child tries to imitate the adult and at the same time protect himself from him, rather than exchange opinions. Such relationships are manifested from the moment a new level of interaction between children is established, which has received the definition of "cooperation". It is in this kind of interaction that the child is faced with the need to accept the rules dictated by the children's community. By assimilating and at the same time appropriating them, children can thereby independently regulate their own behavior and actions.
Thanks to the establishment of cooperation relations, there is an awareness of the existence of other points of view on fair and unfair: an adult who is the bearer of the rules he sets himself, and peers who can establish their own rules in joint activities that they themselves organize.
It should be noted that independently organized children's communities are able to regulate relations within it autonomously from an adult. The rules developed jointly are uniform for their execution by all participants joint game or other activity. In a situation where one of the participants at a certain point in time refuses to comply with the approved rules, he is expelled from the children's community as a violator. And in this action, children see justice. Conversely, if an adult intervenes and evaluates the actions of a group of children as wrong and returns the violator to the game, children are able to defend their rights to justice.
Only with the development of these relations does the mastery of the norms of behavior occur. Such a process is ambiguous and complex for the moral choice of the child. Evaluation of one's own act or the act of a peer is a huge moral work when it is required not only to correlate the requirements of an adult with a specific situation, but to evaluate it from the point of view of moral rules.
Experience shows that children of senior preschool age are characterized by the dominance of the emotional sphere in the perception of the actions of the people around them. During this period, moral feelings are intensively formed in the child: a sense of camaraderie, responsibility, sympathy for the grief of a comrade, indignation at injustice, etc. Children begin to show an attitude towards themselves as a subject and object of someone else's joy, there is a development of empathic processes that involve entering into the position of another, identification with him. Emotions wear social character, their content is related to moral issues interpersonal relations. The joy of friendship comes to children, they are afraid to lose friendly relations with others. Experiences are connected with the moral side of interpersonal relations. The desire of children to consider their own actions and the behavior of others through the prism of morality, the criteria for which children borrow from adults, is becoming more and more clearly manifested.
Therefore, it would be wrong to consider two processes separately: the formation of moral judgments of children and their mastery of methods of moral behavior.
The source of obtaining morally enriching knowledge can be a word, personal example educator or an example of people whom the child seeks to imitate. However, on the part of an adult, control over the process of assimilation of moral norms and rules is necessary, since an incorrectly formed idea of \u200b\u200ba particular trait or quality of a person leads to an incorrect line of behavior.
The relative lack of independence of moral thinking and insufficient own experience of children, on the one hand, cause them difficulties in revealing the content of any moral quality and the ability to use moral judgments when characterizing actions, difficulty in consciously operating with moral concepts.
On the other hand, children, at times, cannot do the right things due to the complexity of the life fact, the absence of such cases in their lives or negative influence on them the experience of other people. Moreover, give them the correct moral assessment.
Therefore, the formation of moral behavior based on moral standards can be productive if accompanied by the support and positive assessment of the educator. This not only stimulates the moral activity of the child, but also corrects his behavior, promotes proper formation moral judgments, enriches his moral experience.
The more accurate the adult's evaluative influence, the more accurate the child's idea of the results of his actions.
Throughout the entire period of preschool childhood, the assessment of an adult, his attitude are of particular importance for the child. In the process of growing up, a preschooler gradually changes his attitude to activities and his behavior, the child is increasingly guided by generally accepted norms and moral rules. However, it is not always possible for a child to adequately evaluate his actions, since an adult for a child is a model of how to do it, and at the same time - a source for evaluating his actions. The child strives to ensure that the adult's assessments coincide with his own. Therefore, it is important for him to understand the essence of evaluative requirements in order to see himself “as if from the outside”, to consciously follow the standards, i.e. manage their behavior, build their relationships with others in different ways.
Self-regulation of behavior highest form normative determination of children's behavior on the basis of moral norms, is formed by the end of preschool childhood and ensures independent and voluntary compliance with moral norms in the absence of external control and coercion.
Pedagogical experience shows that senior preschool age - auspicious time for the assimilation of many moral norms. In the process of constant accumulation and comprehension of moral facts, relations, their analysis, evaluation, moral decisions are made, responsible choices are made.
- Jean Piaget: Moral judgment in the child. Academic project, 2006
- Rubtsov VV The role of cooperation in the development of the intellect of children. http://www.voppsy.ru/issues/1980/804/804079.htm
age
Relationships between people are regulated with the help of moral norms and rules that determine socially approved ways of behaving a person in a variety of situations. Public opinion expresses the attitude of society towards
compliance with or violation of the rules. The moral maturity of a person assumes that a person controls his own behavior and independently builds it in accordance with it.
§ 1. Moral development in infancy
From the moment of birth, adults organize the life of the child according to social rules. He is fed, put to bed, bathed in certain time accustoming to the daily routine.
When caring for a baby, parents use items that have strictly fixed functions and rules of use: for swaddling - diapers, for feeding
- a bottle with a nipple or a spoon, for bathing - a bath, a towel, soap. After 4 months the development of grasping leads to the fact that the baby's activity in relation to objects increases sharply. He begins to manipulate them. And again, parents direct manipulation in a certain direction, in accordance with the rules that the child obeys only in a situation of direct contact with adults. Performing actions according to the rules gives the baby's life a certain organization.
Recall that in the first six months of life, the child develops a need to communicate with an adult, the desire to get in touch with him, to attract his attention. In response to the love and care of an adult, the infant develops a positive sense of self, cheerfulness, goodwill, and curiosity. These features act as prerequisites for moral development.
Throughout the first year of life, an adult expresses his attitude to the behavior of the child, using expressive and mimic means for this: facial expressions, pantomime, intonations of speech. Some actions of the baby are encouraged by the adult, others are condemned and, thus, express their requirements for the child. The baby does not yet understand the meaning of these requirements, but he feels the intonation of the voice well, captures the emotional attitude. For example, a child ate well, and an adult nods approvingly to him, smiles, strokes, says affectionately: "Well done."
An important milestone in the development of an infant is the inclusion by adults in communication of words meaning requirements - “possible” and “impossible”. The kid does not yet understand the meaning of these words. An adult reinforces statements with an expression of appropriate emotions, says “You can” - with a joyful smile and “Impossible” - frowning. The baby is very sensitive to the attitude of the adult. He wants to feel that he is loved, treated with care and kindness. Therefore, the word “no” in combination with the appropriate facial expressions and intonation of the voice causes him to refuse any action or object. So an adult, communicating with a child, singles out socially approved patterns of behavior from his spontaneous reactions and fixes them in the mind of an infant.
The development of an orientation toward adult speech leads at the end of the first year of life to the establishment of links between the word and action, the way of behavior. Such connections contribute to the development of social forms of behavior by the child. “Tell your aunt goodbye,” the mother says to the baby, and he waves his hand. "Say thanks," and he tilts his head.
Features of moral development in infancy:
- the prerequisites for the moral development of the child are the desire to establish contacts with adults and to joint actions, goodwill, the need for attention;
The selection of positive ways of behavior in a baby occurs with positive reinforcement of this behavior by an adult;
- the words “possible” and “impossible” are introduced, performing inhibitory and stimulating functions;
- on the basis of establishing a connection between word and action, the first forms of moral behavior appear.
§ 2. Moral development in early childhood
In early childhood, the development of walking significantly expands the scope of interaction of the baby with the outside world. The forms of the child's behavior are becoming more complicated and the range of objects available to the baby is expanding. He is increasingly involved in joint activities with adults, in particular household activities. At the same time, the sphere of manifestation of independence is expanding. The changes that have taken place in a child's life necessitate the introduction of more complex moral rules. For example, to show the ability to wait if the teacher is busy with another child, handle toys carefully, put them away, ask for toys and share them with other children, do not trample on green spaces, throw garbage only in designated places.
In addition to the words “possible” and “impossible”, a new regulator of the baby’s behavior appears - the word
"necessary". By obeying him, the child can resist his desires, overcome reluctance.
We emphasize that, as before, the fulfillment of norms and obedience to the rules is not an independent meaning for the baby, but serves as a means of maintaining positive contacts with an adult. The desire to earn a positive assessment, to be “good” encourages the baby to act as teachers and parents require.
The requirements for a baby (from 1 to 2 years old) must be feasible and positively colored. Putting them forward, it is necessary to take into account the wishes of the child and not infringe on his interests, the growing desire for independence.
Excessively frequent, unreasonable pulling and prohibitions negatively affect the behavior of the baby, causing him to protest. How younger child, the fewer restrictions should be. Otherwise, he forgets them, confuses them, and as a result does not understand what can and cannot be done. It is important not only to point out to the baby those actions that are undesirable, but be sure to show what is possible. The child must know where it is not forbidden to be active.
If an adult consciously puts forward demands to the baby, does it systematically, makes sure that they do not contradict each other, and strictly checks their fulfillment, then following such rules becomes habitual for the baby.
The child quickly and clearly responds to the usual rules, he develops obedience, discipline, organization, the need to fulfill the requests of adults. And the appearance of these qualities, in turn, creates the prerequisites for the assimilation of more complicated rules behavior. For example, in the second year of life, a child is taught to take care of toys and put them away. And at the age of 2-3 years, the child should notice a broken toy and ask an adult to fix it.
The formation of moral habits in early childhood occurs in everyday and objective activities, when an adult demonstrates a way of behavior and requires the child to perform it, first in a joint activity with him, and then in an independent one. "How younger child, the more direct his moral education should be, the more he should not be taught, but accustomed to good feelings, inclinations and manners, basing everything mainly on habit, ”V. G. Belinsky emphasized.
So, an adult shows the baby where and how to put the toys away, and teaches him to do it first together, and then do it on his own. He daily organizes the child's implementation of the rule "after playing, toys must be put in their places."
In early childhood, a child can already understand certain rules that must be followed in interaction with people or objects. Of course, such an understanding is limited by the visual, practical thinking of the baby. It covers the few signs given in the particular situation in which the child is placed. Noisy - and woke up my grandmother. Did not remove the toys - they were lost. He tore up the book - it can not be read. He broke a cup - you can’t drink milk from it.
These examples indicate that the understanding of the rules and norms of behavior is based on the child's own experience, when he observes or feels negative consequences for himself when rules are violated and positive ones when they are observed. Therefore, already from an early age, an adult must motivate the demands put forward, based on specific life situations, on the experience of the child's activities.
The desire of the child to live and work together with adults, his high imitativeness make the example of adults especially important for moral development. He adopts from educators and parents the style of behavior, manners, habits and even attitude towards people, objects, animals. So, the words "bad" and "good", and the child only remembers and repeats them in similar situations.
An adult teaches a child to evaluate actions and evokes in him the appropriate emotional attitude to what the child currently sees in life or in the picture: “The boy pushed another boy. You can't do that. This is bad".
Being fixed in the mind of the child, such assessments are included in his own reaction, expressing his positive or negative attitude towards himself and the actions of others.
In general, elemental morality is characteristic of a young child.
The kid performs positive actions at the prompting of an adult: help mom bring food, give grandpa a newspaper, treat a peer with candy.
Performing positive actions, the child (under 3 years old) does not single them out as such.
Evaluates the actions of an adult, giving them a positive connotation. Without control on his part, the baby acts situationally and impulsively, so he often violates prohibitions.
To eliminate the possibility of violating the prohibitions, it is advisable to remove objects with which it is not allowed to operate in an inaccessible place; exclude the possibility that the child will find or get them; make dangerous places inaccessible; create conditions for positive manifestations of activity and independence (for example, in movement, in play, providing the baby with a sufficient number of toys in accordance with
his age and interests). In addition, in no case should a child be allowed to do what will then be prohibited.
The moral behavior of the child is merged with a positive emotional attitude towards the object to which it is directed. The kid is more likely to share a toy or sweets with that peer for whom an adult has sympathized with him. That's why good mood, benevolence towards others creates a prerequisite for moral manifestations.
In early childhood, when an adult puts forward certain requirements for the baby and monitors their implementation, helps to bring the work begun to the end, correctly assesses positive and negative actions, motivates his demands, it is possible to instill in the child such moral qualities as the desire to help, the ability to reckon with interests of others, wait patiently, do not make noise, do not interfere with others, show kindness and responsiveness.
Features of the moral development of the child in early childhood:
- the moral development of the baby occurs against the background of a positive attitude towards an adult;
- the child's fulfillment of moral norms and rules of behavior is aimed at establishing positive contacts with an adult;
- the nomination by adults of a system of requirements and accustoming the child to their implementation creates the basis for the moral development of the baby;
- the requirements and prohibitions of adults are often violated due to the objective characteristics of the baby's behavior - situational and impulsiveness;
- the moral manifestations of the child are closely related to the emotional attitude to the object to which they are directed;
- the baby develops value judgments ("good", "bad"), first as an imitation of adults' assessments, and then as an expression of the child's attitude towards himself and others;
- moral behavior arises spontaneously, at the instigation of an adult or under the influence of a situation, and is not recognized by the child as such;
- the first moral habits and qualities are formed, primarily in everyday and objective activities;
- Opportunities are created to bring the baby to the realization of the need to comply with the rules and regulations associated with specific situations in which he is included.
§ 3. Moral development in preschool age
At preschool age, the most favorable conditions for the moral development of children are created. During this period, the system of relationships between the child and adults and peers expands and restructures, activities become more complicated,
joint activities with peers. Recall that in early childhood the child mastered a wide range of objective actions, "discovered" ways to use objects.
This "discovery" inevitably led him to the adult as a bearer of the social way of performing actions, as a model with which one must compare oneself. The child looks closely at the world of adults, starting to highlight the relationship between people in it. A preschooler comprehends the world of human relations, discovers the laws by which the interaction of people is built, that is, the norms of behavior. In an effort to become an adult, a preschooler subordinates his actions to social norms and rules of behavior.
The leading activity is role-playing game where the child models the ways of behavior, actions, relationships of adults. It highlights the relationship between people and the meaning of their work. Performing roles, the child learns to act in accordance with the moral standards accepted in human society.
The moral development of a preschooler includes three interrelated areas. In the sphere of moral knowledge, judgments, ideas, that is, the cognitive sphere, children master various aspects of public moral consciousness, and above all, an understanding of moral requirements, criteria for moral assessment. The child learns to voluntarily follow the norms of morality, even if its violation is associated with personal gain and the child is confident in impunity. Thus, having mastered moral behavior, the child is able to make the right moral choice not in words, but in action. In the sphere of morally valuable experiences, the child develops morally valuable and morally approved relationships with other people. Thus, the child develops humanistic, altruistic feelings and attitudes, for example, attention to the needs and interests of others, the ability to take them into account, sympathy for other people's troubles and joys, as well as the experience of guilt when norms are violated.
All moral norms are characterized by the fact that they reinforce the social way of behavior, which preschoolers express as follows: “You must not deceive adults”, “You must not offend little ones”, etc. That is, children state what can be done and what cannot be done. One can talk about the formation of an understanding of a moral norm if the child explains why the norm must be observed.
At preschool age, there are quite different levels of such understanding.
The younger the child, the more often he explains the need to comply with the norm, referring to possible consequences if it is observed for oneself or to the requirements of adults, for example: “We must tell the truth, otherwise they will find out and punish”, “We must share toys. And then someone else will give it to you." At the age of 5-7, a child understands the social meaning of a moral norm, realizes its objective necessity for regulating relationships between people.
We present the reasoning of preschoolers on moral themes.
Vadim Sh. (5 years 9 months): “You can't lie and blame others. And then you might think
Lena. And she would be punished. And it's not her fault."
Sveta S. (6 years old): “Little ones need to be helped, not offended. They are weaker."
Veronica A. (age 6): “Toys should be shared with friends. They also want to play. And then no one will be friends.
So for the older preschooler, the interests and desires of another person begin to play an increasingly important role. Children of this age use in speech words denoting moral qualities and their antipodes (kind, fighter, greedy, honest, sneak, etc.), but they associate them with a specific situation from their own experience, which is explained by the specific imagery of children's thinking.
So, to the question "Who can be called kind?" Lena G. (6 years 2 months) answered: “Kind is the one who does not offend anyone, who shares toys. I also shared a toy with Sveta yesterday.”
If a preschooler clearly sees the consequences of compliance or violation of the norm, then it is easier for him to understand its content and relate it to himself. The more specific the norm, the closer it is to the child's own experience, the easier it is to understand.
It is no coincidence that greed is considered one of the most negative qualities in a preschooler, because main reason conflict between children is that everyone wants to get an attractive object. If the toy is not available, then the child experiences strong negative emotions. The child not only recognizes and understands the norm, but also refers it to a certain category: “good” or “bad”. He seeks to appreciate her. In older preschool age, the development of moral assessments is inextricably linked with how an adult evaluates the actions of children. So, it is easier to understand and evaluate those qualities that an adult more often singles out and evaluates. The older preschooler becomes the initiator of conversations with parents and educators, the topic of which can be described as follows:
"What is good, what is bad." As proof, we present the data of R.Kh.Shakurov.
Age changes children's negative attitude towards moral
shortcomings
Qualities evaluated negatively 2-3 years (%) 3-4 years (%) 4-5 l. (%)
Naughty
90 100 100
Dirty
65 100 100
Does not help
60 80 100
deceives
45 95 100
Greedy
45 95 100
Unkind
45 80 90
Lazy person
35 80 100
sloppy
25 65 95
Coward
35 50 70
Important role Fiction plays in the formation of moral judgments and assessments in children. Research by A.V. Zaporozhets, which were devoted to the study of the perception of fairy tales by preschoolers, made it possible to highlight the following features. The child is not satisfied with uncertain situations when it is not known who is good and who is bad. Children immediately strive to highlight positive characters and unconditionally accept their positions. And in relation to everyone who impedes the implementation of their plans, they become in a sharply negative attitude. When listening literary work the preschooler takes the position "inside him". He strives to imitate his favorite characters. This is how the mechanisms of moral identification arise, internal action in an imaginary plane, enriched personal experience child, because he is actively experiencing events in which he did not participate. Literary
characters are fixed in the mind of the child in accordance with a certain characteristic. It is very difficult for a preschooler to attribute himself to a negative character.
So, a child, even realizing that he has violated a moral norm, cannot identify himself with Karabas, but claims that he acted like Pinocchio (S.G. Yakobson).
Children 3-4 years old do not realize the motives of their attitude towards the hero, simply evaluating him as
"bad" or "good".
At 3-4 years old, a child can already give a correct moral assessment, without comprehending the situation, but transferring his positive or negative attitude to the specific actions of the characters. The attitude towards the hero determines his assessment by the kid. At the age of about
4 years, there may be a discrepancy between the emotional and moral attitude towards the hero. At 4-5 years old, the concepts of “bad”, “good” are formed. Then there is an assessment of the hero based on the content of his actions. The child penetrates the interaction of characters and takes into account not only who performed the action, but also to whom it is directed. After 4 years, with the development of empathy and assistance to the hero, moral argumentation arises. Now children indicate the social significance of actions. Thus, actions on an imaginary plane help the child to come to an understanding of the motives of behavior, and the emotional attitude towards the hero begins to separate from the moral assessment of his actions.
Senior preschoolers understand the moral side folk tales. The negative moral side of the actions of the heroes causes a sharp protest and indignation. Children consciously stand on the side of good.
At the age of 3-7 years, children develop ethical standards-samples that contain a more or less generalized idea of positive or negative behavior in life situations. A preschooler correlates his behavior not only with a specific adult, but also with a generalized idea. That is, the external pattern of adult behavior passes into the internal plane, expanding the possibilities for the moral development of the individual.
The older preschooler develops generalized ideas about friendship, mutual assistance, devotion, kindness.
As an example, let's take a fairy tale invented by Maxim D. (5 years 9 months).
“Once upon a time there was an evil king. He did not like beggars and always killed them. But then one day a Russian knight appeared and said to the king: “What do you order?” - "Kill all the beggars." And the Russian hero said: "I am kind and do not kill the poor." -"Ah well! Let's fight." And the king knocked out the saber from the hands of the hero. "Let me die, but I will not kill." The king wanted to swing to cut off his head. But all the beggars began to stab him with their sabers. And the king died. And the Russian hero said: "Thank you for coming to the rescue." And suddenly one beggar rolled into the water. And he ran after him. Sees the underwater kingdom. He sees one crown lies. And he started pulling it out. But suddenly a huge man with a tail appeared: “Why are you touching my crown? Otherwise I'll kill you with a trident."
The Russian hero said: “Do not punish me, but bring me to your kingdom. Drink, eat." "All right," said the sea king. He fed and watered him. The rich man said:
"Find me a wife." And the king replied, “Good. I have three daughters. Choose the one you want." - “To me - the one with blue eyes. And her name is Anastasia. Turned her
the king of the sea into a girl. Instead of a tail, she had legs: "This is your fiancé." - "Goodbye, daddy. I will be waiting for you." And they got married."
At preschool age, the moral ideas of a preschooler affect his everyday life. In real life, the child demonstrates attempts to perform moral actions and resolve conflicts, showing an emotional focus on others.
However, moral norms, even those that the child knows well, do not immediately begin to guide his behavior. Initially, they are performed only at the request of an adult or in his presence, they are easily violated by a child. Moreover, the baby does not notice this violation and, negatively evaluating such behavior in general, does not attribute a negative assessment to himself.
Having learned the norm, the child first of all begins to control his peer. It is easier for him to see and evaluate the presence moral qualities and fulfillment of norms by a peer than by oneself. Very often he correctly assesses the fulfillment of moral standards by his comrades and is mistaken about himself. The desire to establish oneself in the knowledge of the moral norm leads to the appearance of special statements addressed to adults -
“complaints-statements”, which contain messages about violation of the rules by one of the children.
A child, turning to an adult, wants to establish himself as to whether he correctly understands the norm or rule. Gradually, evaluating a peer, comparing himself with him, listening to the assessment of his actions by adults and comrades, the baby comes to a real self-esteem.
In older preschoolers, more and more often, not pragmatic behavior is observed, when a moral act is associated with a benefit for oneself, but disinterested, when behavior does not depend on external control, and its motive is moral self-esteem.
At the age of 5-7 years, preschoolers move from spontaneous morality to conscious.
For them, the moral norm begins to act as a regulator of relationships between people. The older preschooler understands that the norm must be observed in order to collective activity was successful. The need for external control over compliance with the norm by an adult disappears. The child's behavior becomes moral even in the absence of an adult and if the child is confident in the impunity of his act and does not see any benefit for himself.
For illustration, we will give an extract from the protocol of the observation of Katya V.
(5 years).
The children went for a walk. Katya puts on her leggings. Vasya stands nearby and tries to pull on his boot.
Katya: Vasya, can I help you? Your boots are tight. And I will help! (gets up, goes to
Vasya pulls on his boot.)
Vasya: Thank you.
Katya: Cheers.
Vasya goes to the locker and takes out a jacket. Katya approaches him.
Katya: Can you fasten the zipper? Do you want me to try?
Vasya: No, I can do it myself.
Thus, the development of moral judgments and evaluations is necessary but not sufficient for moral development. The main thing is to create conditions when the norm of morality begins to regulate the real behavior of the child, that is, to establish a connection between moral consciousness and moral behavior. Only in the presence of such a connection does the norm become a motive for behavior and perform an inciting meaning-forming function. Then the child's consciousness moves from the result to the process of fulfilling the norm, and he follows the norm for its own sake, because he cannot act otherwise. And compliance with the norm acts as an emotional reinforcement for a preschooler. The relationship between moral consciousness and behavior is established when a child is exercised in moral deeds, put in a situation of moral choice, when he himself decides what to do: go for an interesting walk or help an adult; eat the candy yourself or take it to your mother; play with a new toy or give it to a younger one. Making a choice in favor of compliance with the norm, overcoming momentary desires and forgoing self-interest in favor of another, in order to please him, the child takes pleasure in doing the right thing. Gradually, this behavior becomes a habit and there is a need to comply with the norm.
In the development of moral behavior, the example of an adult also plays a crucial role. No wonder V.A. Sukhomlinsky emphasized: “A child is a mirror of the moral life of parents.” positive example parents contributes to the fact that the baby easily and unobtrusively learns to live in accordance with the norms accepted in society.
The norm, which is only declared, but not observed by adults, will never begin to influence the real behavior of the child. Moreover, the kid will understand that moral standards can be violated with impunity, it is not necessary to comply. This is how opportunism, maneuvering is born. The child strictly fulfills the norm in some conditions and violates in others, without feeling guilty.
Two ways of behavior can be observed, radically different from each other, when a preschooler violates moral standards. First, the norm is violated unconsciously when the child acts under the influence of situational desires. This behavior appears as age feature. This indicates that the mechanisms arbitrary behavior and that the norm has not yet become an internal psychological instance, but remains external requirement.
The child, being in the power of momentary desires, commits negative actions without thinking about the consequences.
Secondly, with a conscious violation of the norm, the child is aware of the contradictions between his behavior and the socially approved model. In this case, you should talk about misconduct. To show their nature, let's compare two very similar outwardly, but in fact radically different forms of behavior: misconduct and pranks.
A.A. Lyublinskaya showed their differences.
Pranks are characterized by a benevolent attitude towards people. The child is active, initiative, inventive, and his behavior, painted in a bright positive emotional tone, has a disinterested character. The types of pranks are different. IN early age pranks appear, acting as a variant of the game that serves them
source. They are typical for children up to about five years old. The child focuses on the actions of an imaginary character. Pranks become an end in themselves, a source of violent positive emotions, displacing the plot, when the game plot is preserved as a background and serves as a kind of justification for the actions performed and their consequences.
At 4-7 years old, children have pranks, the motive of which is the question "What happens if ...?" (open the faucet and close the water jet with your finger). Their source is the cognitive attitude of the children to the environment and the desire to explore it. Such pranks are more common in initiative children; they are based on the positive features of an emerging personality: activity, initiative, curiosity.
Throughout preschool childhood, pranks are noticeable, motivated by the question
"What can I do?" Their source is the development of independence. Such pranks border on mischief. And they proceed according to this scheme: the child breaks the rules and waits for the reaction of an adult. So he tests his strength, asserts his "I", tries to outline the circle of what is permitted, as it were.
Most misdeeds are based on an inept, but very ardent desire to protect one's "I" from feelings, infringements and insults. Frequent punishments, unmotivated prohibitions, shouting, offensive nicknames, ridicule, lack of love and communication with adults and peers, a feeling of abandonment and uselessness lead to them.
We emphasize that they appear only when the child cannot positively assert himself due to the incorrect position of the adult in relation to him.
The kid drew a drawing, but the teacher did not notice, praised the other. Then the child tore someone else's drawing and was noticed by an adult. Repeatedly, misdemeanors form a style of behavior, are fixed and turn into a habit. They form negative character traits. Consider some of them, most common among preschoolers: stubbornness, deceit, pugnacity.
Stubbornness is manifested in the fact that the child insists on his demand, even if he understands its absurdity and impracticability. Often children deliberately put forward such demands that an adult cannot fulfill. Stubbornness occurs most often if an adult limits the baby's capabilities, does not allow him to act independently and express his desires. “He is still small,” some parents say and strive to do everything for the child. “He is already big,” others say, and erect a whole battery of prohibitions, often without regard to age and individual capabilities. Often a stubborn child cannot refuse the initial demand. The main reasons for stubbornness include the child's protest against unfair treatment and humiliation of dignity; tactlessness of adults; unreasonable restriction of independence and too strict attitude towards the child; disregard for his personal desires.
The most common reasons for children's lies are fear of punishment and a negative example of an adult. It is characteristic that a lie always has some kind of selfish motive, a motive for utilitarian gain, which is what distinguishes it from a child's fantasy. The desire to experience and act in an imaginary situation, the need for independence, self-affirmation, the claim to recognition lead to children's fantasies in which the baby exaggerates his abilities, for example, talks about how he visited different countries, saved people from floods and so on.
Let's take an example. Egor I. (5 years 5 months) says: “I flew to the moon. By plane.
It's slippery there. I left the moon like a parachute. And then he again drove into a flying ship. And then I got into the book. And so he went and went. There was like a circle on the moon, like this (makes a circular gesture with his hand) ... And the bombs land there, but do not explode.
Plots the child most often draws from movies, adult stories, children's books.
One gets the impression that he himself believes in the authenticity of the images created in his imagination. But in the case described, the child does not pursue any benefit, and therefore such a distortion of reality cannot be regarded as a lie. Fantasizing should include children's stories about non-existent animals they care for, about younger brothers and sisters with whom they play. The reason for writing these stories is the lack of communication with adults and peers or dissatisfaction with them. Pugnacity most often occurs in hyperactive children who do not find any other use of their energy in any activities, games.
Pugnacity is a consequence of the fact that the child does not know how to communicate, establish positive relationships with comrades, and then there is a desire to offend others.
The child begins to spread this form of behavior not only to his offenders, but also to the small, weak, defenseless. He takes pleasure in being feared.
Feeling powerful leads to even more pugnacity and even more deterioration in relationships with peers. The cult of strength in the family leads to pugnacity, the wrong position of adults: "Give back!", "Only the strong are respected."
At preschool age, the influence of an adult's assessment on the behavior of children increases, since the adult acts as a model, a standard with which the child compares himself and his actions.
At 2-3 years old, children perform positive actions at the direction of adults, in order to fulfill their requirements. Restriction of one's desires by babies rarely occurs and only under the influence of sympathy or sympathy. Making objectively positive actions, children do not realize their necessity and significance for other people. At the age of 3, on the basis of the moral assessment of an adult, children establish a connection between “good” or “bad” with their actions, attribute their actions to the appropriate category. They enjoy the "good" rating.
A positive moral assessment of an adult gives a positive color even to those actions that were usually performed by a child with complete indifference.
Assessing the actions of the child, the adult, with the help of a positive assessment, fixes The right way behavior, and with the help of a negative - destroys the negative way. The effectiveness of the evaluation, its impact on the moral development of the child directly depends on the ability of the teacher, parents to have an evaluative impact. An adult's assessment must meet certain requirements, that is, to be:
- objective and at the same time tactful, therefore, in an act, they first distinguish positive sides, they talk about negative ones as if in passing, but so that the child understands what exactly the adult is dissatisfied with. It is not the child himself that should be evaluated, but his offense. Reprimand should be resorted to in exceptional cases, showing how to act;
- focused on the child's own behavior, and not on comparing him with other children, so as not to humiliate in the eyes of adults, not to destroy joint activities;
Differentiated, since general assessments do not give anything for the development of the individual.
It is necessary to show for what the child is evaluated in a certain way. And the child will strive to repeat the action in order to again deserve a positive assessment;
- systematic, and not given on a case-by-case basis;
- including a combination of verbal and non-verbal methods of influence. Preschoolers are especially sensitive to the latter. The ratio of different assessment methods depends on age, individual characteristics pupils, situations.
Features of the moral development of children in preschool age:
- children develop their first moral judgments and assessments; initial understanding of the social meaning of the moral norm;
- the effectiveness of moral ideas increases;
- Conscious morality arises, that is, the child's behavior begins to be mediated by a moral norm.
Literature
Akhromeeva L. Selfishness and its causes// preschool education. -
1986. - No. 2. - S. 42-43.
Gasparova E. Stubbornness and whims / Preschool education. - 1989. - No. 1. - S. 76-83.
Gorbacheva V. A. Formation of children's behavior in kindergarten. - M., 1957.
Lyublinskaya A. A. On moral ideas and moral habits//Preschool education. - 1966. - No. 5. - S. 11-15.
Ponomarenko T. O. On the relationship of ethical ideas and actions of children / Preschool education. - 1992. - No. 3-4. -WITH. 10-14.
Psychological and pedagogical problems of moral education of preschool children / Ed. T.S. Komarova. -M., 1983.
Subbotsky E.V. The child discovers the world. - M., 1991.
Jacobson S. G. Psychological problems ethical development of children. - M. 1984.
Jacobson S.G. What, according to children, is “good” and what is “bad” // Preschool education.
- 1988. - No. 1. - S. 46-49.
IN preschool period there appear forms of behavior associated not only with the allocation of one's own "I", but also with a fundamentally new type of relationship of the child to the world around him - the child's predominant orientation to the social environment. This is evidenced, in particular, by the predominance of topics related to the image of a person in the work of a preschooler. This creates a favorable basis for the formation of primary forms of socially significant values and moral criteria.
According to J. Piaget, children's moral sense arises from the interaction between their developing mental structures and gradually expanding social experience. The development of a moral sense is carried out in two stages (Table 10.3):
- stage of moral realism - children judge the morality of an act or behavior by its result, not being able to evaluate and take into account intentions;
- stage of moral relativism - children understand that the rules are created by people themselves and in a number of situations people are forced to deviate from them or change them. This leads them to realize the relativity of the morality of the act. When evaluating it, they begin to proceed from the intentions, motives of a person, and not from the results and consequences of these actions.
Table 10.3
Levels of moral self-awareness of children according to J. Piaget
The theory of two stages in the development of moral consciousness by J. Piaget was developed by L. Kolberg. Based on discussion by children, teenagers and adults of the series short stories moral content, he came to the conclusion about three levels of formation of moral self-awareness in people (Table 10.4).
Table 10.4
Levels of moral self-awareness of children according to L. Kolberg
|
The level of moral consciousness |
Psychological characteristic |
|
Pre-conventional level |
Orientation to avoid punishment and obedience: the rules of behavior are not violated in the presence of adults |
|
Conventional level |
The rules of conduct are not violated even in the absence of adults due to fear of punishment. |
|
post-conventional level |
Rules of conduct are not violated in accordance with their own moral positions |
According to L. Kohlberg, a moral choice is not made in a vacuum, it is influenced by a possible assessment by other people. The child, as it were, concludes a kind of moral agreement (convention) with the world, undertaking to behave in a certain way. The possibility of adopting such a convention appears at a certain age. Moral self-awareness before the "acceptance of the convention" characterizes the pre-conventional level, at the stage of its adoption - the conventional level, and, accordingly, more mature people- post-conventional level. These levels can be illustrated by the following examples: an immature child does not eat sweets from holiday set only because there is a mother nearby who does not allow him to do this; a child who is at the conventional level does not eat these sweets because he promised not to; but already at the postconventional level, the child is motivated by the fact that he does not want to spoil the festive table, he wants to treat others, etc.
What has been said means that a preschool child, by virtue of his age, can either be a moral realist, or he can have a pre-conventional level of moral consciousness. Moral relativism and conventional morality are the privilege of a more mature age.
The development of the moral sphere of the personality of a preschooler is conditioned by the emotions and feelings of the child and is associated with his desire to maintain a positive image of the "I". The development of the moral sphere of a person in preschool age can be represented as the formation of an integral unity and the formation of interrelations of moral consciousness, behavior, relationships, emotions and feelings of a child. His moral behavior is based on a still insufficient understanding and acceptance of moral norms and rules. They are performed by the child with the presence and approval of adults.
A preschooler understands the rules of adequate interaction with people and, in favorable conditions for himself, can perform actions, focusing on these rules. Individual emotional interest in the approval of others leads to an understanding of the need to comply with a positive standard of behavior. When this need acquires a personal meaning, responsibility arises in preschoolers as a personal feature, the foundations of a responsible attitude to the results of their behavior are formed. In the process of becoming responsible, the child develops the ability to evaluate his individual actions and behavior as a whole as good or bad, if the dominant motives of behavior are social motives. Mastering reflection, the child tries to analyze his own behavior, to project his actions on possible reactions from other people. Despite the fact that the need to act in accordance with the rules acquires personal meaning for the child, his sense of responsibility is better manifested in the presence of an adult. The development of the moral consciousness of preschoolers occurs in the following areas:
- clarification of knowledge and ideas about good and bad behavior;
- awareness of the consequences of violation of moral standards;
- mastering the main ethical concepts: their awareness, experience and use for assessing the nature of moral actions and deeds;
- concordance of moral knowledge and ideas, emotional relationships and deeds.
Moral development is promoted by the strengthening of the importance of moral norms and rules with age, the increase in the adequacy of the assessment of one's actions and the actions of other people on the basis of moral knowledge. At the same time, the preschooler remains very dependent on the assessments of adults. The main ethical concepts that determine the development of the moral sphere of the personality of preschoolers are: good - bad, true - false, possible - impossible, politeness - rudeness, good - evil, etc.
General factors of moral development in preschool age are: moral feelings and experiences of the child, awareness of moral norms and attitude towards them, the adequacy of emotional relations and behavior in their implementation, moral consciousness and a sense of moral duty, moral assessment and self-esteem. The general psychological mechanism consists in the internalization-exteriorization of the moral norms contained in the basic ethical concepts. Particular psychological mechanisms of the moral development of a preschooler's personality are: identification with the carriers of moral norms, imitation of moral models, mismatch between the external assessment of moral behavior and relationships by adults and the internal moral self-esteem of the child. The criteria for the effectiveness of the development of the moral sphere of the personality of a preschooler are:
- - the criterion of moral knowledge (what the child knows);
- - the criterion of moral attitude (how does he relate to this);
- - the criterion of moral behavior (how he behaves);
- - the criterion of moral feelings and moral experience (what he feels at the same time);
- - a general criterion - as a unity of consciousness, behavior, feelings, relationships and experiences.
Formation moral concepts at preschool age different ways. The process of formation of moral concepts goes on in preschool age not only in the direction from a specific to a generalized understanding moral essence situations. Under the influence of communication with adults, preschoolers learn the content of moral concepts initially in a categorical form. The content of these concepts throughout the preschool age is constantly refined and supplemented, which contributes to the intensification of their formation. At the same time, this creates the possibility of their formal assimilation. The formation of elementary moral concepts and ideas provides a more conscious entry into the world of adults and stimulates the transition of a preschooler to new level moral development. Behavior, relationships with adults and peers gradually cease to be of a direct emotional nature, and begin to be determined by moral standards. An older preschooler can himself use certain moral assessments and apply general criteria"good - bad", in accordance with which he differentiates socially useful and negative mortars and actions of other people.
Practical example
In an experimental study by N.V. Melnikova, it was revealed that girls of preschool age have more high level development of moral feelings and moral consciousness that regulate behavior, so their overall level of moral development is higher. They, unlike boys, are able to experience experiences associated with the implementation or violation of moral standards, regardless of the approval or disapproval of others. The moral feelings and experiences of preschool boys are to a greater extent associated with the assessments and control of surrounding adults.
The orientation of preschoolers to perform positively evaluated actions, acting as a regulator of their activities, is the basis for the formation of their moral properties. An important role as a standard of behavior for preschool children is played by fairy tale characters in which positive and negative character traits are distinguished in a figurative and accessible form. The formation of personality through moral criteria and assessments is regulated by adults who select and encourage socially significant qualities. The independence of the child begins to manifest itself in those situations when he correlates other moral assessments with himself and, on this basis, regulates his activity.
Thus, at preschool age, an intensive moral development of the child takes place: the formation of ethical instances, which involves the development of moral consciousness, moral self-regulation of behavior and social, moral feelings; the formation of moral and pragmatic behavior, which is based on the strengthening of external control, the branching of its forms, the hierarchization and re-hierarchization of pragmatic motives for normative behavior and the emergence of prerequisites for disinterested moral behavior, which is the result of the interaction of consciously assimilated norms and experiencing altruistic influence from close adults.
31. Features of moral development in preschool age.
Relationships between people are regulated with the help of moral norms and rules that determine socially approved ways of behaving a person in a variety of situations. Public opinion expresses the attitude of society to the observance or violation of norms. The moral maturity of a person assumes that a person controls his own behavior and independently builds it in accordance with it.
At preschool age, the most favorable conditions for the moral development of children are created. During this period, the system of the child's relationship with adults and peers expands and restructures, types of activities become more complicated, and joint activities with peers arise. A preschooler comprehends the world of human relations, discovers the laws by which the interaction of people is built, that is, the norms of behavior. In an effort to become an adult, a preschooler subordinates his actions to social norms and rules of behavior.
The leading type of activity is a role-playing game, where the child models the ways of behavior, actions, relationships between adults. It highlights the relationship between people and the meaning of their work. Performing roles, the child learns to act in accordance with the moral standards accepted in human society.
The moral development of a preschooler includes three interrelated areas. In the sphere of moral knowledge, judgments, ideas, that is, the cognitive sphere, children master various aspects of public moral consciousness, and above all, an understanding of moral requirements, criteria for moral assessment. The child learns to voluntarily follow the norms of morality, even if its violation is associated with personal gain and the child is confident in impunity. Thus, having mastered moral behavior, the child is able to make the right moral choice not in words, but in action. In the sphere of morally valuable experiences, the child develops morally valuable and morally approved relationships with other people. Thus, the child develops humanistic, altruistic feelings and attitudes, for example, attention to the needs and interests of others, the ability to take them into account, sympathy for other people's troubles and joys, as well as the experience of guilt when norms are violated.
For an older preschooler, the interests and desires of another person begin to play an increasingly important role. Children of this age use in speech words denoting moral qualities and their antipodes (kind, fighter, greedy, honest, sneak, etc.), but they associate them with a specific situation from their own experience, which is explained by the specific imagery of children's thinking.
If a preschooler clearly sees the consequences of compliance or violation of the norm, then it is easier for him to understand its content and relate it to himself. The more specific the norm, the closer it is to the child's own experience, the easier it is to understand.
Fiction plays an important role in the formation of moral judgments and assessments in children. Children immediately strive to highlight positive characters and unconditionally accept their positions. And in relation to everyone who impedes the implementation of their plans, they become in a sharply negative attitude.
At the age of 3-7 years, children develop ethical standards-examples that contain a more or less generalized idea of positive or negative behavior in life situations. A preschooler correlates his behavior not only with a specific adult, but also with a generalized idea. The older preschooler develops generalized ideas about friendship, mutual assistance, devotion, kindness.
At preschool age, the moral ideas of a preschooler affect his everyday life. However, moral norms, even those that the child knows well, do not immediately begin to guide his behavior. Initially, they are performed only at the request of an adult or in his presence, they are easily violated by a child. Having learned the norm, the child first of all begins to control his peer. It is easier for him to see and evaluate the presence of moral qualities and the fulfillment of norms by his peers than by himself. Very often he correctly assesses the fulfillment of moral standards by his comrades and is mistaken about himself. Gradually, evaluating a peer, comparing himself with him, listening to the assessment of his actions by adults and comrades, the baby comes to a real self-esteem.
The development of moral judgments and evaluations is necessary but not sufficient for moral development. The main thing is to create conditions when the norm of morality begins to regulate the real behavior of the child, that is, to establish a connection between moral consciousness and moral behavior. Gradually, this behavior becomes a habit and there is a need to comply with the norm.
In the development of moral behavior, the example of an adult also plays a crucial role. No wonder V.A. Sukhomlinsky emphasized: “A child is a mirror of the moral life of parents
Most misdeeds are based on an inept, but very ardent desire to protect one's "I" from feelings, infringements and insults. Misdemeanors form a style of behavior, are fixed and turn into a habit. They form negative character traits. Consider some of them, most common among preschoolers: stubbornness, deceit, pugnacity.
Stubbornness is manifested in the fact that the child insists on his demand, even if he understands its absurdity and impracticability. The main reasons for stubbornness include the child's protest against unfair treatment and humiliation of dignity; tactlessness of adults; unreasonable restriction of independence and too strict attitude towards the child; disregard for his personal desires.
The most common reasons for children's lies are fear of punishment and a negative example of an adult.
Pugnacity most often occurs in hyperactive children who do not find any other use of their energy in any activities, games. Pugnacity is a consequence of the fact that the child does not know how to communicate, establish positive relationships with comrades, and then there is a desire to offend others.
At preschool age, the influence of an adult's assessment on the behavior of children increases, since the adult acts as a model, a standard with which the child compares himself and his own.
A positive moral assessment of an adult gives a positive color even to those actions that were usually performed by a child with complete indifference.
Evaluating the actions of the child, an adult fixes the correct way of behavior with the help of a positive assessment, and destroys the negative way with the help of a negative one. The effectiveness of the evaluation, its impact on the moral development of the child directly depends on the ability of the teacher, parents to have an evaluative impact. The assessment of an adult must meet certain requirements, that is, be:
Objective and at the same time tactful, therefore, in the act, the positive aspects are first distinguished, the negative ones are spoken of as if in passing, but in such a way that the child understands what exactly the adult is dissatisfied with. It is not the child himself that should be evaluated, but his offense. Reprimand should be resorted to in exceptional cases, showing how to act;
Focused on the child's own behavior, and not on comparing him with other children, so as not to humiliate in the eyes of adults, not to destroy joint activities;
Differentiated, since general assessments do not give anything for the development of the individual. It is necessary to show for what the child is evaluated in a certain way. And the child will strive to repeat the action in order to again deserve a positive assessment;
Systematic, and not given on a case-by-case basis;
Including a combination of verbal and non-verbal methods of influence. Preschoolers are especially sensitive to the latter. The ratio of different assessment methods depends on the age, individual characteristics of the pupils, and the situation.
Features of the moral development of children in preschool age:
Children develop their first moral judgments and evaluations; initial understanding of the social meaning of the moral norm;
The effectiveness of moral ideas increases;
Conscious morality arises, that is, the child's behavior begins to be mediated by a moral norm.
32. Components of the mental readiness of the child to study at school.
Personal, volitional and intellectual readiness are usually considered as components of psychological readiness for school.
Personal (or motivational) readiness for school includes the desire of the child for a new social position of the student. This position is expressed in relation to the child to school, to learning activities, to teachers and to himself as a student. By the end of preschool childhood, the desire of the child to go to school is prompted by broad social motives and is concretized in his attitude to the new social, "official" adult - the teacher.
The figure of a teacher for a 6-7-year-old child is extremely important. This is the first adult with whom the child enters into social relations, not reducible to direct personal connections, but mediated by role positions (teacher - student).
The school attracts many children primarily with its formal accessories. Such children are focused on the external attributes of school life - a portfolio, notebooks, marks, some rules of behavior known to them at school. The desire to go to school for many six-year-olds is not related to the desire to change the preschool lifestyle. On the contrary, school for them is a kind of game of adulthood. Such a student singles out, first of all, the social, rather than the actual educational aspects of school reality. The main link - the content of training - falls out. The teacher's task in this situation is to present the subject to the child, to attach him to the new content, to open it (and not close it with his figure).
The selection of the subject of study and its separation from the adult are the central moment of the ability to learn. Without this ability, children cannot become disciples in the proper sense of the word.
School life requires the child to clearly fulfill certain rules behavior and independent organization of their activities. The ability to obey the rules and requirements of an adult is the central link in volitional readiness for schooling.
Learning at school also requires the intellectual readiness of the child. He must overcome his preschool egocentrism and learn to distinguish between different aspects of reality.
An important aspect of intellectual readiness for school is also the mental activity and cognitive interests of the child: his desire to learn something new, to understand the essence of the observed phenomena, to solve a mental problem.
Thus, different aspects of school readiness turn out to be interconnected, and the link is the mediation of various aspects of the child's mental life.
33. Stages of development of the game of a preschooler.
Considering the origin of play at an early age, we said that symbolic substitutions and actions with imaginary objects appear already in the third year of life. But such actions are not yet the role. A child can feed a doll for a long time or give her injections without taking on the role of a mother or a doctor. How does a role appear in the mind and in the actions of a preschooler?
Game action. It is the main unit of gaming activity, transmitted in a generalized and abbreviated form or in the form of a scheme. For a child, this action is real, with real game operations, using toys or substitute items. Changing the nature of actions in the game determines the development of the game as a whole. The path of game development: "from a specific objective action to a generalized game action and from it to a role-playing action: eat with a spoon, feed with a spoon, feed a doll with a spoon, feed a doll with a spoon, like a mother feeds a child."
E.V. Zvorygina singled out the stages in children's mastery of game actions:
Stage 1: Mastering object-game actions with plot-shaped toys;
Stage 2: Transition to game actions with substitute items (actions are detailed);
Stage 3: Generalization, curtailment and transformation of deployed actions into a pointing gesture towards the toy;
Stage 4: Designation of a familiar action with a word without direct execution.
The playing role does not arise immediately and simultaneously. At preschool age, it goes through a significant path of its development. With the same plot, the content of the game on different stages preschool age is completely different. In general terms, the line of development of a child's play can be represented as a transition from the operational scheme of a single action to its meaning, which always lies in another person. The evolution of action (according to D. B. Elkonin) goes the following way. First, the child eats with a spoon by himself. Then he spoon-feeds someone else. He then spoon-feeds the doll like a baby. Then he feeds the doll with a spoon, as a mother feeds a child. Thus, it is the relationship of one person to another (in this case, mother to child) that becomes the main content of the game and sets the meaning of the game activity.
In the middle of preschool childhood, the same game in terms of plot takes place differently. The main content of the game is the relationship between the roles, which are clearly outlined and highlighted. Children call them before the game starts. Game actions are highlighted that convey attitudes towards other participants in the game - if porridge is put on plates, if bread is cut, then all this is given to the “children” for lunch. The actions of the child become shorter, they are not repeated and replace one another. Actions are no longer performed for their own sake, but for the sake of implementing a certain relationship to another player in accordance with the role assumed.
The content of the game of older preschoolers is the fulfillment of the rules arising from the role taken on. Children 6-7 years old are extremely picky about the implementation of the rules. Performing this or that role, they carefully monitor how their actions and the actions of their partners correspond to generally accepted rules of behavior - it happens or it doesn’t happen: “Moms don’t do that”, “They don’t serve soup after the second”.
Thus, the content of games at preschool age changes as follows: from the objective actions of people to the relationships between them, and then to the implementation of the rules that regulate the behavior and attitudes of people.
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Relationships between people are regulated with the help of moral norms and rules that determine socially approved ways of behaving a person in a variety of situations. In the first six months of life, the child develops a need to communicate with an adult, the desire to get in touch with him, to attract his attention. In response to the love and care of an adult, the infant develops a positive sense of self, cheerfulness, goodwill, and curiosity. These features act as prerequisites for moral development.
If a preschooler clearly sees the consequences of compliance or violation of the norm, then it is easier for him to understand its content and relate it to himself. The more specific the norm, the closer it is to the child's own experience, the easier it is to understand.
Moral norms, even those that the child knows well, do not immediately begin to guide his behavior. Initially, they are performed only at the request of an adult or in his presence, they are easily violated by a child.
Having learned the norm, the child first of all begins to control his peer. It is easier for him to see and evaluate the presence of moral qualities and the fulfillment of norms by his peers than by himself. In older preschoolers, more and more often, not pragmatic behavior is observed, when a moral act is associated with a benefit for oneself, but disinterested, when behavior does not depend on external control, and its motive is moral self-esteem.
At the age of 5-7 years, preschoolers move from spontaneous morality to conscious. The main thing is to create conditions when the norm of morality begins to regulate the real behavior of the child, that is, to establish a connection between moral consciousness and moral behavior. Only in the presence of such a connection does the norm become a motive for behavior and perform an inciting meaning-forming function.
Fiction plays an important role in the formation of moral judgments and assessments in children. The child is not satisfied with uncertain situations when it is not known who is good and who is bad. Children immediately strive to highlight positive characters and unconditionally accept their positions. And in relation to everyone who impedes the implementation of their plans, they become in a sharply negative attitude. Children 3-4 years old do not realize the motives of their attitude towards the hero, simply evaluating him as "bad" or "good". At 3-4 years old, a child can already give a correct moral assessment, without comprehending the situation, but transferring his positive or negative attitude to the specific actions of the characters.
At 4-5 years old, the concepts of “bad”, “good” are formed. Then there is an assessment of the hero based on the content of his actions. Older preschoolers understand the moral side of folk tales. The negative moral side of the actions of the heroes causes a sharp protest and indignation. Children consciously stand on the side of good.
Features of the moral development of children in preschool age:
Children develop their first moral judgments and evaluations.
ki; initial understanding of the social meaning of moral
noah norm;
