Formation of moral ideas of preschool children. Formation of moral ideas of preschoolers. Analysis and evaluation of work results

23.04.2022

Utkina Tatyana Alexandrovna
Formation of moral ideas in children of senior preschool age through project activities

Formation of moral ideas in children of senior preschool age through project activities.

Project on: "Life is given for good deeds"

It's not easy to be kind.

Kindness does not depend on growth,

Kindness makes people happy

And in return does not require a reward.

Kindness over the years getting old,

Kindness will warm you from the cold.

If kindness shines like the sun

Adults and children rejoice.

Relevance of the topic:

Problem moral development of preschool children is currently very relevant. Today, our society has reached undeniable heights in the scientific and technical field. However, in moral and the spiritual sphere, there is a decrease in the level of development, which causes concern among specialists in various fields, since the continuation of existing trends threatens with disastrous consequences. In development children value orientations are rapidly fading into the background. Parents, when educating the younger generation, focus on intellectual development, forgetting about the importance and significance of spiritual and moral component of development. It should be noted that the classics of Russian psychology and pedagogy (Kapterev P.F., Wentzel K.M., Rubinshtein M.M.) moral development and education were called the core of the personality, considering it more significant than the development of the intellect. Slowdown of the normal rate of mental maturation compared to the accepted age norms negatively affects the development of the child as a whole, including moral sphere.

Target project: the formation of moral ideas in children of senior preschool age with mental retardation.

Tasks project:

1. Teach children to navigate in moral norms and interpersonal relationships.

2. Promote emotional, spiritual moral and intellectual development.

3. Develop confidence in yourself and your abilities.

4. Form in children positive attitude towards all people.

5. To form children's ideas about good and evil, generosity-greed, truth - lies, diligence - laziness, as a valuable, inalienable quality of a person.

6. To consolidate knowledge about kindness, generosity, truthfulness and diligence.

7. Encourage aspiration children do good deeds.

Members project:

Educators, children senior group with ZPR, parents.

Implementation period project: 1 month (February 2016)

Implementation stages project:

1. Selection of methodical, fiction, illustrative material, games, poems, riddles, songs, cartoons.

2. Making a plan project.

3. Diagnostics of knowledge children.

4. Preparation of consultations, booklets for parents.

5. Development of the questionnaire.

6. Questioning of parents.

Main stage.

1. Implementation project according to plan

Final stage:

1. Making albums with proverbs and sayings "Good evil", "Generosity Greed", "True False", "Industrious laziness".

2. Making a feeder.

3. Diagnostics of knowledge children.

4. Create a presentation project.

Implementation project:

1 Week. "Good will not die, but evil will perish"

Formation a holistic picture of the world "What is Kindness"

Target: give children initial notions of kindness as a necessary quality of a person.

modeling "Four-legged friend"

Painting "The Mole and His Friends"

Development of speech reading a fairy tale "Tiny Khavroshechka"

Target: continue to develop the ability to recognize and evaluate moral standards of behavior.

Painting "Tiny Khavroshechka"

Organization :

Conversations: "Close together, but boring apart", "Good deeds", "A Lesson in Friendship"

Listening to songs "If you are kind", "A true friend";

Examining the illustrations "What does it mean to be kind", "The Mole and His Friends". "Tiny - Khavroshechka", "Ship";

Games "Kind words", "Good and evil", "Tell the proverb", "Think Kindness", "Good heroes of fairy tales", Like» , "Tell me what proverbs you know about friendship";

Board games "What is good? What is bad?, "Good heroes of fairy tales", "You can - you can not", "Mosaic";

Watching cartoons "Fungus Teremok", "My friend is an umbrella", "Tiny - Khavroshechka", "Ship";

coloring pages "Under the Mushroom", "Dog friend"

Fairy tale dramatization "The Mole and His Friends", "Tiny Khavroshechka";

Interaction with parents:

"Under the Mushroom", "Four-legged friend", "The Mole and His Friends", "Tiny Khavroshechka";

Information for parents"How to instill kindness in a child", « Moral raising a child in a family, "The Importance of Reading Books for Children", "Secrets of Children's Friendship" (movement folder);

Learn a proverb - a saying about good and evil, about friendship, mirilok;

Album art"On Good and Evil";

Browsing at home with cartoon kids "Chunya", "Bring Rex Back";

2 weeks. “He who is generous is the first in friendship, and whoever is greedy is not good in friendship”.

Direct educational activities:

Formation a holistic picture of the world "On generosity and greed"

Target: form ideas about greed and generosity as qualities of a person's personality, motivation for generous deeds.

Application "Bouquet for Mom"

Painting "Greedy Mouse"

Development of speech reading a fairy tale "Two Greedy Little Bears"

Target: acquaintance children with a Hungarian fairy tale "Two Greedy Little Bears", consolidate about generosity and greed.

Painting "Two Greedy Little Bears"

Organization activities in regime moments:

Conversations: "Do not be greedy",

Reading a poem "Greedy" Ya Akima, "Greed" T. Kazyrina,

"Greedy Bear"; "Greedy Pocket"(Alyabyeva E. A. Education of a culture of behavior among children 5-7 years old A: Method Benefit. - M .: TC Sphere, 2009. - S. 109)

"A moment of psycho-gymnastics";

Games: "Generous Greedy", "My Good Deeds", "Proverb circle", "Chain of Generosity", "Ribbon of Generosity", "Finish the proverb", "Mosaic", "Collect a proverb", "Evaluate the action";

situational conversation "How to please a friend";

Examination of illustrations, situations;

Compilation of split pictures;

Coloring pages " "A bag of apples", "Two Greedy Little Bears";

Fairy tale dramatization "Two Greedy Little Bears"

Watching cartoons: "Tale of Greed", "A bag of apples", "Sweet

spring", "Two Greedy Little Bears",

Interaction with parents:

Organization of an exhibition of drawings "Tale of Greed", "Bouquet for Mom", "Greedy Mouse", "Two Greedy Little Bears";

Information for parents -"Children's Greed Causes and Recommendations to Parents", How to help your child learn to share, "How to teach children of generosity» ;

Learn a proverb - a saying about generosity and greed, about truth and lies;

Draw a picture for proverbs, for a fairy tale;

Reading fairy tales to children at home “Why didn’t the hare become friends with the squirrel”

Album art"Generosity is greed"

3 weeks. "The truth loves the light, and the lie loves the darkness".

Direct educational activities:

Formation a holistic picture of the world "A lie does not make a person beautiful"

Target: give to children notions of lies as a negative quality of a person.

modeling "Truth is always more valuable"

Painting "Karasik"

Development of speech - reading the story of L Tolstoy "Bone";

Target: acquaintance children with a story"Bone" fix moral ideas of children about lies as a negative quality of a person.

Painting "Magic Jam"

Organization activities in regime moments:

Conversations: "Honesty", "Good deed speak the truth boldly", "Thank you for the truth", "The truth is always known", “Kolya brought paints to the kindergarten”;

Games: "Evaluate Actions", "Circle of Integrity", "Keep going", "Collect a proverb", "Tell the proverb", "Name a proverb that you Like» , "The Face of Lies", "The Fourth Extra" "Evaluate the hero of a fairy tale";

Fairy tale dramatization "Wolf and Fox", "Boxthorn";

Reading and interpretation of proverbs and sayings about truth and lies;

dynamic minute "Bird of Truth";

Examining the illustration and assessing the situation "Children were playing ball in the room"

coloring pages;

Etude (show by expression faces: pain, fun, fear experienced by the hare);

Watching cartoons: "Hare simulator", "Castle of Liars", "Boxthorn", "Masha and Magic Jam", "Wolf and Fox";

Interaction with parents:

Organization of an exhibition of drawings "Plate for Light", "Karasik" "Magic Jam"

Information for parents"Children's lodge reasons and recommendations", How to teach a child to tell the truth;

Learn a proverb - a saying about "truth and lies";

Draw a picture for proverbs;

Reading at home to children "Cow", "Karasik", "Which is easier", "Honest Boy";

Memorizing a poem "Don't lie and don't gossip";

Album art"True False";

4 weeks. "Patience and a little effort"

Direct educational activities:

Formation a holistic picture of the world "A small deed is better than a big one"

Target: Target: the formation of moral ideas about work and laziness as opposite qualities of a person.

Application "All professions are needed, all professions are important"

Painting "Titmouse", "Cockerel"

The development of speech reading the Nanai tale in the processing of D. Nagishkin "Ayoga"

Organization activities in regime moments:

Conversations: "Who to be", , “Without labor there will be no fruit”, "Do not sit idly by so there will be no boredom";

Riddles "Professions";

Work: work in a corner of nature, helping a junior caregiver, feeding birds, helping kids get ready for a walk;

Games: "Who's doing what", "Find the mistake". "Professions", "I should, I shouldn't", "Proverb circle", "Say a word", « How do I help at home?,

paper construction "Horse" as a gift for children of the younger group, "Ladybug", making a cap of invisibility;

Examination of illustrations about work, profession, "How Masha became big";

Role-playing games: "Builders", "chauffeurs", "Chefs";

Reading and interpretation of proverbs and sayings about work, "The lazy Fedotka always has excuses",

Creative task "Little Deal"

cartoon drawing "Pipe and pitcher";

Coloring coloring pages about labor, "Spikelet"

Fold the picture "Professions";

memorizing a saying “Work feeds a person, but laziness spoils”

Watching cartoons: "What do crafts smell like", "About laziness", "Invisible hat", "Pipe and pitcher", "Spikelet";

Interaction with parents:

Organization of an exhibition of drawings "Titmouse", "Pipe and pitcher", "Cover and turn", "All professions are important, all professions are important";

Information for parents"How to Raise a Hardworking Child", "In labor the will is brought up", "Work preschooler in the family» , "Education at children of senior preschool age perseverance and responsibility in work (movement folder); "How to manage labor children's activities» , "Seven rules for a child to grow up hardworking" - (booklet);

Learn a proverb - a saying about work;

Draw a picture for proverbs about work;

Watching cartoons with kids "Pie", "Vovka in the distant kingdom"

Reading at home to children "With my own hands", "How bread came to the table";

Registration album of proverbs about work;

Making a bird feeder;

INTRODUCTION

For thinking people of different historical epochs, it was obvious that the quality of life of a people depends on its morality. In our time, a generalized image of a person who meets the requirements of the twenty-first century has already emerged in the public mind. This is a physically healthy, educated, creative person, capable of purposeful social work, building his own life, habitat and communication, in accordance with fundamental moral principles. Therefore, the problem of moral education in kindergarten at the present stage of society's life is of particular relevance and significance.

Preschool childhood is a period of assimilation of moral norms and social ways of behavior. When a child begins an active life in human society, he encounters many problems and difficulties. They are connected not only with the fact that he still knows little about this world, but must and wants to know it. He needs to learn to live among his own kind. It is important for a child to understand how people communicate with each other, what they value, what they blame, what they praise for, and what they scold or even punish for. In the process of this complex cognition, the child himself becomes a person, with his own worldview, with his own understanding of good and evil, with his own reactions to the actions of others and his own behavior.

The essence, the main content of moral development is the ability of a person to distinguish between good and evil, to have ideas about the whole variety of manifestations of good and evil, and also to be guided in their behavior by the socially set norm of “good” and resist “evil”. "Good" and "evil" act as fundamental concepts in the categorical apparatus of philosophical anthropology, theology, axiology and ethics (A.G. Dolgiy, V.V. Znakov, I.A. Ilyin, N.O. Lossky, V.P. Fetisov, etc.).

Knowledge of the norms and rules of behavior and relationships accepted in society, feelings, the ability to sympathize, sympathy, actions in relation to other people, the development of one's own qualities - and constitutes the concept of morality. Without it, a person cannot live among other people.

V. G. Belinsky, K. D. Ushinsky, N. A. Dobrolyubov, V. A. Sukhomlinsky believed that from an early age it was important to cultivate a sense of kindness, justice, the ability to resist lies and cruelty, to learn to balance one’s own desires with the interests of others. He who, in the name of his desires, casts aside the laws of conscience and justice, will never become a real person and citizen.

The standards of morality, reflected in the concepts of good and evil, are the regulator of the relationship of the individual to the world and give meaning and direction to personal positions and actions (S.L. Rubinshtein, E.O. Smirnova, D.B. Elkonin, S.G. Yakobson) . From the ability and ability to distinguish between good (“what is good”) and unkind (“what is bad”) phenomena of social life depends on how not only the further moral development of the child will be carried out, but also the formation of his personality as a subject of social relations (L. I. Bozhovich, L. S. Vygotsky, B. S. Mukhina, etc.).

Until recently, it was believed that preschoolers are not capable of moral consciousness. However, the work of domestic psychologists (V.S. Mukhina, E.V. Subbotsky, S.G. Yakobson) showed that many older preschoolers act honestly and fairly, even when violation of these norms is very desirable and does not threaten them. Moreover, there is evidence that the senior preschool age is the so-called sensitive period, when children are especially sensitive and predisposed to moral development.

The problem of the moral development of children with mental retardation was covered to varying degrees in the studies of domestic psychologists N.L. Belopolskaya, E.A. Vinnikova, E.I. Kyakinen, I.F. Markovskaya, E.S. Slepovich and others. The available works are mainly devoted to the formation of the moral sphere of younger schoolchildren with mental retardation. Less commonly, researchers touch on certain aspects of the moral development of preschool children with intellectual disabilities. The authors note that the moral sphere of children with mental retardation has a number of features in comparison with normally developing peers. These features are manifested in the situational nature of the child's behavior, the weak orientation of children in moral and ethical standards, which leads to unrealized age-related opportunities in the moral development of the child and cannot but affect the formation of his personality. In this regard, it is extremely important to study the possibilities of the moral development of preschoolers with mental retardation, which will prevent many difficulties in the formation of their moral sphere, contributing to their more successful socialization and integration into society.

Thus, the relevance of this problem led to the choice of the topic of the course study "The possibilities of the formation of moral ideas in children of senior preschool age ZPR" and determined the following tasks:

To study the theoretical foundations of the problem of the moral development of preschoolers.

On the basis of a theoretical analysis of literary sources, to reveal the specifics of the formed moral norms and the attitude towards them of children of senior preschool age with normal psychophysical development and with mental retardation.

To select methods for assessing moral ideas in children of senior preschool age with mental retardation.

In the course of an experimental study, to diagnose the moral ideas that children have and draw a conclusion about the peculiarities of the moral ideas of children of older preschool age in comparison with normally developing peers.

Purpose of the study consists in developing recommendations for the formation of moral ideas in preschoolers with mental retardation based on the study of the characteristics of their moral ideas.

An object: moral ideas of children of senior preschool age.

Subject of study: features of moral ideas of children of senior preschool age.

Hypothesis: the first moral ideas in children of older preschool age have basically developed, however, due to the fact that known moral norms do not immediately begin to guide the child's behavior, the emotional attitude towards them is not always adequate.

Today, our society has reached undeniable heights in the scientific and technical field. However, in the moral and spiritual sphere, there is a decrease in the level of development, which causes concern among specialists in various fields, since the continuation of existing trends threatens with disastrous consequences. In the process of development of children, value orientations are rapidly fading into the background. Parents, when educating the younger generation, focus on intellectual development, forgetting about the importance and significance of the spiritual and moral component of development. It should be noted that the classics of Russian psychology and pedagogy (Kapterev P.F., Venttsel K.M., Rubinshtein M.M.) called moral development and education the core of the personality, considering it more significant than the development of the intellect. In the current situation, the topic of our study is in demand and relevant.

Morality is a polymorphic concept, it includes the knowledge and acceptance of moral standards, as well as, which is important, the ability of a person to take responsibility for their actions.

Moral consciousness is a reflection of the real relationship of people to each other and to various forms of social life in the form of a set of principles, rules, norms, assessments that regulate communication and behavior of people in order to achieve unity of public and personal interests. Moral consciousness determines the optimal model of behavior for a given society.

Moral conception is a generalized image, a form of knowledge about moral norms, criteria for a proper, correct and true attitude towards oneself, towards other people and the world. An important condition for the development of moral ideas is an educational environment in which an adequate hierarchy of goals and values of human life is laid.

Moral feelings are experiences of one's attitude to reality, to one's own behavior. In the moral consciousness of the individual, these feelings are in organic unity with moral concepts and represent, as it were, an alloy of moral, rational and sensual.

With the expansion of moral experience, the development of moral ideas, the moral knowledge and feelings of children expand and deepen. In connection with the change in the conditions for the development of a child - a preschooler from the conditions of the previous age stage, the requirements for his behavior by adults increase significantly. The central requirement is the observance of the obligatory for all rules of behavior in society, the norms of public morality. This also applies to children with various deviations from the developmental norm, including children with mental retardation (MPD). The slowdown in the normal rate of mental maturation in comparison with the accepted age norms adversely affects the development of the child as a whole, including the moral sphere.

Chapter 1. Theoretical foundations of moral ideas in children of senior preschool age

Essence and nature of morality

The moral education of the personality of the child is one of the most important tasks of kindergarten and school. And this is natural, because in the life of our society the role of moral principles is growing more and more, the scope of the moral factor is expanding. Moral education is a process aimed at the holistic formation and development of the child's personality, and involves the formation of his relationship to the Motherland, society, people, work, his duties and himself. In the process of moral education, the kindergarten forms in the younger student a sense of patriotism, camaraderie, an active attitude to reality, and deep respect for working people. The task of moral education is to turn the socially necessary requirements of society into internal incentives for the personality of each child, such as duty, honor, conscience, dignity.

The core of education, which determines moral development, is the formation of humanistic relations and relationships among children. Regardless of the content, methods and forms of educational work and the corresponding specific goals, the teacher should always face the task of organizing the moral relations of children. Own moral experience creates the conditions for effectively mastering the experience of other people, which is passed on to children in the process of moral education.

Accumulating their own moral experience, the child may make a mistake, do the wrong thing. The educator must help him to realize and survive the fallacy, immorality of his act; of course, it is necessary to help him not only to correct his behavior, but also to influence the direction of the motives that caused this or that action. The moral upbringing of the older preschooler takes place mainly and above all in the process of learning. The teaching of a child only with a superficial approach may seem to be a purely individual matter. In fact, occupation is a place of various collective actions and experiences, accumulation of experience in moral relationships. In the classroom, children can experience together a keen sense of joy from the very process of acquiring new knowledge, grief from failures and mistakes. It goes without saying that work on the education of moral qualities in children is carried out in a complex manner throughout all the years of upbringing and education. In order to develop the moral consciousness of preschoolers, the teacher helps them to comprehend both their own experience and the experience of others (an example of comrades, parents and adults, examples from literature). With older preschoolers it is necessary to conduct systematic conversations on ethical topics.

In the moral education of older preschoolers, the personal example of teachers, their attitude towards children, is of decisive importance. Even in small things, in manners, children try to imitate their teacher. If the relationship between the teacher and the children is characterized by sincerity, responsiveness, caring, the same will be the relationship of pupils among themselves. The teacher should avoid general assessments of the personality of each child. A preschooler can be praised or condemned for his act, but one should not transfer the assessment of a specific fact to his personality as a whole and say that he is generally good or, conversely, bad in everything. Home environment and family relationships have a great influence on the moral development of a preschooler. That is why it is important to teach parents how to raise children.

Moral education is the process of forming moral qualities, character traits, skills and habits of behavior. The fundamental basic category of moral education is the concept of moral feeling (constant emotional sensation, experience, real moral relations and interactions).

Moral consciousness is an active process of reflection by the child of his moral relations, states. The subjective driving force behind the development of moral consciousness is moral thinking- the process of constant accumulation and comprehension of moral facts, relations, situations, their analysis, evaluation, adoption of moral decisions, the implementation of responsible elections. Moral experiences, torments of conscience are generated by the unity of sensual states reflected in consciousness, and their comprehension, evaluation, moral thinking. The morality of a person is made up of subjectively mastered moral principles that guide him in the system of relations and constantly pulsating moral thinking.

Moral feelings, consciousness and thinking are the basis and stimulus for manifestation moral will. The morality of a person is manifested in the conscious adherence to moral principles and in habitual forms of moral behavior.

The result of moral education is moral education. It materializes in socially valuable properties and qualities of the individual, manifests itself in relationships, activities, communication.

Moral education is effective when its consequence is moral self-education(the purposeful influence of the individual on himself in order to develop the desired character traits) and self improvement (the process of deepening the general moral state of the individual, the elevation of the whole way of life, raising it to a higher quality level) of schoolchildren.

Considering the system of moral education, N.E. Kovalev, B.F. Raysky, N.A. Sorokin distinguish several aspects:

Firstly, the implementation of coordinated educational influences of the teacher and children in solving certain pedagogical tasks, and within the group - the unity of actions of all pupils.

Secondly, the use of methods for the formation of educational activities by moral education.

Thirdly, the system of moral education also refers to the interconnection and mutual influence of the moral qualities being educated in children at the moment.

Fourthly, the system of moral education should also be seen in the sequence of development of certain personality traits as children grow and mentally mature.

The development of morality (the ability to make moral judgments) is closely related to cognitive development.

The levels of morality (according to Kohlberg) have the following gradation:

1. The premoral level (up to 10 years old) includes stages: at the first stage, the child evaluates an act as good or bad in accordance with the rules he has learned from adults, he is inclined to judge actions by the importance of their consequences, and not by the intentions of a person (“heteronomic morality ”), judgments are made depending on the reward or punishment that this act may entail.

At the second stage, an action is judged in accordance with the benefit that can be derived from it, and the child begins to judge actions according to the intentions that caused them, realizing that intentions are more important than the results of the completed action (“autonomous morality”). With regard to elementary school, a level should be reached when the child acts morally not only in public, but also alone with himself. It is very important to teach children to rejoice in the joy of others, teaches them to empathize. At this age, the child is able to evaluate his behavior, based on the moral standards that are accepted by him. The task of the teacher is to gradually accustom children to such an analysis of their actions.

2. Conventional level (from 10 to 13 years old) - orientation to the principles of other people and laws. In the third stage, the judgment is based on whether the act will receive the approval of other people or not. In the fourth stage, the judgment is made in accordance with the established order and the official laws of the society.

(from the age of 13) - a person judges behavior based on his own criteria. At the fifth stage, the justification of the act is based on respect for human rights or recognition of the democratic decision taken. At the sixth stage, an act qualifies as right if it is dictated by conscience - regardless of its legality or the opinions of other people. Kohlberg notes that many people never get past stage four, and that less than 10% of people aged 16 and over reach stage six.

Thus, moral education is a process aimed at the integral formation and development of the child's personality, and involves the formation of his relationship to the Motherland, society, people, work, his duties and himself. The moral upbringing of the older preschooler takes place mainly and above all in the process of learning. In the moral education of older preschoolers, the personal example of teachers, their attitude towards children, is of decisive importance.

Moral education includes such concepts as moral consciousness, moral will, moral education, moral self-education and self-improvement.

NOT. Kovalev, B.F. Raysky, N.A. Sorokin considered the system of moral education and identified four aspects: the implementation of coordinated educational influences of the teacher and children in solving certain pedagogical tasks, and within the group - the unity of actions of all pupils; the use of methods for the formation of educational activities by moral education; the system of moral education is also understood as the interrelation and mutual influence of the moral qualities being brought up at the moment in children; the system of moral education should also be seen in the sequence of development of certain personality traits as children grow and mentally mature.

We examined the levels of morality (according to Kohlberg), they have the following gradation:

1. Pre-moral level (up to 10 years).

2. Conventional level (from 10 to 13 years old).

3. Post-convection level (from 13 years old).

Formation of moral feelings in children in ontogenesis

Preschool age, occupying a period of time from three to six to seven years on the scale of the physical development of the child, makes a great contribution to the mental development of the child. Over the years, the child acquires much of what remains with him for a long time, defining him as a person and subsequent intellectual development.

Domestic psychologists believe that moral development is carried out within the framework of the general process of socialization. The general approach to the study of the process of the moral development of a personality in ontogenesis is based on taking into account the change in the successive stages of the child's moral development. At each age stage, different levels of formation of ideas about moral norms and ways of behavior, social relationships and moral qualities of people are presented.

The moral sphere of the personality develops gradually through the growth of arbitrary and conscious self-regulation of the individual's behavior based on moral norms and ideals. In the early stages of ontogenesis, moral development is dominated by external factors of upbringing and control, which, as the moral consciousness and self-awareness of the individual develop, pass into the internal plane of the personality, regulating its social behavior.

V.V. Zenkovsky identifies three successive stages in the moral development of the child. At the first stage (1 - 5 - 6 years), moral consciousness is determined through the influence of the environment, surrounding people, traditions and customs that prevail in his family. At this stage, moral consciousness manifests itself as a direct assessment, moral feeling or experience (heteronomic morality). Here there is a combination of environmental influences and innate moral “settings for moral meaning”. These attitudes allow the child to consider his own experience from the point of view of morality. The second stage (5-6 - 12-13 years old) is marked by the existence of internal and external moral assessments, and one's own moral experience is also becoming more important. At the third stage (12-13-16-18 years old), moral consciousness develops towards autonomous morality, when a teenager acts without relying on any stable law, but only on his feelings and desires, his own experience. At the last stage of the development of moral consciousness (from 16-18 years old), characteristic of an already adult person, “autonomous morality” functions. Thus, V.V. Zenkovsky believes that moral development is a consequence of the manifestation of an innate "attitude to meaning" and, at the same time, the action of society. N.P. Kapustin linked the formation of a moral position with the development of the motivational-cognitive sphere: 1) curiosity (0-4 years); 2) cognitive interest (5-7 years); 3) cognitive activity (8-9 years); 4) cognitive needs (10-11 years).

E.V. Subbotsky (1983), studying the moral development of preschoolers, connects the emergence of the first moral motives of behavior in a child with his desire to maintain positive relationships with adults. According to E.V. Subbotsky, the moral development of a preschooler occurs not only due to the complication of the cognitive sphere, but also due to internalization, “growing” of external control. In his experimental studies, E.V. Subbotsky showed that only 10% of preschoolers can be guided in their behavior by a moral norm without the influence of adults. Studies of the psychological mechanisms of moral regulation in preschoolers, conducted by S.G. Yakobson and T.I. Moreva (1989) showed that an important condition for a child's compliance with moral norms can be considered his ability to imagine himself in the future, after violating the norms, to assess his potential self.

Thus, the moral sphere of the individual develops gradually through the growth of arbitrary and conscious self-regulation of the individual's behavior based on moral norms and ideals. In the early stages of ontogenesis, moral development is dominated by external factors of upbringing and control, which, as the moral consciousness and self-awareness of the individual develop, pass into the internal plane of the personality, regulating its social behavior.

The study of the moral development of children of primary school age is reflected in the works of G. A. Gorskaya, M.I. Volovikova (1990), S.V. Tarasova, L.I. Bozhovich (1972), I.A. Zaitseva and others. These researchers believe that the process of forming moral and evaluative judgments of younger schoolchildren includes the level of development of awareness and acceptance of moral norms, cognitive understanding of the moral aspect of an action or attitude, the ability to recreate the motives of people's assessments and actions, an assessment of possible alternatives to a moral choice and their consequences. .

An analysis of the results of the ascertaining experiment indicates that some children have insufficiently formed moral ideas. Therefore, in order to increase the level of awareness of the development of moral norms and rules of behavior by older children, to clarify moral ideas, a long-term plan was developed (Table 7) and tested in the senior group of MADOU No. 35 in Kyzyl.

The purpose of the formative experiment is to increase the level of children's awareness of moral norms and to contribute to the formation of moral ideas in children of senior preschool age.

The long-term plan has been implemented since 09/03/14. to 23.02.15 Classes were included in the direct educational activities in the direction of "Socialization", and games and exercises were held in free time in the first half of the day after organized educational activities or in the afternoon before dinner.

Table 7

A long-term plan of work on the formation of moral ideas in children at senior preschool age

day 1 week 2 week Solving problems on ethical topics Situational conversation about the rules of behavior outside the group Etude "Brave Hare" reading art literature "Turnip" Etude "Loving Son" Educational area "Communication" Topic: "We will not let the offense wake up" Situational conversation about the rules behavior in the group W Reading the poem "Vovka - a kind soul" collective work "Snowman for kids" Etude "Sentry" Etude "Karabas-barabas" repetition of sayings, proverbs on a moral theme s / r game "Hospital" Situational conversation "What polite words do we know ?" Sretyud "Save the chick" adapt. game "Compliments" a trip to visit the kids - give a Snowman Reading art literature "On the hill" N. Nosov Organization and analysis of the results of the ascertaining experiment "Quiz" Proverbs and sayings about friendship "Quiz" "Save the chick" Drawing on the theme "Me and a good deed" Etude "Kind boy" Purpose: to teach children to take care. reading art.lit. "In the metro" N. Nosov Birdwatching, feeding birds Work in the workshop "Making gifts for kids" reading art.lit. "What is good, what is bad" V. Mayakovsky Etude "Brave Hare" Reading art.lit. "Two Greedy Little Bears" Ptnetude "Feeding the Birds" Piggy bank of good deeds, children's stories Introduction to art literature Topic: Reading N. Nosov's story "On the Hill" Etude "Attentive Boy" Visit the kids with gifts and a concert. Literary leisure "In the world of fairy-tale magic" day 3 week 4 week reading Reading the story of V. Oseeva "Just an old woman" Situational conversation about the rules of behavior on the street Dramatization of the story "Just an old woman" Work according to the rules of joyful communication Conversation "In the world of kindness" Fri Conversation "Who would I be chose to be your friend and why? Educational field "Socialization" - Theme "Let's talk about friendship" Exercise "Doll's disease" Solving problems on ethical topics Etude "Attentive boy" Etude "Karabas-drumbass" tension.pon Conversation "Should I be able to apologize?" Work on new proverbs "A man without friends is like a tree without roots" Reading the story "Ignorant Bear" by A. Barto Reading S. Marshak's poem "If you are polite" Questions and answers "What is good and what is bad?" Organization and analysis of the results of the control experiment author Evening of questions and answers "What rules of behavior do we know?" Reading art literature - "The Magic Word" by V. Oseev Learning sayings, proverbs on a moral theme sretyud "Feeding the Birds" A piggy bank of good deeds, stories of children an integral quality of a person A holiday of kindness and courtesy

Protocol 1 (dated 01/27/15)

"Problem solving on ethical topics" (Appendix 1)

"Fair dad", "So it will be fair"

Purpose: to teach to be fair, to understand the content of the situation, to make a positive experience for yourself.

"Greedy Dog"

Purpose: to teach children to recognize greed as a negative quality, to form the right attitude towards it.

"Honest Chauffeur"

Purpose: to teach children to be honest and considerate, to endure positive experiences.

"Yabednik"

Purpose: to prevent the occurrence of negative manifestations in behavior.

We told stories, and the children had to comment, answering the questions: "Did this or that character do it right or wrong? Why? What would you do yourself?"

The children listened attentively to the stories that aroused their interest and surprise. Anita, Tana, Temir, Misha actively answered the questions, but some children, like Herelmaa, Reland, had difficulty answering the question - "What would you do in this case?". But it should be noted that such children as Anita, Misha helped them with the answer, thereby giving a model to the rest of the children: "You must always return what belongs to another person, because if you take something from someone else, it is ugly and then you will be punished."

Protocol 2 (dated 01/27/15) (see Annex 2)

Etude "Good boy"

Purpose: to teach children to care.

The children accepted the task with great interest, as the etudes contain game moments. In children of this age, the leading activity is play, so it was easier for them to portray the manifestation of care, tenderness in relation to a complete stranger in the form of a game. And Amir told at the end of the exercise that he recently helped the girl find a missing shovel in the snow.

Protocol 3 (dated February 20, 2015) (see Annex 3)

Game "What is good and what is bad?"

For this game, we used illustrative material - paired pictures, one of which shows the fulfillment of the rule by the child, and the other - a violation. During the show, we spoke the actions shown in the picture, and the children evaluated which of them were good and which were bad. To do this, we introduced silent signs: if it’s good, squeeze your hand into a fist, raise it up, and if it’s bad, put your thumb down.

All the children were curious about this game. In the course of the interest became more and more, supplemented by the expression of emotions: positive - with the good deeds of the heroes of our situations, negative - with the bad deeds of the heroes. They corrected each other if someone showed an inappropriate sign: "What are you doing, would you break a little girl's toy. This is bad."

Protocol 4 (of February 10, 2015) (see Annex 3)

Exercise "Doll Disease"

Purpose: to cultivate the ability to empathize, sympathize, be attentive to the patient, learn to play an imaginary situation.

Girls were the most active. They also showed more interest and care for the sick child. They treated him with special tenderness, kindness, used affectionate words when addressing him: small, baby, sun. The boys expressed their emotions and feelings less vividly and inexpressively.

Protocol 5 (dated 16.02.15)

Conversation "In the world of kindness" (see Appendix 4)

Purpose: to form an understanding of good and evil.

Conversation questions:

Think and say, about whom or what can you say "kind"?

And if he is kind, then what else is he?

And if a person is unkind, then what is he like?

Do you think it is possible to touch kindness?

Does it have a smell, taste?

Maybe it's easy to see?

What can be seen in it?

Please remember your good deeds and tell us.

Is it easy to be kind?

The conversation was held in a circle. Children actively answered questions, recited poems describing various moral situations. They gladly gave each other kindness: they spoke pleasant, affectionate words, smiled, and one girl took her hand, said a compliment, expressed her sympathy: "You have a very beautiful dress. I like to play with you."

Minutes 6 (dated 30.01.15) (see Annex 5)

Conversation on the read story by N. Nosov "On the Hill"

Purpose: to teach to express one's attitude to the heroes of the work, to individual situations, to correlate one's behavior with the actions of the hero.

Conversation questions:

How did Kotka behave at the beginning of the story?

Why didn't he build the mountain with all the children?

Who was Kotka thinking about when he sprinkled sand on the hill?

Has Kotka changed by the end of the story? What changed the boy?

And how would you behave in Kotka's place? Why?

Putting themselves in the place of a literary hero, preschoolers correlated their behavior with the actions of the character, saw themselves from the outside in an imaginary situation, and analyzed their own actions. “Now, if I were in Kotka’s place, I would help the guys. It would be more honest, then it would be more fun to ride with everyone,” answered Amir.

Protocol 7 (dated 03.02.15) (see Annex 15)

During the game, girls were doctors. Anita, as a doctor, examined patients very reverently and carefully, spoke in a friendly tone with an affectionate intonation, asked about complaints: "What hurts you? Lie down and don't move. Where did you fall like that?" And Dana, on the contrary, behaved like a boss, scolded like little children, cursing: "Why don't you look under your feet?! Can't you see where you are going ?!" Misha willingly went to all ambulance calls. But when Herelmaa asked for help, they regretted it and only Amir, Saizana, Dayana helped. They called an ambulance, told the doctor what had happened. The rest of the children passed by and did not pay attention. They played related games "Shop", "Pharmacy".

Children do not have enough moral experience due to their age, therefore, during the game, they often do not know how to express themselves in relation to characters, children by role. In this regard, it is very important for the educator himself to create situations where children could express themselves and a pattern of actions. Prior work is important.

In the course of approbation of the long-term plan, some tasks were changed taking into account individual characteristics, but the planned content of the work was carried out in full.

3 The control stage of the study in order to track the formation of moral ideas in senior preschool age

For the control stage of the study, diagnostic methods were used by Uruntaeva G.A., Afonkina Yu.A., which helped to identify the formation of moral ideas in children of this group in the ascertaining experiment:

study of children's ideas about moral and volitional qualities

study of children's awareness of moral standards

The purpose of the control experiment: to track the quality of the work done at the formative stage.

The group of children for the control experiment consisted of the same children. The work was carried out individually.

Table 8

Minutes of the 1 task (dated 20.02.15)

№Dorzhu (6 years 2 months) Anita (5 years 10 months) Kherelmaa (6 years 3 months) Dayana (5 years 10 months) Misha (5 years 7 months) 1 A good person is a person who does not fight with anyone, plays with everyone and is not greedy, pities the weak. who does good things. Does not swear, helps others. These are people who do not shout, help, like a mother. Cheerful always. Who helps mom. Because helping mom is good. He also helps kids. A good person never does bad deeds, he obeys the teacher, cleans up toys after himself, polite2 Who fights with everyone and does not obey anyone. Who does nothing, cleans nothing, does not obey the teacher. Who climbs to fight. Who does bad deeds. Bad boy - goes dirty, doesn't like to wash, doesn't get up in the morning, doesn't like his friends, mother. Like that chauffeur from the story, he brought a wallet he found in his car. Well, this is someone who does everything well and honestly. Answers questions honestly. I once took the keys from my dad to play with, and then gave them away honestly. 4 Who lies to friends, but friends cannot be deceived. Misha promised to bring the terminator and didn't. Cheating is not good, my mother told me. A deceitful person lies to his friends that he went to the zoo. 5 For example, if you fell, a kind person will come and help. Whoever does everything well does not lie. Politely talks to adults and friends too.Grandma and grandpa. They help everyone, calm me down if I cry, buy me sweets. They do good. Helps in drawing, makes a broken toy. There are many kind people. They are smiling. Obedient, quiet6 And evil will not help if you fall Who fights and constantly screams. Evil people never smile. Bad people. The one who never laughs and gets angry. 7 Fair is when he shares with toys, first he played himself, and then let others play. He does everything fairly. Today Bayana gave Relanda one piece of candy, and then she gave it to me too. She gives everything equally to everyone. (Thinking for a bit): She judges people fairly. Probably, this is when the boys are inferior to the girls. My mother always tells me so. 8 Who does not share with toys, plays and plays with them all day long. Who made a mess, and when the teacher says to clean up, he does not clean up. He says he didn't play with those toys. And others have to clean up for him. Who is acting unfairly. A person who has not seen anything and who says that it was I who took Nachyn's toy is unfair. Well, the one who does unfairly does not share toys equally. 9 Who brings toys to the group and is not greedy. Which is very good. He plays with everyone, shares, even if he has one toy or something else. Who plays with me and gives Wings dolls. Me, I give the girls my dolls and play with them. Who has many, many friends. Who gives me his toys. 10 Who is greedy. This is a person who selects all toys and plays only himself, although these are common toys. Brings toys to the group and is greedy. Greedy Amir is silent, Tana is also silent. Haven't shared their new toys yet.11Who's not afraid of anything.Who's not afraid of.Me. Because I'm not afraid of anything. I can stay alone in a room. Bold as a hare who is not afraid of a wolf. People who are not afraid of anyone and fight. 12 Who is afraid to walk in the dark room. Who is afraid. Well, darkness. (thinks): Who is afraid of the dark. Afraid of evil, bad people. Who is afraid.

Who can be called good?

Who can be called bad?

Who can be called honest?

Who can be called deceitful?

Who can be called kind?

Who can be called evil?

Who can be called fair?

Who can be called unjust?

Who can be called generous?

Who can be called greedy?

Who can be called brave?

Who can be called a coward?

Table 9

The results of 1 task at the control stage of the study

Full name Good-ro Shi-Bad Honest Lying Kind Evil Right-wing Unfair Generous Greedy Brave Tru-sl-d Dorzhu++++++++++++Anita++++++++++++Herel- maa+++++-++++++Dayana++++++++++-+Misha++++++++++++"+" - coped with the explanation of the qualities, "- "They didn't make it.

Analysis of the results showed (Table 9) that most of the children coped with the task, they were able to explain all the qualities proposed by us. A large number of responses were with reference to a specific action, especially when explaining such a quality as greed, where this action is the refusal to give a toy.

There are also many answers pointing to an undifferentiated idea of quality. With this option, children define moral qualities with a related word, that is, "fair - one who does everything in a fair way, greedy - one who is greedy."

But 2 children could not answer the questions - "Who can be called evil? Who can be called brave?". Herelmaa defines an evil person as a person who never smiles. Probably, in this case, the child does not share these concepts, it seems to him that all people who do not smile are evil. Diana remained silent.

Thus, we concluded: the ideas about the moral and volitional qualities of children in the experimental (older age) group correspond to age norms, but are divided into levels: high - 3 children, average - 2.

Rice. 3.

Table 10

Minutes of the 2 tasks (dated 22.02.15)

First episode. We said to the child: "I will tell you stories, and you will finish them."

Dorzhu (6 years 2 months) Anita (5 years 10 months) Kherelmaa (6 years 3 months) Dayana (5 years 10 months) Misha (5 years 7 months) 1 situation Olya replied that she would help them. Because she does nothing. Yes, I will help. Because friends need to be helped. I will help. Because it will be faster and much easier. Olya replied that she would help, but next time they would help me put the toys back in their place. Olya would answer that she would help. Because it’s necessary, the teacher always tells us to help those who don’t have time to do it. Situation 2 First, Katya will play with the doll, and then her sister will play. Come on, play, but just bring it to my room when you play. Play, sister , but remember that the doll is new and you need to treat it with care, otherwise mom will swear. Take another doll for now, and then play with mine. Well, you can give it to your sister, because she will start crying if you don’t. as soon as I finish painting and you take my pencil. Sasha probably gave it, because you can’t be greedy, you have to share. Sasha fixed her pencil, you need to help each other. I also need to finish drawing. Wait, please. Sasha would ask the teacher for another pencil and bring Lyuba.

situation. Children built cities. Olya didn't want to play. She stood by and watched the others play. The teacher approached the children and said: "We will have dinner now. It's time to put the cubes in boxes. Ask Olya to help you." Then Olya answered ... What did Olya answer?

situation. Katya's mother gave a beautiful doll for her birthday. Katya began to play with her. Then her younger sister Vera came up to her and said: "I also want to play with this doll." Then Katya answered .... What did Katya say?

situation. Lyuba and Sasha drew. Lyuba drew with a red pencil, and Sasha with green. Suddenly Lubin's pencil broke. "Sasha," Lyuba said, "can I finish the picture with your pencil?" Sasha answered her ... What did Sasha answer?

Second series. We read to the child a poem by E. Blaginina "Gift"

"My girlfriend came to me,

And we played with her.

And here is one toy

She suddenly looked up:

clockwork frog,

Cheerful, funny.

I'm bored without toys -

Favorite was -

But still a friend

I gave the frog."

and then we ask questions.

Table 11

Protocol of the second series of the control experiment "Gift" (dated February 22, 2015)

Dorzhu's questions Anita Kherelmaa Dayana Misha What was the girl's favorite toy? . Why did she give the toy away? Because she is her girlfriend. Because it must be done, otherwise they won’t share it with you either. After all, she will not play with her. Right or wrong did she do? Right. Right. Right. Right. Right. What would you do if your friend liked your favorite toy? I would also let you play. Because the best friend, and who is not a friend, I don’t give to those. My friends and I share, I give a new toy, they also give me their toys. Because we are not greedy. I will give, you need to share with friends, because you can’t be greedy. I'll give it. Because I'm not greedy. I don't know what kind of toy. Because I have very favorite toys - I play with them, and give some to friends.

Table 12

The results of the 2 tasks at the control stage of the study

Full name 1 situation 2 situation 3 situation Ondar Dorzhu +++ Saaya Anita +++ Mongush Kherelmaa +++ Kyrgys Dayana +++ Ondar Misha +++ "+" - coped with solving situations

All children completed this task. All children saw the meaning of situations in friendly relations, and not in sympathy, understanding. Therefore, they determine the way of behavior: you need to help, because friends.

The answers differed in the definition of the behavior of the characters in the situations. Children offered a way of behavior corresponding to a socially approved model.

So, Herelmaa answered: "Play, sister, but remember that the toy is new, and you need to treat it with care", "Sasha fixed her pencil, because we need to help each other."

The children offered different ways to solve situations: “ask the teacher for a pencil instead of a broken one and give it to Lyuba”, “you need to help others, the teacher always says so”, “Sasha will give a pencil, because being greedy is ugly”, “he fixed her pencil”.

In the second series of the control experiment, all the children answered that they would give their friends their favorite toys: "because we need to share", "because we are not greedy."

Such answers correspond to the age characteristics of children, as well as the content of the moral education of preschoolers, which is defined by the kindergarten education program "From Birth to School" (developed in accordance with the new Federal state requirements). It includes education:

integrative quality "Emotionally responsive";

integrative quality "Following elementary social norms and rules of conduct."

Based on the results of the analysis of the second series, children can be divided into 4 levels of awareness of moral norms:

The child names the moral norm, correctly assesses the behavior of children and motivates his assessment.

The child names the moral norm, correctly assesses the behavior of children, but does not motivate his assessment.

The child evaluates the behavior of children as positive or negative (right or wrong, good or bad), but does not motivate the assessment and does not formulate a moral form.

The child cannot appreciate the actions of children.

The distribution of children by these levels is presented in Table 13.

Table 13

Distribution of children according to the levels of formation of moral and volitional ideas

FI Level 1 Level 2 Level 3 Level 4 Ondar Dorzhu + Saaya Anita + Mongush Kherelmaa + Kyrgys Dayana + Ondar Misha +

From the data in Table 13 it can be seen that 2 children correspond to level 1, that is, they reflect the moral quality in speech and correctly evaluate the act of the heroine of the poem and motivate their assessment, 3 children - to level 2, that is, they name the moral standard, correctly evaluate, but do not motivate their assessment, none of the children belongs to levels 3, 4.

Conclusion on Chapter II

Moral education provides for the formation of the child's feelings, habits of moral behavior and moral ideas. Already in the preschool period of childhood, it is necessary to educate the principles of humanism and humane relations with close and surrounding people, with peers. In order to find out the formation of moral ideas in children, an experimental work was carried out, consisting of ascertaining, forming and control experiments. A group of children of senior preschool age was formed for the ascertaining experiment of 5 people. The study was conducted individually on the basis of MADOU No. 35 in Kyzyl.

Analysis of the results of tasks makes it possible to talk about the level of their moral ideas. Based on the tables and results of the study, we can talk about the level of formation of moral ideas in children of senior preschool age. At the initial stage, children did not have a perfect understanding of moral qualities.

Dayana can be attributed to children with a high level of formation of moral ideas. She formulates in her speech the norms of behavior, names moral qualities, which already testifies to their awareness. When explaining moral qualities, he is guided by a generalized idea of this quality, this corresponds to their age characteristics.

Herelmaa is one of the children with an average level of development of moral ideas. She refers more to the actions, the behavior of people she knows as carriers of a certain quality in a particular situation, than to actions that reflect social emotions. In task 2, he does not name moral qualities, although he correctly assesses moral deeds. He sees the meaning of the situations cited in task 2 in friendly relations, and not in sympathy, understanding of the state of another. Therefore, it determines the way of behavior: you need to help, because friends.

And Dorzhu, Anita, Misha define moral standards in accordance with the knowledge of literary, cartoon characters, refer to themselves, to the totality of life situations, which corresponds to the middle preschool age, and not the older one. They do not know how to express moral norms and qualities in words, they do not realize their meaning. Despite the fact that they do not formulate moral norms, they correctly determine the ways of behavior in a situation of choice. Thus, the level of their moral ideas is low.

In order to increase the level of children's awareness of moral norms, a formative experiment was conducted using various methods and techniques of educational work.

The richness of the ideological and moral content of educational and gaming activities, the variety of activities outside of classes, the way of life in the family are the most important sources for the formation of children's morality. Children were offered games with colorful illustrations, for example - "What is good and what is bad?", works by N. Nosov, V Oseeva, Blaginina, Russian and Hungarian folk tales, role-playing games "Rescuers", "Hospital", where they could show a sense of compassion, empathy, help, positive emotions. And also directly educational activities were carried out in the direction of "Socialization", for example - "Friendship", "You must be able to apologize", "In the world of kindness". An integral part of reading fiction was conversations on what they read, where children could put themselves in the place of a literary hero and correlate their behavior with the actions of the character, see themselves in an imaginary situation from the outside, and analyze their own actions.

The data of the control experiment testify to the positive dynamics of the formation of moral ideas.

Comparing the results of the ascertaining and control experiments, we can say that already 2 children (40%) belong to children with a high level of awareness of moral norms, and 2, who had a low level at the beginning, have an average level in the control experiment. And the ideas about moral-volitional qualities for the control experiment became more specific, generalized, differentiated, corresponding to age characteristics.

Rice. 4.

Rice. 5. Results of the control phase of the study

INTRODUCTION

To study the theoretical foundations of the problem of the moral development of preschoolers.

To select methods for assessing moral ideas in children of senior preschool age with mental retardation.

An object: moral ideas of children of senior preschool age.

Subject of study: features of moral ideas of children of senior preschool age.

Morality is a polymorphic concept, it includes the knowledge and acceptance of moral standards, as well as, which is important, the ability of a person to take responsibility for their actions.

Chapter 1. Theoretical foundations of moral ideas in children of senior preschool age

Essence and nature of morality