Formation of moral education in preschool children. Archive. Means of moral education

The moral education of preschool children has concerned teachers, psychologists, philosophers, and sociologists since ancient times. With each passing century, scientists, concerned about the immorality of young people, are constantly developing new methods to combat it. At the same time, with the change in social values, the “moral” request also changes. For example, in communist times, altruists, hard workers, and generous collectivists were welcomed, and with the advent of capitalism, proactive, enterprising individuals emerged.

The relevance of moral education of children

It is a generally accepted fact that moral education cannot be taught. The inculcation of moral norms, habits, qualities, and behavior occurs due to individual personal characteristics. It is impossible to re-educate an adult. He himself accepts certain principles of morality for himself.

If the moral education of preschool children in the family and kindergarten is different, then disharmony arises among the children. For example, in kindergarten they focus on friendship, and dad and mom can indulge their child’s aggression and pugnacity, seeing this as self-defense. That is, both teachers of educational institutions and parents should have uniform requirements for moral education.

And yet, than younger child, the more open he is to the world around him. It has already been proven that personality is formed by the age of five (as the Soviet teacher Makarenko wrote about). But preschool and junior school period remain the most flexible favorable period in the formation of moral norms.

Moral education of preschool children

This process is considered from different points of view:

• standards of behavior in different situations(in transport, society, building, at the table);
• moral standards towards people;
• spiritual component;
• patriotic feelings;
• personal qualities.

The moral education of preschoolers occurs in a comprehensive manner, that is, at each lesson, the teacher observes the children and corrects their behavior. Problematic situations are played out in role-playing games, discussed using the example of literary works, and resort to the help of a psychologist and parents.

Depending on the requirements of the program and methods, teachers highlight certain aspects of morality: for example, the development of moral feelings through work, play, as well as patriotic, environmental, religious, aesthetic education.

Now they also pay attention not only to the development of collectivism, but also to the individual. A child must be able to communicate with other people, but at the same time defend his opinion, without allowing others to “crush” him. Therefore, teachers more often resort to Sukhomlinsky’s personality-oriented theory in their activities.

The problem of morality of junior schoolchildren

The moral education of schoolchildren in primary school is based on the authority of the teacher. His personal qualities and behavior are copied by children unconsciously. Primary classes- This important period in the making moral personality child. In communist times, the morning began with a collective meeting, where positive and negative moments from the life of the school were discussed. The whole day was built on collective events and extracurricular conversations designed to foster a harmoniously developed personality.

Nowadays, any discussion of a student’s misconduct is perceived as humiliation of the individual. Parents immediately file complaints with the Ministry of Education and the prosecutor's office, without delving into the situation. Teachers began to consider the moral education of younger schoolchildren superficially. That is, in their subjects, teachers have practically stopped teaching about moral feelings towards the Motherland, faith, people, themselves, nature, work, and animals. Various problematic situations are resolved at the highest level (director - parents), while the influence of fathers and mothers can differ radically from pedagogical requirements.

Features of moral and spiritual education

In some educational institutions The emphasis is placed on spiritual and moral education, where human relationships, conscience, and the moral character of the individual come first. More often, such programs are found in schools or kindergartens with a religious bias. The spiritual and moral education of schoolchildren and older preschoolers is aimed at instilling the following spiritual values:

• universal (peace, culture, Earth, ecology);
• national (incorporating oneself into the nation, country, traditions, centuries-old history, pride in the Fatherland);
• family (attitude to family, parents, pedigree, way of life, traditions);
• personal (dignity, life, human rights, children, honor, individuality).

Program spiritual- moral education in many educational institutions it implies four main areas:

• development of moral feelings (patriotism, citizenship, responsibility, faith, duty, conscience);
• formation of moral character (meekness, patience, altruism, peacefulness, mercy);
• consolidation of moral habits and positions (the ability to distinguish between evil and good, willingness to overcome difficulties, show selfless love);
• formation of moral behavior (service to the Motherland, spiritual prudence, discipline, tendency to good deeds).

Social and moral education

Sometimes the spiritual and moral education of schoolchildren is combined with social learning. This is due to the fact that the life of an individual outside society is impossible. Therefore, from childhood it is necessary to teach a child to interact with people, to introduce him to legal, civil, everyday, and economic relations.

Many schools introduce subjects such as law and social studies, in which they study legal aspects when various life situations arise. However, children quickly grasp that any social and personal problems can be easily solved at the expense of third parties (prosecutor's office, police, court). At the same time, they don’t even learn to resolve conflict situations in peaceful way.

That is why social relations are studied along with moral actions and personal qualities. In some situations, teachers resort to the help of a psychologist who organizes various problem situations, trainings, and games. But without interaction with parents, one hundred percent assimilation of social and moral norms is impossible.

Moral and civic education

In cadet schools, patriotic gardens morality is considered together with citizenship. This is especially true in our time, when there are class and civil wars when the history of military battles from different time periods is deliberately distorted.

Moral and patriotic education is expressed in informing about the political and social needs of the country and developing the ability to defend one’s opinion. Then the child will be able to adequately assess the situation in his state, understand its problems and make conscious decisions to protect the interests of his Fatherland: for example, transfer some of his things and toys to Orphanage, keep your yard clean, be attentive and careful in relation to suspicious persons (scammers, drug dealers), etc.

Task civic education is to teach children to accept their country with all its advantages and disadvantages, not to exchange it for foreign countries, but to solve problems on their own. Also, this process is intended to subsequently push older schoolchildren to choose a profession that will help not only personal development, but also partially contribute to solving government problems.

Moral and aesthetic education

In some institutions, the moral education of children is accompanied by aesthetic development. In ancient times, music and art were compulsory subjects for all students. It is believed that the perception of beauty and goodness comes in unity. A person who is drawn to beauty will never commit an immoral act.

Preschoolers and schoolchildren are more emotionally open, and therefore more subtly perceive paintings, theatrical performances, audio tales, performances that reveal moral actions and moral character.

Theater and literary works allow the most acute demonstration of a person’s antisocial qualities. The child feels antipathy towards negative characters and tries not to repeat their mistakes. It is easier for a teacher to resolve various conflict situations using examples from literary works. In addition, the spiritual and moral education program involves visiting theaters, museums, and exhibitions, which makes learning more interesting for children.

Features of moral labor education

To this day, society values ​​hard work, initiative, diligence, discipline, responsibility, mobility, the ability to plan, analyze and forecast. It is these qualities that begin to be formed in preschool age, teaching children to be on duty in a group, a corner of nature, a locker room, etc.

The kids work on their plot, removing snow in winter and watering plants in summer. It is important to instill in children respect for other people’s work and teach them to treat things with care. This is the labor spiritual and moral education of children.

WITH preschool age Children are taught that kindergarten should be treated like home. All instructions must be carried out conscientiously. This attitude is especially important in our time, when parents are reluctant to participate in collective cleaning of the territory, washing windows, repairing toys or furniture, and other similar activities. Moreover, most mothers and fathers continue to fiercely defend the rights of schoolchildren, prohibiting them from undergoing internships, being on duty in classes and at school, perceiving this as exploitation of child labor.

Moral and environmental education

Spiritual and moral education is inseparable from the flora and fauna. After all, kids unconsciously reach out to our smaller brothers. Therefore, educational institutions organize corners of nature where children are taught to look after and care for fish, hamsters, rabbits, birds, and plants.

It is important to instill in children a love for all living things, to reinforce a sense of responsibility for our little brothers, and to show that environmental pollution can lead to global irreversible consequences. Daily observations of natural phenomena, plants, and animal behavior broadens a child’s horizons and emotional experiences.

Moral education of primary schoolchildren and preschoolers through environmental methods allows them to develop altruism, attentiveness, caring, mutual assistance, patience, kindness, hard work, and responsibility. It is important for teachers to constantly draw a parallel between the sensations of animals and plants with the feelings of people.

Moral education and moral development

What are the similarities and differences between terms such as moral education, development and formation? Preschool age, as Rousseau said, is a “clean slate,” fertile ground for “planting” moral feelings. That is why you first need to form the rudiments of certain qualities in children.

Older preschoolers can already distinguish between good and bad actions and can find cause-and-effect relationships, which is why the term “education” or “development” applies to them. Only education is a continuous process throughout life. It can be targeted and uncontrollable. For example, at one time children wanted to become cool guys, like Sasha Bely (film “Brigada”), despite the antisocial behavior of the main character. Therefore, the spiritual and moral education of schoolchildren must be continuous on the part of the teaching staff and parents.

Development is a specific process over a certain period of time. For example, the development of moral feelings (collectivism, self-esteem and hard work) in older preschoolers. That is, the teacher conducts targeted work with children to develop specific moral feelings.

In fact, a distinction between these terms is required for students of pedagogical universities when choosing the topic of moral education for their diplomas. In all other cases, the terminology is not so relevant, the main thing is the result.

Brief conclusions

It is better to start nurturing moral character and moral behavior from preschool age. Results can be achieved faster with the cooperation of teachers and parents. Children need to not only explain moral rules, principles and norms, but also demonstrate them in practice by their example.

The moral education of schoolchildren further determines the moral character of the country's citizens. If teachers focus the attention of their students on the social problems of the state (Nazism, racism, fascism, selfishness and indifference), teach them to solve difficulties in all possible ways, and not look for excuses, then the number of proactive strong individuals in the state will increase who will change the future for the better.

We will look at this topic in detail and also talk about key tools and methods.

What is it about?

To begin with, we note that the moral education of children of middle preschool age is a broad concept that includes a whole range of educational methods that teach the child moral values. But even before this, the child gradually increases his level of education and is included in 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 us not hide the fact that every old generation marks the fall of 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 human qualities. For example, consider the times of communism, when workers had the most honor. People who were ready to help at any moment and strictly carry out the orders of the leadership were extolled. In a sense, the individual was oppressed while collectivists were valued the most. When capitalist relations came to the fore, such human traits as the ability to search non-standard solutions, creativity, initiative, enterprise. Naturally, all this affected the upbringing of children.

Why is moral education of preschool children necessary?

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

For example, let’s take a case where parents are trying to cultivate a sense of ownership and aggression in a child, and educators are trying to instill qualities such as goodwill, friendliness and generosity. Because of this, the child may experience some difficulties 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 goodness, honesty, justice, regardless of what principles their parents are currently guided by. Thanks to this, the child will understand that there is a certain perfect option, and will be able to form his 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 teacher 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 full development 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. This builds self-esteem and importance.

However, in order to achieve maximum results, methods of moral education of preschool children must be selected thoughtfully 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. Moreover, any approach to moral education influences the entire complex of its forms. Let's list them:

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

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

Problems

The problems of moral education of preschool children lie in the fact that the child hesitates between two authorities. On the one hand, these are educators, and on the other, parents. But even in this matter there is positive side. Early childhood education providers and parents, working together, can achieve excellent results. But, on the other hand, a child’s unformed personality can be greatly confused. At the same time, let's not forget that children on a subconscious level copy the behavior and reactions of the person they consider their mentor.

The peak of this behavior occurs in the first school years. If in Soviet time all the shortcomings and mistakes of each child were exposed to everyone, then in the modern world such problems are discussed behind closed door. Moreover, scientists have long proven that education and training based on criticism cannot be effective.

At the moment, public disclosure of any problems is interpreted as punishment. Today, parents can complain about a teacher if they are not satisfied with his or her 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 a teacher. 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 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;
• formation patriotic feeling and pride in one's country;
• fostering a tolerant attitude towards people of other nationalities;
• developing communication skills that allow you to work productively in a team;
• formation of an adequate sense of self-esteem.

Facilities

The spiritual and moral education of preschool children occurs through the use of certain means and techniques, which we will discuss below.

Firstly, this is creativity in all its manifestations: music, literature, visual arts. Thanks to all this, the child learns to perceive the world figuratively and feel it. In addition, creativity gives you the opportunity to express your own feelings and emotions through words, music or drawings. Over time, the child understands that everyone is free to realize themselves as they please.

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

Thirdly, 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 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, even the healthy ones will soon begin to spoil. Means of moral education of preschool children will be ineffective if the team does not have the right atmosphere. It is impossible to overestimate the importance of the environment, since 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, specialists resort to three main methods.

This is for interactions that are built on respect and trust. With such communication, even with a clash of interests, it is not a conflict that begins, but a discussion of the problem. The second method concerns soft trust influence. It lies in the fact that the teacher, having a certain authority, can influence the child’s conclusions and correct them if necessary. The third method is to develop a positive attitude towards contests and competitions. In reality, 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.

Moral education programs for preschool children imply the development of a harmonious attitude towards oneself, the people around them and nature. It is impossible to develop morality in a person in only one of these directions, otherwise he will experience strong internal contradictions, and will 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 teacher can show his affection and tenderness, because then children will learn these manifestations in all their diversity, observing the actions of parents and educators.

It is equally important to condemn hostility and aggression, but not to force the child to suppress his real emotions. The secret is to teach him to correctly and adequately express both positive and negative emotions.

The foundations of 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 correctly perceive praise and criticism. At this age, having an adult to imitate is of great importance. Often in childhood unconscious idols are created, which adult life can influence a person’s uncontrollable actions and thoughts.

Social and moral education of preschool children is largely based not only on communication with other people, but also on decisions logical problems. 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 that educators face is to develop the ability to understand their own emotions and those of other people.

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

The basic means of educating preschool children is based on the observations of the teacher. He must analyze the child's behavior for certain period, note positive and negative trends and report this to parents. It is very important to do this in the correct form.

The problem of spirituality

An important part of moral teaching is often lost, namely the spiritual component. Both parents and educators forget about her. But it is on spirituality that morality is built. You can teach a child 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 wrong.

In kindergartens with a religious orientation, children are often instilled with a sense of pride in their country. Some parents independently instill religious faith in their children. This is not to say that scientists support this, but in some cases it is indeed very useful. However, in most cases, kids get lost in the complex twists and turns 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 can easily lead him astray. It is much better to talk about this topic with the help of images and fairy tales.

Civil bias

In many children's educational institutions, an emphasis is placed on civic feelings. Moreover, many educators consider such feelings to be synonymous with morality. In kindergartens in countries where there is sharp class inequality, educators very often try to instill in children 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 develop his own attitude over time. However, respect for authority must be cultivated.

Aesthetics

An important part of raising children is developing a sense of beauty. It will not be possible to form it just like that, since the child must have some kind of base from the family. It is still laid in early childhood when a child watches his parents. If they like to walk, visit theaters, listen to good music, and understand art, then the child, without realizing it, absorbs it all. It will be much easier to evoke a feeling of beauty in such a baby. It is very important to teach a child to see something good in everything that surrounds him. Let's face it, not all adults are good at it.

Thanks to precisely these foundations laid in 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 raise a generation that will humanely and intelligently treat the benefits of the earth. Modern people started this situation, and the issue of ecology worries many. Everyone understands perfectly well how an environmental disaster can turn out, but money still comes first.

Before modern education and raising children there is a serious task of cultivating in children a sense of responsibility for their land and ecology. It is impossible to imagine the 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, will never litter the street, etc. He will learn from the very beginning. early years take care of your space, and pass this understanding on to your descendants.

To summarize the article, let's say that children are the future of the whole world. It is what the next generations will be like that determines whether our planet has a future at all. Raising moral feelings in a preschool child is a feasible and good goal that all educators should strive for.

Yegoryevsk branch

Department of Pedagogy, Psychology and Speech Therapy

Moral education of preschool children

Course work in developmental psychology

3rd year correspondence students
Faculty of Education
Platitsyna Ekaterina Nikolaevna

Scientific adviser:
Art. Davydov Ave. S.V.

2011
Table of contents

Introduction………………………………………………………… ……………….3
Chapter 1. Moral education of preschool children in the system of comprehensive personality development
1.1 Content of moral education……………… …………………...8
1.2 The mechanism and tasks of moral education of preschool children…………11
1.3 Means and methods of moral education of preschool children…………16

Chapter 2. Development of morality in preschool children
in Game
2.1 Game as a leading activity in the development of morality……………20
2.2 Programs of activities and entertainment for the development of children’s morality
in kindergarten……………………………………………………………………………… 23

Conclusion…………………………………………………… ………………...30

Bibliography………………………………………………….………...32

Introduction
Preschool pedagogical science and practice are currently faced with the task of creating the most effective conditions for the formation of moral behavior in children. Of particular importance are the issues of developing a humane attitude towards their peers, adults, working people, as well as towards nature and animals; nurturing a positive attitude towards work and various activities, including educational ones.
Forming a child’s personality, instilling in him a correct attitude towards the environment and a certain moral position is a complex pedagogical process. It is based on the correct, harmonious development of feelings.
Feeling is a special form of a person’s relationship to the phenomena of reality, conditioned by their compliance or non-compliance with human needs. Feelings, as a person’s emotional attitude to diverse phenomena and aspects of reality, reveal in the nature of this attitude the characteristics of this person, his moral beliefs, his inner world“Nothing - neither words, nor thoughts, nor even our actions express ourselves and our relationship to the world so clearly and truly as our feelings: in them one can hear the character of not a separate thought, not a separate decision, but the entire content of our soul and its building,” said K.D. Ushinsky.
A special group of feelings consists of higher feelings: moral, aesthetic, intellectual.
“Those high moral, aesthetic and intellectual feelings that characterize a developed adult and which are capable of inspiring him to great deeds and noble deeds are not given to a child ready-made from birth. They arise and develop throughout childhood under the influence of social conditions of life and upbringing.
The education of feelings is closely related to the development of an emotional attitude towards the environment in preschool children. Development emotional sphere the child and the education of his feelings on this basis is a primary task, “no less, and in some sense even more important than the education of his mind.”
The ethical development of a child and the formation of his moral ideas are associated with the development of the emotional sphere of a preschooler. It is not difficult to convey to a child knowledge about ethical standards, to demand and control the child’s compliance with moral rules. It is much more difficult to develop in him a certain attitude towards the moral norm, a desire to follow the good and resist the bad. Knowledge ethical standards It is not enough for a child to act morally on his own, not under the “pressure” of adults, but of his own free will. Therefore, the question of the relationship between a child’s ideas and behavior is especially relevant in the theory of modern preschool pedagogy and causes great difficulties in raising children in kindergartens and in the family. The connecting link in this process should be the work of adults on the development of the child’s emotional sphere and the education of his moral feelings.
In the history of Russian and progressive foreign pedagogy, great attention has always been paid to the education of moral feelings. In the works of K.D. Ushinsky, V.G. Belinsky, N.A. Dobrolyubova, A.I. Herzen, N.G. Chernyshevsky notes that children early begin to feel kindness and fairness on the part of adults and peers and are sensitive to various manifestations of hostility towards them. Russian revolutionary democrats called on teachers to teach children the understanding of good and evil, and rebelled against moralizing in education. They believed that raising a child as a citizen of his homeland is inseparable from nurturing in him humane (noble) feelings - kindness, justice, the ability to resist lies, self-interest, and cruelty.
In the first years of Soviet power, N.K. Krupskaya, A.S. Makarenko, A.M., Gorky spoke out against bias and moralization in raising children, for expanding the spiritual world of children, teaching them to understand the world around them. N.K. Krupskaya argued that it is necessary to study the psychology of children, their emotional perception of the world, the environment in which they live, and that difficult issues related to the development of the child’s inner world cannot be ignored. Children need to be shown modern people, their joys and sorrows, their experiences.
In modern Soviet pedagogy, V.A. Sukhomlinsky paid especially great attention to the issue of educating the child’s feelings. He believed that it was important to educate a child’s feelings from an early age, to teach him to balance his own desires with the interests of others. Anyone who, in the name of his desires, throws aside the laws of conscience and justice will never become a real person and citizen.
Psychologists and teachers emphasize that children’s feelings develop most intensively in preschool childhood. They can manifest themselves both in the child’s attitude towards himself (self-esteem, superiority or, conversely, a feeling of inferiority, confidence or despair, etc.), and in relation to other people (sympathy or antipathy, sympathy, malice, anger, indifference, a feeling of friendship, love, camaraderie, a feeling of shame, guilt, etc.), to the team (a sense of collectivism, solidarity), to art (aesthetic feelings). A child of senior preschool age is already developing the beginnings of complex feelings, such as, for example, justice, love for his homeland, and affection for children of other nationalities. In the future, this turns into a more complex sense of patriotism, citizenship, and internationalism.
For the formation of a child’s feelings and his normal development, nurturing an emotionally positive attitude towards the environment is of great importance. Positive emotional states are the basis for a friendly attitude towards people and a willingness to communicate. Negative emotional states can cause anger, anxiety, fear, and alienation.
Preschool children are capable of experiencing strong feelings of attachment in response to care and affection. French psychologist A. Vallon writes that “at the ages of 3 to 6 years, attachment to people is extremely necessary for the development of a child’s personality. If he is deprived of this attachment, he may become a victim of fears and anxious experiences, or he will experience mental atrophy, the trace of which remains throughout his life and is reflected in his tastes and will.”
Moral feelings are formed in children in the process of their relationships with adults and peers. Moreover, first there is empathy for joy, and then empathy for grief.
At preschool age, moral feelings begin to form, which are of great importance for the development of children's relationships. Children already in their third year of life may exhibit such personality traits as sociability or shyness, independence or lack of self-confidence, selfishness or goodwill, and attentive attitude towards friends. The development of feelings in a child largely depends on the means and methods of education, on the conditions in which he lives. These conditions are his position in the family and kindergarten, the range of his interests and activities in which he participates. With targeted upbringing, a child’s feelings are much richer, more varied and appear earlier than in children who have not received the right upbringing.
A child gains initial ideas about relationships between people by observing the relationships of the adults around him. Their behavior, as well as their attitude towards him and his actions, becomes like a behavior program for the baby. Based on the model given by adults, he builds his relationships with people. Observations of the behavior of children in a circle of peers and in a circle of adults show that preschoolers distinguish shades of mood, intonation, and facial expressions of those with whom they communicate. Often they unmistakably guess the reason for joy or, conversely, bad mood their friend or teacher, express sympathy for them as best they can, and rejoice with them.
Purpose of the study – analyze the features of moral education of preschool children.
Object of study – development of morality in preschool children.
Subject of study – moral education of preschool children.
Based on the goal, the following tasks were set:
1. Study of psychological and pedagogical literature on the moral education of preschool children.
2. Conducting games and activities to develop the moral education of preschool children.

Chapter 1. Moral education of preschool children in the system of comprehensive personality development.
1.1 Content of moral education.
Moral education - This:
- one of the forms of reproduction, inheritance of morality;
- goal-oriented process introducing children to the moral values ​​of humanity and a particular society;
- formation moral qualities, character traits, skills and behavioral habits.
The basis of moral education is morality.
Morality is understood as historically established norms and rules of human behavior that determine his attitude towards society, work, and people.
Moral - This is internal morality, morality is not ostentatious, not for others - for oneself.
Over time, the child gradually masters the norms and rules of behavior and relationships accepted in society, appropriates, that is, makes his own, his own, methods and forms of interaction, expressions of attitude towards people, nature, and himself personally.
Moral education is the main core of the overall system comprehensive personality development . Moral education is closely related to physical, aesthetic, labor and mental education.
The moral education of preschoolers is carried out in various spheres of their lives and activities. The child experiences moral influence in the family, among peers, and on the street. Often this influence is not adequate to the requirements of morality.
Systematic, purposeful formation of a highly moral personality occurs in an organized children's team. In preschool institutions, special educational work is carried out aimed at comprehensive development personality. Preparing the younger generation for life and work, educators teach children to be modest, honest, principled, teach them to love the Motherland, be able to work, combine sensitivity and a caring attitude towards people.
All these and other moral qualities characterize a morally educated person, without whose formation it is impossible to imagine a comprehensively developed personality.
As is known, preschool age is characterized by increased susceptibility to social influences. A child, coming into this world, absorbs everything human: ways of communication, behavior, relationships, using his own observations, empirical findings and conclusions, and imitation of adults. And moving through trial and error, he can eventually master the elementary norms of life and behavior in human society.
The goals of moral education of preschoolers can be formulated as follows - the formation of a certain set of moral qualities, namely:
- humanity;
- hard work;
- patriotism;
- citizenship;
- collectivism.
The ideal goal of moral education is to raise a happy person.
The content of moral education of preschoolers includes the following semantic blocks:
- education of humanity as a personality quality;
- fostering collectivism;
- formation of the principles of citizenship and patriotism;
- developing an attitude towards work and hard work.
Education of humanity is the formation of such a moral quality, which implies sympathy, empathy, responsiveness, empathy.
The core and indicator of a person’s moral education is the nature of his attitude towards people, nature, and himself. Research shows that such attitudes can develop in children as early as preschool age. The basis of this process is the ability to understand another, to transfer the experiences of another to oneself.
The formation of a humane attitude towards people and nature begins in early childhood. With systematic work aimed at nurturing a humane attitude of preschoolers towards the people around them and nature, humanism is formed in children as a moral quality. In other words, humanism is included in the structure of personality as its qualitative characteristic.
It should be emphasized that the education of humane feelings and relationships is a complex and contradictory process. The skills to sympathize, empathize, rejoice, not envy, and do good sincerely and willingly are only being developed in preschool age.
The education of collectivism as a moral quality of a preschooler is based on the formation of positive, friendly, collective relationships.
The main and only function of the children's team is educational: children are included in activities that, in terms of their goals, content and forms of organization, are aimed at shaping the personality of each of them.
For the education of collective relationships, the emergence of such a phenomenon as friendship has a meaning-forming significance. Friendship, as the closest connection between children, accelerates the process of effective awareness of social relationships. Mutual assistance and responsiveness are significant characteristics of collective relationships.
In groups of preschool children, there is a collective opinion. It not only manifests itself in the form of identical ideas about the norms of relationships, but can also be actively used as a personally significant factor of influence on each member of the team and as the basis of collective relationships.
Children's relationships are governed by moral rules and norms. Knowing the rules of behavior and relationships makes it easier for a child to enter the world of his own kind, the world of people.
Education of the principles of patriotism and citizenship - one of the most important components of the moral education of preschoolers.
The feeling of love for the Motherland is akin to the feeling of love for one’s home. These feelings are related by a single basis - affection and a sense of security. This means that if we cultivate in children a sense of affection, as such, and a feeling of attachment to their home, then with appropriate pedagogical work, over time it will be complemented by a feeling of love and affection for their country.
The feeling of patriotism is multifaceted in its structure and content. It includes responsibility, desire and ability to work for the good of the Fatherland, to protect and increase the wealth of the Motherland, a range of aesthetic feelings, etc.

1.2 The mechanism and tasks of moral education of preschool children.
The strength and stability of moral qualities depend on how they were formed and what mechanism was used as the basis for pedagogical influence.
The mechanism of moral development of personality:
(Knowledge and ideas) + (Motives) + (Feelings and attitudes) + (Skills and habits) + (Actions and behavior) = Moral quality.
For the formation of any moral quality, it is important that it takes place consciously. Therefore, knowledge is needed on the basis of which the child will form ideas about the essence of moral quality, about its necessity and about the advantages of mastering it. The child must have a desire to acquire a moral quality, that is, it is important that motives arise for acquiring the corresponding moral quality.
The emergence of a motive entails an attitude towards quality, which, in turn, shapes social feelings. Feelings give the formation process a personally significant coloring and therefore influence the strength of the emerging quality.
But knowledge and feelings generate the need for their practical implementation - in actions and behavior. Actions and behavior take on the function of feedback, allowing you to check and confirm the strength of the quality being formed.
This mechanism is objective in nature. It always manifests itself during the formation of any (moral or immoral) personality trait.
The main feature of the mechanism of moral education is the absence of the principle of interchangeability . This means that each component of the mechanism is important and can neither be excluded nor replaced by another.
At the same time, the action of the mechanism is flexible : the sequence of components may vary depending on the characteristics of the quality (its complexity, etc.) and the age of the object of education.
We must begin not with the communication of knowledge, but with the formation of an emotional base and behavioral practice. This will serve as a favorable basis for subsequent knowledge acquisition.

Article: Features of moral education of preschool children.

Moral education is a purposeful process of developing high consciousness, moral feelings and behavior in the younger generation in accordance with the ideals and principles of morality. The main function of moral education is to form in the younger generation moral consciousness, sustainable moral behavior, moral feelings, appropriate modern image life, to form an active life position for each person, the habit of being guided in their actions, actions, and relationships by feelings of social duty.

It is important to emphasize that moral education is laid in the child’s family. All moral qualities are formed in the family: goodwill, responsiveness, attentiveness, caring and others. However, not all families fully realize the full range of possibilities for influencing the child. The reasons are different: some families do not want to raise a child, others do not know how to do it, others do not understand why it is necessary. In all cases, qualified assistance from a preschool institution is necessary.

It should be noted that teachers preschool institutions are not always imbued with an awareness of the importance and necessity of cooperation with the family.

Therefore, the success of moral education of children largely depends on the nature of the subjective moral space in which they live.

R.S. Bure emphasized that in cases of difficulty or conflict, children’s ability to independently find correct form behavior that corresponds to the norms of cultural, friendly relationships is an unconditional indicator of their upbringing. But such a result does not come by itself; Not all children are able to show sympathy for a peer at critical moments, a desire to help, to give in, abandoning their intentions, especially if they are passionate about their own activities. An adult’s inattention to this side of children’s relationships contributes to the formation of a negative style of behavior in preschoolers: indifference to a “suffering” peer, selfish manifestations.

A.V. Zaporozhets emphasized that children often act contrary to existing rules morality not because they do not know them, but because they are insufficiently formed such humane feelings and attitudes as sympathy, empathy, compassion, responsiveness. But not only adults, but also children need them when joining a children's group, finding friends, and receiving their support.

The formation of humane feelings and relationships is an important condition for the comprehensive education of a child’s personality. How a preschooler is raised morally depends not only on his successful learning at school, but also the formation of a life position. Underestimating the importance of developing moral qualities from an early age leads to the establishment of incorrect relationships between adults and children, to excessive care of the latter, which can cause laziness, lack of independence in children, lack of self-confidence, low self-esteem, dependency and selfishness.

Even N.K. Krupskaya spoke in many articles about the importance of games for understanding the world and for the moral education of children.In the game, all aspects of the child’s personality are formed, significant changes occur in his psyche, preparing the transition to a new, higher stage of development. This explains the enormous educational potential of games, which psychologists consider to be the leading activity of a preschooler.

A special place is occupied by games that are created by children themselves; they are called creative or role-playing games. In these games, preschoolers reproduce in roles everything that they see around them, in the life and activities of adults. Creative play most fully shapes a child’s personality, and therefore is an important means of moral education.

In play, the child begins to feel like a member of a team and fairly evaluates the actions and actions of his comrades and his own. The teacher’s task is to focus the attention of the players on goals that would evoke a commonality of feelings and actions, to promote the establishment of relationships between children based on friendship, justice, and mutual responsibility. In play, all aspects of a child’s personality are formed in unity and interaction. Organize Friendly team, it is possible to cultivate comradely feelings and organizational skills in children only if it is possible to captivate them with games that reflect the work of adults, their noble deeds, relationships, in turn, only with a good organization of the children's team can the creative abilities of each child and his activity be successfully developed .

Moral qualities are formed in the game; responsibility to the team for the assigned work, a sense of camaraderie and friendship, coordination of actions in achieving a common goal, the ability to fairly resolve controversial issues.

Leading role-playing games is one of the most difficult sections of the methodology preschool education. The teacher cannot foresee in advance what the children will come up with and how they will behave in the game. But this does not mean that the role of the educator in creative play less active than in class. However, the unique nature of children's activities also requires unique management techniques.

The most important condition for successfully leading role-playing games is the ability to gain the trust of children and establish contact with them. This can only be achieved if the teacher takes the game seriously, with sincere interest, understands the plans of children, their experiences. Children willingly tell such a teacher about their plans and turn to him for advice and help. The question is often asked; Can and should the teacher intervene in the game? Of course, he has such a right if this is required in order to give the game the desired direction. But the intervention of an adult will only be successful when he enjoys sufficient respect and trust from children, when he knows how, without violating their plans, to make the game more exciting.

The game reveals the characteristics of each child, his interests, good and bad character traits. Observations of children in the process of this type of activity provide the teacher with rich material for studying their students and help them find the right approach to every child. The main way of education in the game is to influence its content, i.e. on the choice of theme, plot development, distribution of roles and the implementation of game images. The theme of the game is the phenomenon of life that will be depicted: family, kindergarten, hospital, clinic, etc.

The same theme includes different episodes depending on the interests of children and the development of imagination. Thus, different stories can be created on the same topic. Each child portrays a person of a certain profession: doctor, nurse, rescuer, or family member (mother, grandmother). Sometimes the roles of animals and characters from fairy tales are played.

By creating a play image, the child not only expresses his attitude towards the chosen hero, but also shows personal qualities. All girls are mothers, but each gives the role its own individual characteristics. Likewise, in the role played as a pilot or astronaut, the features of the hero are combined with the features of the child who portrays him.

Therefore, the roles may be the same, but the game images are always individual. The content of children’s games is varied: they reflect the life of a family and kindergarten, the work of people of different professions, social events, understandable to the child and attracting his attention. The division of games into household, industrial and social is conditional. The same game often combines elements of everyday life, labor and public life: mother takes her doll daughter to kindergarten, and she rushes to work; parents and children go to a party, to the theater. But in every game there is a predominant motive that determines its content, its pedagogical significance. This is natural: the family gives the child the first impressions of the life around him; parents are the closest, beloved people whom, first of all, one wants to imitate.

It is also natural that dolls attract mainly girls, because mothers and grandmothers take more care of children. However, if boys are not instilled with contempt for such games (“why do you need a doll, you’re not a girl”), and they are happy to be dads, perform household chores, and carry babies in a stroller. By observing a child’s behavior in play, one can judge the relationships between adults in the family and their treatment of children. These games help instill in children respect for parents, elders, and a desire to take care of children. By imitating the housework of adults, children learn some housekeeping skills: they wipe dust from doll furniture, sweep the floor in their “house,” and wash doll clothes.

The organization of a play group and the formation of the personality of each child in this group is one of the most important and very complex issues of pedagogy. childhood. This complexity is caused by the dual nature of the experiences and relationships of the players. Performing his role with enthusiasm, the child does not lose his sense of reality, remembers that in fact he is not a sailor, and the captain is only his comrade. While showing outward respect to the commander, he may experience completely different feelings - he condemns him, envies him. If the game greatly captivates the child, if he consciously and deeply enters into the role, the gaming experience overcomes selfish impulses. The teacher's task is to educate children best examples from the life and activities of people that contribute to the formation of positive feelings and motives.

IN last years due to the fact that it is not noted enough high level formation of play activity in preschool children, scientists N.Ya. Mikhailenko, D.V. Mendzheritskaya propose to consider the manual role-playing game as a process of gradual transfer by preschoolers of increasingly complex ways of constructing a game.

N.Ya. Mikhailenko and N.A. Korotkov emphasized that it turns out effective means formation of moral qualities in a role-playing game is cooperative game an adult with children, but in the form of completely new plots, and with partial changes - “losing” already known ones; Gradually, the adult leads the children to increasingly complex transformations of a familiar plot, and then to jointly inventing a new one. As he masters the ability to combine various events together, N.Ya. Mikhailenko and N.A. Korotkov argued that the teacher can stimulate children to combine creative plot construction with different role interactions. The experience gained in playing with an adult in coming up with multi-themed plots and events that unite different roles helps children more successfully develop independent joint play.

We came to the conclusion that the teacher, organizing life and activities in the form of a game, consistently develops activity and initiative, approves friendly relations in the game, the ability to find new positive qualities in comrades, forms self-organization skills in the game.

Ensuring the assimilation of norms regulating moral relations and at the same time preserving the creative, amateur nature of the game is possible only with proper pedagogical guidance, since the content of the game activity, the means of its implementation are developing, and the moral behavior of each child is positively changing, taking into account the general game goal.

Plot-role relationships, being a kind of material stage on which the sphere of human relationships is modeled, primarily determine the development in preschoolers of the ability to highlight and better understand those aspects of their relationships with other children that are regulated by moral norms. The levels of relationships in role-playing games were determined by A.P. Usov in his research:

1. Level of disorganized behavior.

2. Singles level.

3. Game level nearby.

4. Level of short-term communication.

5. Level of long-term communication.

6. Level of constant interaction.

Thus, the importance of role-playing games for moral formation personality of preschool children. The basis of morality is humane relations, namely: goodwill, responsiveness, attentiveness, caring. Humane qualities represent the unity of three components: ideas about the norms of humanity, humane feelings (empathy, sympathy, assistance), and corresponding actions. The essence of humane qualities and relationships is help and support of another. Moral education through role-playing play occurs when pedagogical conditions are met:

1. targeted pedagogical guidance of role-playing games;

2. interaction between the teacher and the student’s family on the issue of moral education;

3. enrichment of role-playing games with moral content;

We study the named humane qualities and their representation in children’s relationships in the experimental part of the work.

Lusine Mazyarkina
Moral education of preschool children

The problem of ethical development, or the formation of moral qualities of an individual preschoolers, stood before teachers always. As sociological studies conducted among parents and educators, the most valuable qualities of children, despite the passion for early intellectual development, both consider kindness and responsiveness. Exactly at preschool age, the main ethical authorities are formed, the foundations of personality and attitude towards other people are formalized and strengthened. At the same time, methods of such education are far from so obvious and pose a serious pedagogical problem. How can you teach a child to be kind? At what age should you start? bring up Do children have a humane attitude towards others? Is it even possible upbringing moral qualities, or are they inherent in nature and are not subject to pedagogical influences? Historical experience raising a preschool child shows that the problem of formation moral and ethical feelings, behavior, ideas has always been relevant. First mentions of education universal human norms morality in children, in particular respectful attitude to elders and parents, we find in the works of outstanding figures even during the times of Kievan Rus, in particular the chronicler Nestor, Prince V. Monomakh. The thoughts of V. Monomakh regarding unity are especially valuable education and training, the meaning of the adults' example in raising a child and situation aimed at teaching children to observe universal human rights moral standards, which the author considers to be guidelines for the young man’s own and public behavior person: obey and respect elders, respect equals and juniors, benefit others, do not be disingenuous, do not allow the strong to offend the weak, do not sit back, sympathize with human grief. In a number of works by classics of Russian pedagogy (S. Rusova, V. Sukhomlinsky, K. Ushinsky, etc.) questions are also covered. Thus, K. Ushinsky, taking into account the characteristics of the child’s psyche, in particular its ability to copy and imitate, considered the example of adults as important tool moral raising children. He correctly noted that a person can educate only personality. The scientist also focuses on the need to use a number of techniques in moral raising children, A exactly: warning, reprimand and encouragement of the child, his exercises in identifying moral feelings towards relatives and other people, etc. A significant contribution to theory and practice moral education of children, in particular in the family, was made by Sukhomlinsky, who considered the family as the main center where moral values humanity. The fundamental principle of moral education The teacher considered the relationship between parents, respect and attention to elders in the family, and one of the main methods moral education – practical actions the child, in the family circle should have the opportunity to show their care, sympathy, and empathy. Analysis of scientific works of both classics of Russian pedagogy and modern scientists allows us to determine oral folk art one of effective means moral education of preschool children, the formation of their moral standards and assessments from the standpoint of goodness, justice, their understanding of the actions and behavior of adults, the enrichment of their vocabulary and the development of their creative abilities. A number of studies have proven the influence of fairy tales of the peoples of the world on upbringing moral feelings of younger schoolchildren, the role of proverbs and sayings in education hospitality for older children preschool age in the family. Also for education moral qualities, a child must have a standard, a pattern of behavior, which must be recognized by the child, be attractive to him, emotionally significant and, most importantly, induce him to certain socially approved actions. For example, a child should know that sharing with others is good, that one should help and give in to the weak, that one should not beat or offend other people, etc. Such norms should become internal, "our own" and become a regulator of the child’s behavior. In this case the child does well (morally) not under coercion, but independently, by one’s own decision. A personal example can become a standard teacher, patterns of behavior demonstrated by people around them, actions described as normative and highly valued in pedagogical, artistic, journalistic and other literature. Educational Anything that in one way or another personally affects him and can influence his psychology of behavior can have an impact on a person as an individual. There is not everything in life that I would like to say teacher, can be expressed in words. Therefore direct educational impact empowers teacher. This remedy, moreover, is the only one possible early stages child development when the child does not yet understand the speech addressed to him. It is of great importance to children of any age. Disadvantage this tool education is the personal and temporary limitation of its use. Besides, teacher it is not always possible to constantly be in personal contact with educated. In addition to the means of pedagogical influence, role-playing games are of great importance, and with their help one can implement moral education of preschool children. D. V. Mendzheritskaya defines the following pedagogical conditions which will contribute moral education qualities of a child in game: 1. Purposeful management of the game. If teacher manages to interest children in the topic. What he shows or tells, direct their attention to moral side of the facts and events of life, influence their emotions without undue moralizing, and the game naturally reflects the good things that children are introduced to. 2. Organizing the child’s activity in the game. The nature of activity and its direction largely determine the child’s position in the children’s team. 3. Individualization of game management tasks. It is necessary to take into account that the child’s subjective experience influences the attitude of his activity; therefore, to make full use educational potential of the game, it is necessary to understand the characteristics and interests of each child and rely on them. 4. Development of a unified line of influence on the child in various types of activities. A number of psychological and pedagogical studies have shown that with systematic guidance in play, by the age of five, children master the basic methods of play behavior and begin to use them independently, without the direct intervention of an adult. Thus, subject to the purposeful formation of game methods of activity and pedagogical management of independent role-playing game, it acquires the status of a leading activity in preschool age. Play becomes a form of organizing children's life; it ensures the emergence and functioning of "children's society", which is a powerful factor determining the development of moral qualities of an individual, factors of socialization of children at the level preschool childhood. Game forms teaching social and practical skills makes children want to experiment and engage in playful activities for the sake of it, which gives them pleasure.