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Education of morality in children. Social and moral education of preschool children (concept, objectives, principles). The main methods of moral education of preschoolers

Moral education of children in a kindergarten: its components, principles, directions, means and methods

Relevance of the topic due to the social order of society for the upbringing of a personality capable of focusing on morally significant human values ​​and norms of behavior (humanity, patriotism, civic consciousness, piety, etc.).

The priority of moral education has been proclaimed in the sphere of state policy in Russia for the coming years, since only moral principles in the social and state sphere of human interaction are the foundation of humanism in society. The Concept of Spiritual and Moral Development and Education of the Personality of a Citizen of Russia draws attention to the fact that the key task of the modern state policy of the Russian Federation is "to ensure spiritual and moral education, to familiarize the younger generation with spiritual values."

In the conditions of renewed social relations in our country, democratization and freedom of society, it is extremely important that the person himself strives to be moral, so that he fulfills moral norms and rules not by compulsion, but by virtue of an internal attraction to goodness, justice, nobility in interpersonal relations. In this situation, the moral education of the younger generation is especially important in the context of organizations that carry out educational relations (kindergarten, school, etc.).

The Federal State Educational Standard of Preschool Education sets the task of organizing educational relations "on the basis of spiritual and moral values ​​and rules of behavior in the interests of a person, family, society." The educational program of the kindergarten should contribute to the "moral and ethical development of the child's personality."

Of the classical teachers of the past, KD Ushinsky described the role of moral education in the development of a child most fully and vividly, according to whose conviction, "the education of morality is the main task of education, much more important than the development of the mind." According to V. A. Sukhomlinsky, the essence of the process of moral education is that "moral ideas become the property of every child and become norms and rules of behavior." V. A. Sukhomlinsky believed that the main content of moral education was the formation of humanism, citizenship, responsibility, industriousness, nobility and the ability to manage oneself.

Material on the topic:

Modern teachers (O.S. Bogdanova, N.A. Vetlugina, I.F. appropriate to the age of the pupils. "

Let's reveal the meaning of the concept of "moral education" through the concepts, its components: "education" and "morality".

In the Law "On Education in the Russian Federation" (as amended on December 29, 2013 No. 273), education is defined as "purposeful activity aimed at creating conditions for the development of spiritual and moral culture based on universal and traditional values." In the "Dictionary of the Russian Language" by S. I. Ozhegov, upbringing is "the skills of the behavior of public life (social, moral, professional), instilled by the family, school, environment."

IF Svadkovsky argues that "morality is a multidimensional concept that includes spiritual qualities, moral norms and rules of behavior determined by these qualities." Morality is not just formed, it is brought up from an early age.

MF Kharlamov understands moral education as “the conscious and systematic cultivation of universal moral qualities in a growing person; organized and guided development of moral values ​​and ethical knowledge; the formation of the ability to live according to moral norms and to embody them in practical activity. " The result of moral education, - adds Yu. K. Babansky, - is "the formation of a morally integral personality in the unity of his moral consciousness, motives, needs and attitudes, moral feelings, skills, habits of socially valuable behavior."

IF Mulko notes that the moral education of preschool children "is effectively carried out only as a holistic process that meets the norms of universal morality and takes into account the age and individual characteristics of children."

Summarizing all the above definitions, we can highlight the main components that make up the moral education of preschoolers. it moral ideas, moral feelings and moral behavior.

O.S. Bogdanova and L. I. Kataeva believe that the formation of the initial moral notions preschoolers are the psychological and pedagogical dominant of the development of the child's personality. These authors formulate a pedagogical rule: "moral ideas are formed in the child's mind on the basis of a certain sequence of actions, skillfully directed by adults." This sequence is expressed by a chain of the following actions: the advancement of a model of moral behavior → the child's action according to the model → repetition of the pattern → the development of a stereotype in which the child feels the social significance of a moral act → the child's need to rely on this stereotype in similar situations.

H. Stolz and R. Rudolph point out that mastering moral concepts is a long and difficult process. “Expansion of the child's life experience leads, on the one hand, to a deepening and differentiation of moral ideas, on the other, to their generalization, an approach to elementary moral concepts (about friendship, respect for elders, love for the motherland, etc.). The emerging moral ideas begin to play a regulating function in the behavior of children, their relationships to the people around them. "

According to I.F.Svadkovsky, moral feelings- these are “emotional sensations, experiences that arise in a child in the process of real moral relations and interactions. These feelings are formed in a child of preschool age as a result of the development of ideas about good and bad, about ought and not ought, awareness of the moral basis of social norms. "

Upbringing moral behavior of preschoolers, according to O.S. Bogdanova and L.I. ".

Knowledge of these three components of moral education helps to determine what exactly needs to be brought up in a child in order for him to become a truly moral person. All components of moral education are interconnected. They also make it possible to formulate the goal of moral education of preschool children, which is to form moral ideas, feelings and behavior in every child.

N. A. Vetlugina, I. F. Mulko, I. F. Svadkovsky defined the following principles(i.e., the fundamental provisions, ideas) of moral education of preschoolers: education in a children's collective; respect for the personality of the pupil; taking into account the age and individual psychological characteristics of each child; integrity, continuity and continuity of the process of forming the moral orientation of the individual.

The main directions of moral education preschoolers in a kindergarten are highlighted in the works of N. A. Vetlugina and I. F. Svadkovsky. The main direction of the moral education of a child of preschool age is communication with adults and peers, which is aimed at "the development of moral experience in collective life, in communication, in joint activities." The second direction is "the formation of the child's moral needs in communication, in work, in the development of cultural values, etc." ... The third direction is the formation of moral feelings. To do this, it is necessary to include the preschooler in "situations that require the child's complicity, empathy and enrich the child's feelings with moral content." The fourth direction is "the subordination of the motives of behavior, focused on the development of the child's conscious ability to be guided in his behavior by moral motives, which leads to the formation of the foundations of the moral orientation of the individual." The ability to consciously manage their feelings is quite difficult for preschoolers, therefore the behavior of children requires constant attention from educators, teachers, and parents.

Moral education of preschoolers in a kindergarten is carried out with the help of certain funds, among which N. A. Vetlugina distinguishes the following 4 groups.

1. A group of artistic means: fiction, fine arts, music, cinema, etc. - contributes to the emotional coloring of moral phenomena perceived by the child.

2. Nature, which is capable of evoking humane feelings in children, a desire to take care of those who are weaker, who need help, to protect them, etc.

3. The children's own activity (play, work, study, artistic activity, etc.) contributes to the awareness and formation of moral relationships in the joint activities of children and adults and the children themselves. A special place in this process belongs to games - plot and role-playing, traditional folk, theatrical, etc.

4. Environment - the social environment (family, close adults, friends, peers, etc.) influences the value orientations of the child and activates the mechanism of moral education.

Methods of moral education of preschoolers in a kindergarten, these are specific ways to achieve the goal of moral education. SA Kozlova unites them into three groups: 1) methods of forming moral behavior: exercises, assignments, demands, situations of moral choice; 2) methods of forming moral feelings and actions: ethical conversations, explanation, admonition, suggestion, request, personal example; 3) incentive methods: encouragement, approval, reward. All these methods of the moral are applied in a complex, in interconnection.

An effective method of clarifying and systematizing the moral ideas of preschoolers is ethical conversation... The content of ethical conversations is truly life situations or situations that are described in a work of art, the behavior of the people around them and the children themselves. During these conversations, the teacher or the children themselves give a description of the facts and actions of a moral nature. Such characteristics form in children objectivity in assessing events, help to navigate in a particular situation and act in accordance with the rules of moral behavior. "

Based on the positive experience of my own pedagogical work on the moral education of older preschool children, it is recommended to use a set of the following activities:

1. Events dedicated to Russian nature and small homeland (your city).

2. Activities introducing children to the masterpieces of Russian painting and music.

3. Events that reveal the peculiarities of Russian folk arts and crafts.

4. Events related to Russian folk traditional holidays and customs.

5. Reading and discussion of literary works, the authors of which acquaint children with moral norms, universal human values ​​(goodness, beauty, friendship, conscience, responsibility, duty, etc.).

Thus, the moral education of preschool children is considered in two aspects: 1) it is the process of the formation of moral and spiritual social relations and personal qualities that allow these relations to be realized; 2) the purposeful activity of the educator to form moral ideas in children, enrich their moral feelings, instill in the norms and rules of moral behavior that determine the child's attitude towards himself, other people, things, nature, and society. The effectiveness of the moral education of preschool children largely depends on the correct choice of means and methods of pedagogical work with children and on the interaction of the kindergarten with the parents of the pupils. The result of the moral education of preschoolers is a morally integral personality (taking into account the child's age) in the unity of her consciousness, feelings and socially valuable behavior.

Bibliographic description: Kadyrova R. M. Moral education of children in a kindergarten: its components, principles, directions, means and methods [Text] / R. M. Kadyrova // Young scientist. - 2015. - No. 7. - S. 762-766.

Literature:

1. Bogdanova OS, Kataeva LI On the moral education of children. - M .: Education, 2013 .-- 213 p.

2. Vetlugina N. A. Moral and aesthetic education of a child in kindergarten. - M .: Ayris-Press, 2011 .-- 204 p.

3. Danilyuk A. Ya., Kondakov AM, Tishkov VA The concept of spiritual and moral development and education of the personality of a citizen of Russia (project) // Bulletin of education. - 2009. - No. 17 // URL: www.vestnik.edu.ru/proect.html

4. Law "On Education in the Russian Federation" dated July 10, 1992 No. 3266-1 (as amended on December 29, 2013 No. 273) // URL: http://www.rg.ru/1992/07/31/obrazovanie- dok.htm

5. Kozlova SA Moral education of children in the modern world // Preschool education. - 2006. - No. 9. - P. 25–27.

6. Mulko IF Social and moral education of preschoolers 5–7 years old. - M .: Childhood-Press, 2010 .-- 96 p.

7. Ozhegov SI Dictionary of the Russian language. - M .: World of dictionaries and encyclopedias, 2012 .-- 826 p.

8. Pedagogy / Ed. Yu. K. Babanskiy. - M .: Education, 2012 .-- 479 p.

9. Svadkovsky IF Moral education. - M .: Academy, 2011 .-- 144 p.

10. Sukhomlinsky V. A. I give my heart to children. - M .: Academy, 2014 .-- 362 p.

11. Ushinsky KD Selected works. - M .: Vlados, 2009 .-- 465 p.

12. Federal State Educational Standard of Preschool Education, approved by order of the Ministry of Education and Science of the Russian Federation No. 1155 dated October 17, 2013 // URL: http://www.rg.ru/2013/11/25/doshk-standart- dok.html

13. Kharlamov M.F. Pedagogy. - M .: Gardariki, 2011 .-- 519 p.

14. Stolz H., Rudolf R. How to educate moral behavior in a preschooler? - M .: Mosaika-Sintez, 2003 .-- 195 p.

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Parents are the most effective moral educators for their children, but parents often fail to use their influence due to misunderstandings in some aspects of parenting. In general, there are seven educational myths that are especially destructive for the moral (moral) IQ of the child, that is, for his moral intelligence.

The concept of "moral intelligence" (or "moral intelligence") was introduced into scientific circulation in 1994 by the American philosopher Boss (Joy), who at the same time relied on the research of the psychologist Howard Gardner, who developed the theory of "multiple intelligences" and described seven of its types.

Boss identified four components of moral intelligence: making moral judgments, making moral decisions, understanding the possible consequences of actions taken by a given person, and awareness of moral values ​​(empathy, moral sensitivity, etc.).

Myth 1: moral intelligence develops naturally

One thing is for sure: children are not born with high moral standards. Moral IQ needs to be developed. The best school for teaching the important qualities of a whole nature is home, family. Parents often assume that these skills and personality traits develop naturally, but this is a big misconception. For children to acquire strong moral principles and beliefs, parents must purposefully model, reinforce, and teach children the virtues and principles that make up the moral IQ. If this is not done, children are likely not to develop appropriate moral convictions and become morally defenseless and vulnerable.

Myth 2: how children grow up depends on genetic predisposition.

Most of us would agree that there are certain “things” that we cannot change in our children, such as their genetic makeup and innate temperaments. But even they are subject to adjustment. Research supports this. A twelve-year study of seventy-two pairs of genetically related adolescents proves that their biological tendencies can either develop or be suppressed, depending on the reaction of the parents. Conclusion: biology is not fate, but only if parents understand that most of the responsibility for raising children with decent and moral people lies with them - the parents. By treating children morally and consciously teaching them moral principles and beliefs, they are more likely to become moral people, and research supports this as well. But the first important step is for parents to understand the fact that it depends on them how their children grow up.

Myth 3: Moral beliefs are established in early adolescence.

Research confirms that moral growth is an ongoing process that spans the entire life span of our children. In fact, modern research claims that the part of the brain responsible for the formation of consciousness and high morality is fully developed in men by the age of 21. Adolescence is the age when children are most in need of adult guidance when making difficult moral decisions. Therefore, the efforts of parents in the education of morality should be continuous and not stop in adolescence, that is, at a time when parents often mistakenly believe that the moral development of the child has stopped.

Myth 4: peers have more influence on a child's moral character than parents.

Research shows that although peers have tremendous moral influence, parents influence their children on the most important moral issues, such as religion, education, and moral values. Peer influence occurs more at the household level, for example, in matters such as entertainment, the choice of music or clothing. Parents should understand that they can and should influence the moral development of their children, as they are more closely connected with them. Conclusion: peers have a strong moral influence on a child when parents allow it, which means that parents today cannot afford to make such a mistake.

Myth 5: intellectually gifted children necessarily grow up to be moral people.

Intelligence does not guarantee moral behavior. If you need proof, just think of such brilliant leaders as Hitler, Stalin, Lenin. If parents want to succeed in raising highly moral children, they must help their children not only think morally, but also act morally. And that means they must consciously teach their children critical moral IQ skills, such as conflict resolution, compassion, compassion, empathy, managing anger, negotiating fairly, exercising self-control, and so on. We recognize that the true nature of character is determined actions, not just thoughts. If children do not know how to act correctly, their moral development is deficient. And this knowledge does not depend on their intellectual abilities, but on what they have been taught.

Myth 6: moral growth begins at school age.

Many parents mistakenly wait until their children are 6 or 7 years old, the so-called conscious age, in order to begin to shape their moral IQ. By this age, the qualities of low morality are formed, which are very difficult to re-educate. The truth is that parents can start developing morality in their child as early as toddler age. Although at this age children, of course, do not have sufficient cognitive abilities to understand and assimilate complex moral reasoning, it is in this age that basic moral principles such as the exercise of self-control, justice, respect, compassion and empathy are born. Thus, the sooner parents begin to cultivate the moral qualities of their children, the more likely it is that children will grow up to be highly moral people.

Myth 7: Previous generations did not provide moral IQs in children, so parents today do not need to do this.

Children today are raised in a much more morally unhealthy environment than previous generations, for two reasons. First, a number of vital social factors that shape the morally holistic character of a child are slowly eroding: adult guidance and control over children, examples of moral behavior, spiritual or religious training, full-fledged adult relationships, individual learning, clear national values, community support, stability and adequacy of parents. Second, our children are subject to constant outside influences that run counter to the values ​​we are trying to instill in them. Both of these factors complicate the upbringing of moral children. Today's parents can no longer sit back and assume that their children themselves will become decent people. Consciously teaching the moral virtues and qualities that develop in children a high moral IQ is the best guarantee that children will be guided by moral principles in their lives. The first step for parents to take in order for their children to grow up to be moral people is to dispel these seven harmful myths.

The moral education of preschoolers has been of concern to teachers, psychologists, philosophers, and sociologists since ancient times. With each century, scientists, concerned about the immorality of young people, constantly develop new methods of dealing with it. At the same time, with the change in social values, the “moral” demand also changes. For example, in communist times, altruists, hard workers, generous collectivists were welcomed, and with the advent of capitalism, initiative and enterprising individuals emerged.

The relevance of moral education of children

It is a generally accepted fact that it is impossible to teach moral education. The instilling of moral norms, habits, qualities, behavior occurs due to individual personality traits. It is impossible to re-educate an adult. He himself accepts for himself certain principles of morality.

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

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

Moral education of preschoolers

This process is considered from different points of view:

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

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

Depending on the requirements of the program and methods, teachers single out 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. The child should be able to communicate with other people, but at the same time defend his opinion, not allowing others to "crush" him. Therefore, more often teachers in their activities resort to the personality-oriented theory of Sukhomlinsky.

The problem of morality in younger students

The moral education of schoolchildren in primary grades is based on the authority of the teacher. His personality traits and behavior are copied by children unconsciously. Primary grades are an important period in the development of a child's moral personality. In communist times, the morning began with a collective meeting, where positive and negative aspects of school life were discussed. The whole day was built on collective events, extra-curricular conversations designed to bring up a harmoniously developed personality.

Now, any discussion of a student's misconduct is perceived as a 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 students superficially. That is, in their subjects, teachers have practically ceased to inform about moral feelings for the Motherland, faith, people, themselves, nature, work, animals. Various problem situations are resolved at the highest level (director - parents), while the influence of dads and moms can radically differ from pedagogical requirements.

Features of moral and spiritual education

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

  • common to all mankind (peace, culture, Earth, ecology);
  • national (familiarizing oneself with the nation, country, traditions, age-old history, pride in the Motherland);
  • family (attitude towards family, parents, pedigree, way of life, traditions);
  • personal (dignity, life, human rights, child, honor, individuality).

The program of spiritual and moral education in many educational institutions implies four main directions:

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

Social and moral education

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

In many schools, subjects such as law, social science are introduced, in which they study legal aspects in the emergence of various life situations. However, children quickly grasp that any social and personal problems can be easily solved at the expense of third parties (prosecutors, police, courts). At the same time, they do not even learn to resolve conflict situations peacefully.

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, 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 of different time periods is deliberately distorted.

Moral and patriotic education is expressed in informing about the political and social needs of the country and the formation of 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 Motherland: for example, transfer some of his things and toys to an orphanage, monitor the cleanliness of his yard, be attentive and careful with suspicious persons (scammers, drug dealers), etc.

The task of civic education is to teach children to accept their country with all the advantages and disadvantages, not to change it to foreign states, but to solve problems on their own. Also, this process is intended to push later senior schoolchildren to choose a profession that will help not only personal development, but also partially contribute to the solution of state 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 goes in unity. A person who is drawn to beauty will never commit an immoral act.

Preschoolers and schoolchildren are more emotionally open, therefore they more subtly perceive pictures, theatrical performances, audio stories, performances that reveal moral deeds, moral character.

Theater and literary works make it possible to most sharply demonstrate the antisocial qualities of a person. The child feels antipathy towards negative characters and tries not to repeat their mistakes. It is easier for the teacher to solve various conflict situations using examples from literary works. In addition, the program of spiritual and moral education involves visiting theaters, museums, 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 predict. It is these qualities that begin to form in preschool age, teaching children to be on duty in a group, a corner of nature, a locker room, etc.

Kids work on their site, removing snow in winter and watering plants in summer. It is important to reinforce in children respect for other people's work, to teach them to take good care of things. This is the labor spiritual and moral education of children.

From preschool age, children are taught to treat kindergarten like home. All assignments should be carried out conscientiously. This attitude is especially important in our time, when parents are reluctant to take part in collective cleaning of the territory, washing windows, fixing toys or furniture, and other similar activities. Moreover, most of the moms and dads in the future fiercely defend the rights of schoolchildren, forbidding them to practice, to be on duty in classrooms and around school, perceiving this as exploitation of child labor.

Moral and ecological 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 they teach children to look after and take care of fish, hamsters, rabbits, birds, and plants.

It is important to instill in kids a love for all living things, to consolidate a sense of responsibility for our smaller brothers, to show that environmental pollution can lead to global irreversible consequences. Daily observation of natural phenomena, plants, animal behavior expands the child's horizons and emotional experiences.

Moral education of primary schoolchildren and preschoolers through environmental methods allows you to develop altruism, attentiveness, caring, mutual assistance, patience, kindness, hard work, responsibility. It is important for educators 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 Russo said, is a "blank slate", fertile ground for the "planting" of 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 deeds, can find cause-and-effect relationships, therefore the term "education" or "development" refers to them. Only upbringing is a continuous process throughout life. He can be focused and unmanageable. For example, at one time children wanted to become tough guys, like Sasha Bely (the film "Brigade"), despite the antisocial behavior of the protagonist. Therefore, the spiritual and moral education of schoolchildren should be continuous on the part of the teaching staff and parents.

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

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

Brief conclusions

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

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

Educating a child's morality begins with the family. This is the environment in which the baby finds himself immediately after birth. It forms a certain relationship between parents and children. These connections play an important role in the moral education of the child.

It is in the family that the first experience is laid and the knowledge that previous generations possessed is accumulated. An adult is a model of behavior for a child. By looking at his parents' behavior, he builds relationships with those around him. In the family, the child develops a sense of care for loved ones, the ability to respect their position and interests.

Is it important to educate children morally?

Moral education of children implies the impact on the child of the family, school and society in order to develop moral qualities, behavior and feelings in him. Imitation is the foundation of any learning for a young child. The kid understands the atmosphere in the family, the relationship between the parents. He can sense the tone of their conversation. What happens within the family cannot but affect the child. It is from here that he takes the habits of his behavior and attitude to the world.

Moral education involves the formation of a child's moral convictions. One of them is responsiveness. It consists in understanding the needs and condition of another person. Responsiveness is empathy, a desire to help, which makes a child sensitive to other people's problems. Fostering responsiveness in the family consists in instilling in the little person the skill of caring for loved ones and respecting their desires and feelings.

Even in early childhood, you need to form a child's attitude towards good. It is important to explain to him how good it is to benefit people. At the same time, it is necessary to convey the fact that actions are important, and not talking about good.

Thus, the moral qualities of children begin to form in the family. They originate from the behavior and example of adults. It is important that the parents' word is always supported by deeds. This is the only way to form the necessary moral qualities in your children.

Raising babies

The formation of the moral qualities of a person originates in early childhood. It is during this period that the child learns the first moral requirements and enters the world of social relations. The adult plays a leading role in the formation of the moral qualities of the baby, who either copies his behavior, or adopts the necessary qualities in the process of communicating with him.

In order for the child's primary social adaptation to go well, it is necessary to make him need to communicate with adults. The stage is the basis for creating a positive attitude towards peers and loved ones. During this period, the little person's need for imitation, understanding of speech addressed to him, develops. The child must learn to distinguish between "can" and "not". Early childhood is a period when correct behavior and positive habits are formed.

Emotional communication, which existed between an adult and a baby up to six months, is replaced by subject communication. By manipulating toys, parents evoke the child's desire to imitate. During this period, the child develops the qualities necessary for moral education: understanding of speech, independent reproduction of actions, subject communication with people.

The baby begins to understand the words of approval and prohibition only by the end of the first year of life. Emotionally colored words are perceived by a child more seriously than words spoken without a certain facial expression and intonation. The child willingly plays with objects and repeats the actions of an adult.

The possibilities for moral education of a one-year-old baby are expanding, since he can already walk and it becomes easier for him to learn about the world and interact with it. The child already understands the speech of an adult well, which allows him to verbally control his behavior. An important aspect of this period is communication not only with adults, but also with peers. On this basis, a friendly attitude towards other children, love for parents and attachment to the educator are formed.

Formation of the correct behavior of the child largely depends on the assessment of the adult. All his actions develop on this basis. If an adult assesses the baby's behavior positively, he has a desire to do something else good. Punishment creates feelings of dissatisfaction.

Games will help develop a positive attitude towards peers, the ability to behave correctly in a team. They will also create some discipline among young children. Usually they use such simple games as "Loaf" or "Who's good with us?"

Game "Loaf"

Usually kids play it, but it is common among schoolchildren. To carry it out, children, together with an adult, are put in a round dance and begin to sing a well-known song to everyone:

“As for the Nyushins (Sasha's, Katina's, etc.)

We baked a loaf

Such a height (children stand on tiptoe and raise their hands),

Here is such a bottom (kids should sit down),

Here is such a width (children spread their arms to the sides, increasing the round dance),

These are the dinners (the round dance narrows)

Loaf loaf

Whom you want - choose! "

After that, the driver chooses another child, calling his name, and dances with him in the middle of the circle. And so the game continues until all the children have played.

It is important in the upbringing of young children to teach them joint and conflict-free play. An adult should teach kids to play with one toy and be able to change them. It is important that children can play with their peers without taking away their toys. That is, to play with concentration.

So, by the end of an early age, the child learns simple rules of behavior, learns to be in a team, to carry out the instructions of the parents. He has a positive attitude towards others. The child's behavior is governed by the adult's assessment. This is how a sense of satisfaction is formed in the child with the result that he will receive with the correct fulfillment of the instructions of an adult.

How to educate preschoolers

The moral upbringing of children in a family should be based on the development of a certain system of values ​​in them, the inculcation of positive actions, which, on the whole, creates a correct personality. A child will have no difficulty communicating with others if he understands the meaning of words such as kindness, friendship, empathy, love and justice. Correctly educated preschoolers are more resistant to stress.

Moral norms are better assimilated in preschool age, so their upbringing should begin precisely during this period. The patterns of behavior that are established by society will further act as regulators of the actions of children. Correctly organized moral education allows a child to develop a desire to do well, not because of the approval of an adult, but because he wants to do this and knows that it is right.

A friendly attitude towards other children, responsiveness to other people's problems is the center of moral education in preschool age. Emotions play an important role in the upbringing of a child. They become more varied as the baby gets older. Emotions help to form a certain attitude towards reality and a reaction to it. The older the child, the richer his emotional sphere. So, a preschooler masters verbal and non-verbal means of expressing emotions. He learns to control them and consciously react to what is happening.

Moral education is present in the life of a child throughout his life. The environment in which the child grows and develops is the basis for the moral development of the individual. Therefore, the participation of the family in the formation of the morality of preschoolers is an important point. How parents behave, the child very quickly grasps and perceives it as a norm of behavior.

The feelings that then become valuable to the child are not formed without the help of adults. They are capable of causing remorse for a bad deed and satisfaction for doing the right thing. Therefore, parents need to discuss moral issues with the preschooler, forming in him a system of values ​​and understanding of right and wrong actions. Most often, they use the technique of discussing the behavior of literary characters and people around the child. So, the concept of morality becomes clearer for the baby.

If the child is not taught in time to understand the feelings of other people, then a conflict personality can form. Therefore, empathy is an important feeling that needs to be developed in a preschooler. Adults should pay attention to the child's experiences, teach him to express his feelings and emotions in words.

Each year of a child's life is the fulfillment of different social roles that he tries on himself: friend, daughter (son), pupil, etc. These roles allow you to form a moral personality with kindness, care, friendliness, justice and other qualities. The richer the world of roles, the more moral norms the child will learn.

The game will help to educate the preschooler. For example, "Piggy bank of good deeds" ... The game consists in cutting out of colored paper (an adult can do this) squares, circles or other shapes that are interesting to a child. It can also be animal figurines. When a child does a good deed, he will have to put one form in the "piggy bank". This game will motivate you to do good deeds.

If there is an opportunity to conduct a collective game, then as an example you can consider "Compliments" ... Children should sit in a circle and hold each other's hands. Each in turn says a pleasant word to his neighbor, for which he must thank his comrade. If a child finds it difficult to find words, an adult should help him with this.

What should be instilled in schoolchildren in terms of morality

In our time, moral education becomes a necessity, since the world is filled with cruelty and debauchery. Both the teacher and parents should pay attention to this aspect in the development of schoolchildren. To protect children from the rough world, it is necessary to acquaint them with the provisions of morality, talk about ethics, and develop the right beliefs.

The center of the all-round development of the personality is nothing more than moral education. It is aimed at forming a proper attitude towards the Motherland, others, society and oneself. It teaches to exist in a team and work.

Any kind of upbringing has in its arsenal a set of methods and means of influencing the personality. They are also present in moral development and are aimed at the development of moral judgments, concepts, ideas and assessments. For this purpose, ethical debates and conversations are held. Lectures on ethical topics are also not excluded.

Conversations and debates should be conducted in such a way that they do not look like over-imposing their principles on children. When talking with students, it is necessary to discuss life situations related to morality. The older the child is, the more serious topics can be raised. The content of the conversation should also be guided by the level of moral preparation of the children. And of course, one cannot do without discussing issues of concern to the students themselves.

The teacher plays one of the primary roles in the development of moral ideas and values ​​in schoolchildren. The success of moral education depends on how the teacher will present the necessary material. It is possible to convey certain principles to a child only through a word, and the teacher is fluent in this tool. Conducting conversations on spiritual topics helps the student to look at himself with different eyes, to sensibly evaluate his actions, to know and improve himself.

For a child to develop successfully, a properly organized moral education of children in the family is needed. To do this, you need to create a favorable atmosphere around the student. After all, everything influences the formation of his morality: the style of family education, its good and bad sides, the environment in which the child develops.

It must be remembered that the development of morality in a person begins in the family and has its continuation in the nursery, kindergarten and school. In the latter institution, it becomes more focused. Therefore, not only teachers and educators should take care of the moral upbringing of children, but also parents, because morality is not just improving oneself, but also changing the entire environment.

In elementary school, the child begins to acquire certain knowledge. But do not forget that some character traits have already been formed in him that need to be developed and directed in the right direction. It is in the school that the moral character of the student continues to be laid.

The child's relationship with peers is a necessary development for his moral development. In joint activities with classmates, the child develops the ability to help his neighbor, to respond correctly to requirements and set them himself, to go through all the failures together and experience the joy of success. Otherwise, a vain, selfish and envious personality will be formed.

The student needs communication with peers. Only in this way will he have a friend with whom you can discuss school issues. A comrade is for him a friend with whom he wants to communicate.

Games contribute to the formation of morality. So, for example, you can play with your child "Let's get rid of anger" ... To carry it out, it is necessary to draw blots or clouds in advance, which are then given to the child. You will also need a pouch that you can sew by hand. The child should be encouraged to put the clouds in a bag, talking about his failures and bad deeds that he has done today. It is necessary to agree with the child that he puts all his negative emotions in this bag, which then need to be thrown away.

Invite the children to play "The pyramid of love" ... The rules are simple: each participant names what he likes and puts his hand in the center of the circle. Thus, a pyramid is obtained.

What can I say in conclusion?

Moral education of early, preschool and primary school age should be based on the ability to experience, express their feelings, learn the rules of behavior, and be friendly towards others. Most often, simple children's games are taken to help. With their help, the child tries on various social roles, becomes more sociable, better expresses and understands his own and other people's feelings.

Helpfulness and empathy can also be developed by playing with children. The first moral ideas of the child are formed precisely in the game. Having accumulated them, he can relate these beliefs to his actions. He already has a certain moral base, so he is able to make his own choices. In play, the child learns to follow the norms that are approved by society.

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