Formation of the future personality through the education of the moral qualities of students. Formation of moral qualities of the personality of preschoolers through modern educational technologies

The special spiritual uniqueness of the Republic of Kazakhstan - multiethnic culture, multi-confessionalism - and its moral imperatives, such as trust, tradition, transparency and tolerance, significantly actualize the problem of spiritual and moral education of children and youth. As the Head of State N.A. Nazarbayev in his Address to the people of Kazakhstan dated January 27, 2012, “Patriotism, norms of morality and ethics, interethnic harmony and tolerance, physical and spiritual development, obedience to the law. These values ​​should be instilled in all educational institutions, regardless of the form of ownership. "

Moral education must begin with elementary school. In the modern world, a small person lives and develops, surrounded by many diverse sources of strong influence on him, both positive and negative, which daily fall on the fragile intellect and feelings of the child, on the still emerging sphere of morality.

The relevance of the study is determined by the importance of primary school age for the mental development and socialization of children, the formation of their personality; a limited amount of data on the emotional and moral development of primary schoolchildren; insufficient scientific substantiation of the methods of emotional and moral education; lack of guidelines for emotional and moral development.

The purpose of the research is to study the characteristics of the moral qualities of primary school children with altruistic and egoistic attitudes.

The object of the research is the moral sphere of the personality of primary school children.

The subject of the research is the features of the moral qualities of primary school children with an altruistic and egoistic attitude.

The study was based on the following hypothesis: that due to a special program for the development of children's moral qualities, the egoistic attitude can change to an altruistic one.

Research methods: analysis of literature on the research problem; supervision of children; testing; ascertaining, shaping experiment.

Psychodiagnostic methods (testing) were used to achieve the goal of the study, to solve the assigned tasks and to test the empirical hypothesis.

Research methods:

1. Methodology "Unfinished thesis" I. B. Dermanov.

2. An adapted version of the test "Thinking about life experience" for younger students (compiled by Doctor of Pedagogical Sciences NE Shchurkova, adapted by VM Ivanova, TV Pavlova, EN Stepanov).

The research base is secondary school №6. The study involved 48 children of primary school age.

Moral qualities are manifested in the behavior and activities of a person, determine his relationship with the world around him and other people. So, B.T. Likhachev was of the opinion that such moral qualities and personality traits as patriotism, kindness, decency, honesty, truthfulness, hard work, discipline, collectivism, etc., are formed on the basis of moral feelings, consciousness and will. “These properties and qualities of the individual,” he pointed out, “are mental new formations that arise as a result of the child's interaction with the world in the system of social relations. ...

The term "altruism" was introduced by Auguste Comte, who believed that under the influence of positivism, society develops in the direction of humanistic values. In general terms, altruism in the understanding of Comte reflects the principle of “living for the sake of others” (Lat. Alter - “other”) as a program for building a perfect human society; he saw the meaning of human life in "serving humanity by improving ourselves."

G.A. Mironova (1988) identifies signs that allow classifying behavior as altruistic: voluntary and conscious actions as a manifestation of the properties of will, and not the result of external coercion; disinterested exclusion of expectation of reciprocal beneficence; the desire to promote the good of others out of humane motives; the presence of an emotional attitude towards people, sympathy for them, benevolence, sympathy, willingness to help; social orientation of the act; self-denial (selflessness).

Egoism (from Lat. Ego - I) - point of view, position, behavior of a person, completely focused on his I, for his good (pleasure, benefit, success, happiness). According to egoism, the satisfaction of a person's self-interest is seen as the highest good. The opposite of selfishness is altruism.

Selfishness is found in a situation of conflict of interest, when the satisfaction of personal interest occurs to the detriment of the interest of another person. Selfishness is also sometimes referred to as conceit, or self-righteousness, in which self-pleasure can be exercised at the expense of others. The problem of selfishness, selfishness and love of a person for other people was reflected in the studies of E. Fromm (1900-1980). In the article "Selfishness and Self-Love" (1939) and in the book "A Man for Oneself" (1947), he noted the discrepancy between the fact that modern culture is permeated with the prohibition of self-love and at the same time the teaching that it is sinful to be selfish is contrary to the practical position affairs in Western society, where selfishness is a powerful and justified stimulus of a person.

Younger school age corresponds to a pre-moral level of development, when actions are determined by external circumstances and the point of view of other people is not taken into account. At the same time, the second stage of this level is realized - the orientation towards rewards. An action is judged in accordance with the benefit that can be derived from it.

Let us consider some of the moral neoplasms of primary schoolchildren in accordance with the stages of education.

6-7 years old. "By the end of the first year of study, children have a certain experience of relationships, teamwork in the classroom."

8-9 years old. Second-graders evaluate various events, people, nature not only according to the principle “good or bad for me”, “good or bad in relation to me” - “good” or “evil” is comprehended in relation to all people.

9-10 years old. The child no longer needs the teacher's every minute guardianship, therefore, the conflicts that arise in the classroom, the children try to resolve themselves. The development of self-government of the children's collective plays an important role in this.

These features of the psyche of junior schoolchildren should be considered not as shortcomings, but as an object of pedagogical development and correction.

Thus, by the age of primary school, each child reaches his "milestone" of moral development; he "accumulates a certain moral experience, traits of an individual character are formed, certain habits are developed." All these factors are reflected in the process of moral education.

The experimental study was carried out in order to identify moral qualities in children of primary school age with an altruistic and egoistic attitude.

The research base is secondary school №6. The study involved 48 children of primary school age, since two groups were created: experimental and control.

Experimental group - 2 "D" class, 24 pupils participated. Control group - 2 "A" class, 24 pupils participated.

To diagnose the moral sphere and the "altruism-egoism" attitude of primary school children, the following methods were used:

1. Methodology "Unfinished thesis"

2. An adapted version of the test "Thinking about life experience" for younger students (compiled by N.Ye. Shchurkova, Doctor of Pedagogy, adapted by V.M. Ivanova, T.V. Pavlova, E.Ya. Stepanov).

At the ascertaining stage of empirical research, the following results were obtained.

The "Unfinished thesis" methodology is designed to determine the degree of positive or negative attitudes towards life. The results of this technique are shown in Table 1.

Table 1 Determination of the degree of positive or negative attitude towards life (in%)

The adapted version of the test "Thinking about life experience" for primary schoolchildren is designed to identify the moral upbringing of primary school students. The results of this technique are shown in Table 2.

Table 2.The level of formation of the moral education of children of primary school age (in%)

At present, modern society is absorbed in the problems of mastering market relations, which leads to moral and spiritual emptiness, traditional moral values ​​are lost, moral attitudes are lost, which, first of all, strongly affects younger students, since adults give them an example of behavior. In this regard, it became necessary to help the younger schoolchild to deal with the complex social world, to teach them to coordinate their actions with their interlocutors, to correlate their actions and behavior with generally accepted moral norms.

It follows that we have selected special exercises, thanks to which children develop the ability to express their positive attitude towards others, concepts of morality, altruism, empathy, communication skills, respect for other people. The knowledge gained by children gives an idea of ​​human relationships.

Objectives: development of altruistic attitudes; development of concepts of moral relations; development of a benevolent attitude towards others; formation of skills of adequate behavior in society.

Objectives: developing a sense of understanding in communication; developing the ability to evaluate one's own behavior and the behavior of others; the development of altruistic attitudes in children; development of concepts about moral norms; development of empathy in children; the development of positive character traits in children; correction of undesirable traits of character and behavior in children.

The used form of work is conducting training sessions and class hours.

At the first stage of work, we studied the necessary psychological and pedagogical literature and the development of classroom hours.

At the second stage, on the basis of the studied methodological material, we have drawn up a program of classes for children of primary school age.

At the third stage of the work, we directly used classes for the development of morality in children.

Lesson plan

1. Training "Development of altruism and empathy" 15.11.2016

2. Training "Development of the emotional and moral sphere" 11/16/2016

Educational work

1. Class hour on moral education "On laziness and lazy people" 11/18/2016

2. Class hour "On kindness and politeness" 11/21/2016

In our corrective work, we used 2 trainings. The training "Development of Altruism and Empathy" has the following goals: development of altruism; development of empathy; the formation of the ability to express their positive attitude towards others; development of morality.

In this training we used the following exercises: "Show Attention to Another", "Prince and Princesses".

The training "Development of the emotional and moral sphere" has the following goals: to develop children's understanding of moral concepts; foster a benevolent attitude of children towards each other; foster a respectful, caring attitude towards the world and people.

In this training we used the following exercises: "Name yourself." , "Call affectionately." , "The Magic Chair".

For educational work, we used 2 class hours and watching an animated film.

Class hour on moral education "About laziness and lazy people." The objectives of this classroom hour: to discuss with the children the problem of human laziness; encourage students to draw their own conclusions about how they can overcome their own laziness.

Class hour "On kindness and politeness." The objectives of this classroom hour: to reveal with the children the concept of kindness and politeness; Encourage learners to draw their own conclusions about what kindness and courtesy are and how they manifest.

Correctional and educational work was successful. The guys took an active part in the training, performed all the exercises. They liked the class hours, they asked the questions they were interested in.

The purpose of our work was to study the characteristics of the moral qualities of primary school children with altruistic and egoistic attitudes.

All the tasks were completed, namely: we analyzed the psychological and pedagogical literature on the problem of emotional and moral development of children; studied the features of the emotional and moral development of primary schoolchildren; developed the content, organization and methodology for conducting training, educational activities aimed at the emotional and moral education of younger students; experimentally tested the effectiveness of the work.

In our work, we came to the following conclusions.

Morality is a concept that characterizes both society as a whole and the individual. No matter how much we talk about the modern crisis of morality in our society, we should never forget: society is a collection of individuals. Only a person, at the cost of his own efforts, can achieve success in moral self-construction, and a teacher, family, close people can help her in this. Moral education is a process of an organized, purposeful, both external and internal (emotional-heart) influence of a psychologist on the moral sphere of a person, which is the backbone of her inner world. This impact is complex, integrated in relation to feelings, desires, opinions of the individual.

An experimental study at the ascertaining stage was carried out in order to identify the level of moral development of primary school children. During the experiment, the following tasks were set: to select methods adequate to the age of the subjects; organize the research process; analyze the results obtained.

The diagnostic results revealed the lack of formation of the moral sphere in some children, which necessitated the development of content and methods of work to develop moral knowledge and behavioral skills.

The results of the experiment showed that the level of the moral sphere has increased, which indicates the effectiveness of the work done. At the ascertaining stage, there were the following results: the level of formation of moral upbringing was 75%, the degree of formation of moral concepts - 75%, a stable attitude towards moral norms - 79%. Thus, our hypothesis that, thanks to a specially developed program for the development of the moral qualities of children, there is a change in the egoistic attitude to the altruistic one was confirmed.

Conditions for the moral development of the child's personality... The moral development of a child's personality is determined by the following constituents: knowledge of norms, habits of behavior, emotional attitude to moral norms and the inner position of the child himself.

Knowledge of the norms of behavior is of paramount importance for the development of the child as a social being. Throughout early and preschool age, a child learns social norms of behavior through communication with people around him (adults, peers and children of other ages). The assimilation of norms presupposes, firstly, that the child gradually begins to understand and comprehend their meaning, and secondly, that the child develops behavioral habits in the practice of communicating with other people. A habit represents an emotionally experienced motivating force: when a child acts by disrupting habitual behavior, it causes him a feeling of discomfort. Assimilation of norms, thirdly, assumes that the child is imbued with a certain emotional attitude to these norms.

A rational and emotional attitude towards moral norms and their implementation develops in a child through communication with adults. An adult helps the child to comprehend the rationality and the need for a certain moral deed, the adult sanctions a certain type of behavior with his attitude to the child's deed. Against the background of emotional dependence on the adult, the child develops a claim to recognition.

Claiming recognition from an adult... The claim to recognition is one of the most significant human needs. It is based on the desire to receive a high assessment of their achievements that meet the social requirements of society.

In preschool age, the motives of behavior and activity are saturated with new social content. During this period, the entire motivational-need sphere is being rebuilt, including the manifestation of the need for recognition, which changes qualitatively. Children begin to hide their claims, open self-praise is observed only in rare cases.

An unfulfilled claim to recognition can lead to undesirable behaviors in which the child begins to deliberately invent lies or brag.

Kirill. Found two mushrooms. He was praised. He wants to find more, but the mushrooms are not found quickly.

Kirill: Mom, I'm looking at something yellow. Thought it was an oiler. I bent down and looked - a leaf. (He continues uncertainly.) And there was a glitch under the leaf.

Why did you come up with the fungus?

Kirill (embarrassed): Well, I wanted him to be there.

A little later.

Kirill: I found the glybochek, but he turned out to be cheeky. I threw it out,

By the tone I feel that it is not true.

Why did you write this?

Kiryushka laughed and ran away; (From the diary of V.S.Mukhina.)

The claim to recognition also manifests itself in the fact that the child begins to vigilantly monitor what attention is given to him, and what - to his peer or brother.

Andryusha, Kirill. I say to Andryusha, putting him to bed: "Go to bed, my little goat." Kirill: Mom, tell me so too.

Go to bed, my dear, my little one. Kirill: No, like Andryusha,

Go to bed, my little goat.

Kirill: That's it. (Satisfied turns on his side.) (From the observations of V. S. Mukhina.)

A preschool child strives to ensure that adults remain happy with him. If he deserves a censure, then he always wants to correct the spoiled relationship with an adult.

Andryusha, Kirill

Mom, Kirilka hit me in the face with a slipper.

Blimey. Cyril, go sit in a chair. Andryusha: Mom, will you punish him badly?

I’ll do my thing, then I’ll talk to him.

Half an hour later I go to Kirill, who quietly waits in his chair for his fate.

Cyril, come to me.

Andryusha approached with interest: "What are you going to do to him?"

Go play.

She took Kirill to her room.

Why did you act so disgusting? Take off your slippers, I'll hit you with them, like you did Andryusha.

Kirill: Mommy, don't. I do not want. This is bad.

You see, you yourself understand everything, and you do it so disgustingly. Don't think, please, I wouldn't do that. I don't want to be as nasty as you.

She moved away from Kirill. She sat down with her head down. Kiryusha: What are you, mommy?

Nothing. I am very sad. I thought Kiryusha will always be good, and you? Oh you!

Kirill: Mom, I won't.

You talk so often.

I sit with my head down. Really upset.

Kirill: Mommy, don't sit like that. I want you to be gold with me. I will become. (Tears welled up in his eyes, but Kirill turned away and wiped them away furtively.)

Go, go.

Kirill (went, turned around): Well, why are you sitting so sadly? (He returned to me.) Mom, you'll see. I don’t want to upset you. You will be golden with me. (From the diary of V.S.Mukhina.)

The need for recognition in preschool age is expressed in the child's desire to assert his moral qualities. The child tries to project his act on the future reactions of other people, while he wants people to be grateful to him, to recognize his good deed.

Gilda. I pasted pictures in a notebook, which I was going to give to an unfamiliar girl. At the same time, she reasoned: “It’s good for me that I’m doing this, because when people give me something, they do well, and when I donate, I do well. But this is even better on my part, because people know me, and I give gifts to strangers whom I did not know before. "

The need to realize the claim to recognition is manifested in the fact that children are increasingly beginning to turn to adults for an assessment of the results of their activities and personal achievements. In this case, it is extremely important to support the child. You can not bombard the child with remarks such as: “You cannot do this,” “You don’t know this,” “You won’t succeed,” “Do not bother me with empty questions,” etc. Such disrespectful remarks from an adult can lead a child to loss. confidence in their capabilities. The child may develop an inferiority complex, a feeling of his own failure. An inferiority complex is one of the most difficult moral shortcomings of a person, making it difficult for him to communicate with other people and creating a heavy internal state of health burdening a person.

The origin of negative personality formations. In moral development, as in any other, the struggle of opposites takes place. Our life experience often escapes the possibility of direct observation of what values ​​of human culture determine the positive achievements of the individual, how the struggle of opposites occurs, and how negative formations appear in the personality. Negative formations - the so-called asocial forms of behavior and the corresponding personality traits - are essentially also the product of its definite development, and they require special study.

The development of children in communication with other people will be incomplete if the child is not driven by the need to be recognized. But the realization of this need can be accompanied by such negative formations as, for example, Lying- deliberate distortion of the truth for selfish purposes - or envy- a feeling of annoyance caused by the well-being, success of another. Of course, lying can accompany a social need for recognition, but it is not a necessary component of this need itself. In ontogeny, when the child's internal position is just beginning to be determined within the framework of a socially given activity, a lie may appear. One of the reasons for the emergence of negative personality formations is the dissatisfaction of the need for recognition in a socially immature individual.

Everyday life constantly includes a child in a variety of problematic situations for him, some of which he easily solves in accordance with moral norms of behavior, while others provoke him to violate the rules and lie. These are problematic situations in which there is a mismatch between the moral norms and the impulsive desires of the child. Psychologically, once in such a situation, a child can solve it as follows:

follow the rule;

satisfy your need and thereby break the rule, but not hide it from adults;

fulfilling their need and breaking the rule, hide the real behavior in order to avoid censure. The third type of command involves the emergence of a lie.

Experimental study of children in situations of choice ("double motivation"). In preschool age, more and more often the child's self-assertion takes on forms that violate discipline. In ambiguous situations (situations of "double motivation") there is a clash of the immediate impulsive desires of children and the demands of an adult, and then the child breaks the rules. To study the behavior of children in situations of "double motivation", an experimental model was created in which the immediate impulsive desires of the child and the demands of the adult collided. The child at the same time felt the desire to violate the instructions of the adult and follow it: not to look into an attractive box left unattended (experiment "Mysterious Box"); it is illegal (not according to the rules) not to appropriate the object you like (experiment "Unusual blind man's buffs"); it is illegal not to claim something that does not belong to him by right (experiment "Lottery").

Children of all preschool ages took part in the experiments. Analysis of research materials showed that the desire to be recognized as an adult acquires a special personal meaning for a child. Already at three or four years, more than half of children try to resist temptation. At the age of five to seven, the percentage of children who follow the instruction is quite large. However, following the instructions is not easy for them - the struggle of motives is clearly observed. Thus, in the “Mysterious Box” situation, after leaving the experimenter's room, the children behaved differently: some looked at the door, jumped up from the chair, examined the box: touched it, but refrained from opening it and looking in; others tried not to look at the box at all, forcing themselves to look to the side; still others played the desired actions symbolically. So, five-year-old Mitya, making sure that no one sees him, turned all his attention to the box. He traced it with his finger, played on the lid like on the keys of a piano, sniffed the box. Then he symbolically “opened” the lid of the box, “took out” something and “put” it in the pocket of his shirt. Looking around, he “reached” into his pocket, “pulled out” this something and began to “lick” it. The boy licked imaginary sweets. After the experimenter appeared, Mitya proudly announced that he had not looked into the box.

It should be pointed out that the adult's attitude to his victory over himself is extremely significant for a child. Children are happy when they are approved, and noticeably upset if an adult is indifferent to their message ("I did not look in the box").

However, in preschool age, there are a lot of children who violate the instructions of an adult. At the same time, it turned out that a child of three or four years old can violate the instructions and calmly report that he opened the box. At the same time, children of five to seven years old, violating the instructions, tend to keep silent about it. By lying, they try to demonstrate to the adult their sincere truthfulness, for example, they look with “honest eyes” directly in the eyes of an adult. Most five-year-olds, after breaking the instructions, prefer to tell a lie. Six-year-olds, violating the instructions, also deliberately lie.

An experimental study of the psychological characteristics of preschool children in a given situation of "double motivation" made it possible to identify three main types of children's behavior: disciplined, undisciplined truthful and undisciplined untruthful.

Disciplined type behavior is found in all age groups. At the same time, the preschooler follows the instructions of the adult in different ways. From three to four years old, children begin to use techniques of "distraction" from a situation that provokes a violation of instructions. Children of five to seven years old feel the need for such techniques to a lesser extent, acquiring a stable ability to consciously restrain themselves. With age, there is a change in the motivation of the disciplined type of behavior. If kids most often follow instructions out of fear of censure or a desire for emotional identification with an adult, then older preschoolers behave in a disciplined manner due to the awareness of the need to follow the rules of behavior.

Let's turn to the log records of the Mysterious Box experiment.

Diana (3.4.0). In the absence of the experimenter, he examines the box from all sides, looks around, at the door, then takes out a ribbon and begins to play with it. From time to time he glances at the box, stretches out his hands to it, but then takes out the ribbon again.

Lenya (4.6.0). In the absence of the experimenter, he got up, examines the box from all sides, walks around it, bends over, almost touching his nose, but does not touch it with his hands. Then he sits down, starts spinning in the chair, turns again to face the box, hides his hands under the table.

Pavlik (5.8.0). After the experimenter leaves, he looks around, at his hands, bounces on a chair, reaches out to the box with his hands, but quickly removes his hands.

Vic (5.8.0). In the absence of the experimenter, he sits quietly, then begins to hum. Then he strokes the table with his hand, bringing his hand closer to the box and leading it away.

Undisciplined Truthful Type behavior identified in all age groups. The manifestation of this type in younger and older preschool age has its own characteristics. Younger school age is characterized by the predominance of sincerely impulsive behavior, which manifests itself in the fact that children, violating the instructions of an adult, easily admit their violation.

Vova (3.8.0). In the absence of the experimenter, he opened the box and began to examine its contents, without experiencing any visible disturbance. To the question: "Have you looked into the box?" - answered in the affirmative.

Children of middle and senior preschool age, violating the instructions, most often experience emotional difficulties: they are embarrassed even on their own, agitated. When an adult appears, they confess in embarrassment that they have violated the requirement.

Undisciplined untruthful type behavior can occur at any preschool age. However, it is most strikingly presented at the age of five or six.

Ira (5.6.0). In the absence of the experimenter, she looked out the door, then returned to the table and opened the box. To the experimenter's question: "Did you open the box?" - she answered: "No." (From material G. N. Avkhach.)

Gradually, the undisciplined, truthful type of behavior tends to diminish. There is a shift of this type towards the disciplined truthful or undisciplined untruthful, that is, with age, extreme types of behavior are consolidated.

Childish lies. Lying as a deliberate distortion of the truth appears when a child begins to understand the need to obey certain rules proclaimed by an adult. Such situations become situations of "double motivation" for the child. Claiming to be recognized as an adult, a child who breaks the rule often resorts to lies. Lying can arise as a side effect of the development of the need for recognition, because the child's volitional sphere is not sufficiently developed for the consistent performance of actions leading to recognition. Lying arises as compensation for the lack of volitional (voluntary) behavior.

In real practice, the fight against such negative phenomena as lies often boils down to the fact that adults are trying to reduce the level of the child's claims by incriminating the child in a lie: "You are a liar!" Grossly exposed lies that arise as a means of realizing unfulfilled claims of recognition will not lead to positive results. The adult must be able to give the child confidence and express confidence that he will not continue to humiliate himself with lies. In raising a child, the emphasis should not be on reducing the claim to recognition, but on giving the right direction to the development of this need. It is necessary to find ways to remove the negative formations accompanying the child's claims. The content of children's claims should include a conscious overcoming of negative components.

Lying begins to develop when the child has not developed a need for truthful attitude towards other people, when honesty has not become a quality that increases the child's importance in the eyes of other people.

Claiming recognition among peers... Having arisen in the process of communication with an adult, the need for recognition is further transferred to relationships with peers. In this case, the need for recognition is developing on fundamentally new grounds: if an adult seeks to support the child in his achievements, then peers enter into complex relationships in which moments of mutual support and competition are intertwined. Since the leading activity is the game, the aspirations are primarily worked out in the game itself and in real relationships about the game.

In play, the need for recognition manifests itself in two ways: on the one hand, the child wants to "be like everyone else," and on the other, "better than everyone else." Children are guided by the achievements and behaviors of their peers. The desire to “be like everyone else” to a certain extent stimulates the development of the child and pulls him up to the general average level.

The claim to recognition can also be manifested in the desire to "be better than others." The need for this kind of recognition is expressed in the claim to a certain status and role in the game. However, these claims are not open to free observation. Therefore, before judging the claims of children to a significant role for them, it is necessary to analyze at least two components of the child's behavior: his claim to a significant role and the ability to realize the possibility of realizing this claim. To investigate this issue, the method of replacing a child with a stunt doll was used, with the help of which it was found out how children claim a role that is significant for everyone.

The study was conducted in a natural role-playing game. We studied children aged five to seven years of all sociometry statuses. Three types of groups were formed for the experiment. One group - exclusively from the game "stars"; the other is only of the unpopular; the third was built according to the type of hierarchy of any real group (this group consisted of "stars", popular and unpopular children). The experimenter told each group of five children about the roles in the upcoming play. At the same time, he especially emphasized the importance of the main role.

First preparatory stage. The experimenter assigned roles in all types of groups. Children had to play a given plot.

Second preparatory stage. The experimenter reassigned the same roles, leaving them to the same performers. This time the game was played by means of understudy dolls. Each child was shaking his own doll, and everyone knew each other's dolls. (The dolls were selected according to their specificity and in accordance with the sex of the child, in addition, each doll had a photo icon with a portrait of the child she was replacing.) Children had to play a given plot with the help of dolls.

The third, main stage... The right to assign roles was given to each player. The distribution of roles between the understudy dolls was carried out without witnesses, that is, in the absence of interested participants in the game. The experiment was as follows. In the experimental room, five stunt dolls sat on five highchairs. Each child came to the room to assign roles between the stunt dolls. To do this, he had to transplant the dolls from the chairs arranged in a row to the places symbolizing the roles in the game.

The results of the study showed that substitution with a doll revealed the child's true claims to a role in play. It should be emphasized that if the role is deliberately given special importance, the overwhelming majority of children claim it. Claims do not depend on the status of the child in the group and on his real ability to lead peers at play.

The desire to “be better than others” creates motives for success, is one of the conditions for the development of will and the formation of reflection, ie. the ability to be aware of their strengths and weaknesses.

In preschoolers, in the process of interacting with peers, the developing need for recognition is expressed in the claim to a significant place for all in the peer group. However, this phenomenon does not lie on the surface, since the child mostly hides claims to a significant place from others. In conditions where social development has not yet risen to the level of life position, to the level of worldview, claims are fulfilled at the level of interpersonal relations. Here, the positive achievements of the child's personality may be accompanied by such negative formations that arise contrary to the expectations of the educators themselves. They are based on the same claims (“to be like everyone else” and “to be better than everyone else”), which are already realized by other forms of behavior.

Conformity. An experiment was conducted with a "natural group in a dummy situation." Analysis of the materials made it possible to establish that the desire to "be like everyone else" can lead to conformal behavior.

A group of children participated in the experiment. The subject was also included in this group. The whole group received one information, and the subject received another. For example, an experiment with porridge (9/10 of the porridge was sweet, 1/10 was salty). The experimenter suggested that the children take turns to taste the porridge and say whether it was sweet (everyone received sweet porridge, the subject - salty porridge). Such a solution of experimental provocation to the wrong answer preserves all the naturalness of the group's behavior, which affects the subject. The group's confidence forces the subject, despite his feelings, to join the group and “be like everyone else”.

As it turned out, younger preschoolers (three to four years old) are usually poorly guided by the statements of their peers, first of all, they proceed from their own perception. Children's responses in accordance with what they feel, and not in accordance with what other children say, are explained not by the independence of choice of behavior, but by the lack of orientation towards other children. If younger preschoolers follow the group, then this happens as a result of the fact that the child, who did not focus on the adult's questions, but was busy with something (for example, played with his fingers or with a spot on the table), and did not delve into the content question, gives an echo reaction, while he is emotionally calm.

At the age of five or six, children begin to actively focus on the opinions of their peers. Their explanations of why they repeat after others what is not in reality are very unambiguous: "Because the children said so," "They said so." At the same time, the child begins to feel anxious. At this time, plot games form a general attitude towards a peer as a communication partner, whose opinion the child must certainly take into account.

The next age group is children six to seven years old. Among peers they know well, they already show a tendency towards independence, but among strangers they tend to be conformal. Moreover, after the experiment, when they followed others in spite of their own knowledge, they tried to show the adult that, in fact, they know very well how to answer correctly. So, the boy says: “Why did they answer so stupidly? They spoke sweet for salty, and red for blue. "-" Why did you say that yourself? " - "I AM? I'm like everyone else. "

The desire to “be like everyone else” in situations of choosing a line of behavior can lead to conformism as a personal characteristic. However, the desire to “be better than everyone else” can be accompanied by negative components.

Childish envy... In preschool age, envy may arise in children's relationships when striving to realize the aspirations for the main role in the game, to win in sports competitions and other similar situations. It is caused by the fact that for preschoolers, external social relations and social hierarchy ("who is more important") come to the fore.

The claim to leadership was studied by replacing the child with a stunt doll. As it turned out, children of five to seven years old openly revealed the claim to leadership only in the exceptional situation of the experiment.

With the distribution of roles by each child in the presence of interested peers, some children offer the main role to the other unconditionally, some children declare their right to the main role. The majority in the distribution of roles acts indirectly: the child, using the right to distribute roles, chooses another, but at the same time tries to secure a promise that he, in turn, will choose him.

The experience of children's relationships with each other leads to the development of the ability for introspection and reflection. Against the background of the formation of these abilities, the child's aspirations begin to develop among peers. However, the child discovers his claims to a significant place among others in exceptional, favorable conditions for himself.

Observations of the behavior of children in the distribution of roles lead to the conclusion that an open statement of their claims to the main role depends not so much on internal claims to a place, but on the feeling of being able to get this place. A variety of factors can act as additional resources that reinforce the child's confidence in the success of their claims and reduce the risk of rejection: if the game is organized on the child's territory, then this circumstance acts for him as an additional chance in his favor; if there is an interested adult in the distribution of roles, then each child has the expectation that “the adult will help satisfy everyone's claim; the plot of the game itself may benefit boys or girls, etc.

The child is afraid of risk, he avoids the opportunity to be rejected and not get a meaningful place for him. However, the claim to a significant place among peers takes on a personal meaning for him. Suppressing a claim to a better place breeds envy.

An attempt was made to observe the emergence of envy in specially constructed situations of the "game of fortune". For this purpose, groups of three children were selected. The experiment was carried out on children of five, six and seven years old. Children, spinning the roulette wheel, collected points that determined the movement of their chips to the finish line. They believed that success was determined by their luck. In fact, the experimenter was deciding who would be successful.

It is interesting to note that that child, who was constantly lucky, very soon found himself in a special position in relation to the two unsuccessful ones. The two united against the successful one: they expressed all kinds of displeasure about him, recalled his previous faults in front of them and his misdeeds of a general nature. As soon as the experimenter changed the situation, and the success went to another, very quickly there was a regrouping in the relations of the children - the new successful one also fell into a situation of emotional isolation.

It becomes difficult for an asserting child to empathize with the recognized one, to rejoice in the joy of the winner. However, some preschool children (four, five, and six years old) are able to show empathy if they are successful. The empathy of a child who has achieved success and an unsuccessful one creates a special atmosphere of solidarity: all participants in this situation become more attentive to each other, more benevolent. However, in competitive situations, children often exhibit such negative forms of behavior as envy, schadenfreude, neglect, and bragging.

You're just lucky! - says five-year-old Alena with envy. - You are shameless, Natasha, that's all!

You won’t get in, you won’t get in! I told you! - six-year-old Vova exclaims gloatingly. (From the materials of D. M. Rytvina and I. S. Chetverukhina.)

In order to prevent the success of another, the child can perform a kind of symbolic actions. These actions are performed in the form of a kind of childish "witchcraft": "You won't get in, you won't get in!", "Past! Past! "

The emotional well-being of the child in the group. The position in the peer group significantly affects the development of the child's personality. It depends on how much the child feels calm, satisfied, to what extent he learns the norms of relations with peers.

The "star" (like the "preferred") is in the group in an atmosphere of sincere and sincere adoration. A child becomes a "star" for beauty, charm, for the ability to quickly assess the situation and be loyal, for the fact that he knows what he wants, for the ability, without hesitation, to take responsibility, not to be afraid of risk, etc. However, children with especially high popularity can "become infected" with excessive self-confidence, conceit.

“Neglected”, “isolated” children often feel disinterestedness of their peers or dismissive condescension towards themselves (“So be it!”). Such people are accepted into the game for mediocre roles. These children accumulate resentment and a willingness to rebel against the imposed conditions of life in the group. In other cases, these children are looking for ways to establish a relationship with the "star" through ingratiating themselves, gifts, unquestioning obedience. The “isolated” person experiences “emotional hunger” for communication with peers. His senses are sharp: he can adore someone from the group for his valor (real and durable or ephemeral) or hate for neglect of his person.

Why do “isolated” groups appear in children's groups? Maybe the nature of the children's group is such that the “outcast” is simply necessary for the others to realize their superiority and to be affirmed in their solvency? No, it’s not like that. Long-term study of the interpersonal relationships of children has shown that "isolated" may not be.

How do the “isolated” ones appear in the children's group?

A special place in the life of children is occupied by games, the purpose of which is to test their own strength, to know their value. And not only that, but - revenge! Revenge by all means. Therefore, it is important "who is better" and "who is even better": "I have a longer stride!", "I am the most accurate!", "I can spit the farthest!", "I am the fastest!" , "I am the most courageous!". Thus, in the struggle, recognition is gained in their own environment, in the children's community. The well-being of children depends not only on how adults regard them, but also on the opinions of their peers.

Children have firm rules for evaluating the members of their childish society, and they - alas! - do not always and not in all coincide with the opinion of adults. It often comes as a surprise for adults that the “stars” are not the one they were hoping for.

They become "isolated" for many reasons. One child is often sick, rarely goes to kindergarten, and the children do not have time to look at him, and he himself does not know anyone, he is always new. Another has physical disabilities - dirty, runny from the nose; fat - cannot run fast - and is also not accepted into the children's community, he is rejected. The third has never attended a kindergarten before - did not communicate with other children, does not possess any communication skills or play techniques - and is also not accepted in the children's group. There are many reasons due to which the child is “isolated”, the consequence is one - social development is carried out inadequately. A child with low popularity, not relying on sympathy and help from peers, often becomes egocentric, withdrawn, alienated. Such a child will be offended and complain, brag and try to suppress, deceit and deceive. Such a child is bad, and others are also bad with him.

This disease of socialization should not turn into a chronic condition, into asocial personality traits. The unpopular child needs to be helped to fulfill his peer recognition claims. It is necessary to carry out a kind of social therapy in order to prevent the child's abnormal development, to promote the development of his activity.

Social therapy in this case should proceed from two main points. First, it is necessary to create a certain social microclimate in the children's collective, to choose a variety of activities in which each child could realize his claim to recognition. Secondly, unpopular children should be specially developed social communication skills.

In the group, where there are unpopular children, specially organized games were held, where the unpopular child turned out to be the winner. The games were selected taking into account the characteristics of each unpopular child. The adult showed an encouraging attitude towards the unpopular child: he preferred him, admired him. In addition, the teacher encouraged unpopular children in all types of activities - for duty, for a good drawing, application, etc. The adult demonstrated steady encouragement of unpopular children for five to seven days.

Such a simple method of social therapy for children produced rapid and very noticeable success. The unpopular became more balanced emotionally and more active in relationships with peers. They began to communicate more intensively with other children, to demonstrate their success to them. Their status has changed dramatically in the eyes of other children: in the overwhelming majority of cases, five-year-old unpopular became "stars"; most of the unpopular six-year-olds were favored. (From the materials of T. N. Schastnaya.)

Of course, gaining popularity in a children's group only through the encouragement of an adult will not be permanent. Stronger popularity must be consolidated by the child's real success in the conditions of his everyday communication with peers.

A great work is required from the educator aimed at regulating children's relationships, creating a general benevolent atmosphere in the group, and leveling the position occupied by different children in the group.

The role of ethical standards in the formation of a child's personality... Generalized standards of ethical assessment have historically been developed in human culture. Ethical standards act as polar interconnected categories of good and evil. As mentioned above, the child comprehends the meaning of ethical standards through joint rational and emotional communication with adults or another child. The moral development of the child himself largely depends on how well developed the ability to correlate his actions with ethical standards.

In child psychology, there are effective methods of forming the moral qualities of the child's personality. A very productive method is when the child is placed in conditions where he is forced to compare his real actions with ethical standards. In accordance with the program of the experiment, the children got acquainted with two polar ethical standards and practiced in the correct correlation with them of two concrete actions opposite in moral assessment. (In one of the situations, the child had to distribute the toys equally between himself and two more children.) Equal distribution objectively expresses the child's recognition of the equal rights of other children to toys and acts as an ethically positive action (fair). Unequal distribution of toys in their favor means ignoring the rights of other children to these toys and acts as an ethically negative action (unfair).

Pinocchio and Karabas from the tale “The Golden Key, or the Adventures of Pinocchio” by A. Tolstoy figured as polar ethical standards. These characters of the tale acted for the child as carriers of two opposite moral standards of behavior.

In the formative experiments, children took part, who in the selection tests always took most of the toys for themselves, and gave less to others.

In the first series of experiments, the children had to distribute toys for Pinocchio and Karabas. Children distributed on behalf of Pinocchio fairly, since he acts as a bearer of a positive moral standard (“Pinocchio always divides equally, he is kind and fair”); on behalf of Karabas, they were distributed unfairly, since he acts as a bearer of a negative moral standard (“Karabas is greedy, he takes more for himself”).

In the second series, the unjust actions of the child himself were correlated by other children with the image of Karabas, that is, with a negative standard. Most of the children caught in wrong (unfair) behavior strongly protest against the possibility of comparing them with Karabas, categorically denying the identity of the distribution in themselves and in Karabas.

In the third series, the child himself had to establish the correspondence of his unfair distribution to the negative standard.

Experimenter: Why did you distribute the toys like this?

Yura: I am more for myself, and less for the guys.

Experimenter: Why?

Yura: Just like that.

Experimenter: How did you distribute this?

Yura: (lowering his head): I don’t remember.

Experimenter: Do you remember Pinocchio?

Yura: Yes. There was also Karabas-Barabas.

Experimenter: So who are you?

Yura is silent for a long time.

Experimenter: Did you act like who?

Yura: Me? As I wanted.

Experimenter: Did you do it like Pinocchio or Karabas?

Yura, bowing his head, sometimes glancing at the experimenter, is silent.

Experimenter: Can't you answer?

Yura shakes his HEAD negatively.

Experimenter: Well, what would the guys say if they saw it?

Yura is silent.

Experimenter: Would Pinocchio share that way?

Experimenter: And Karabas?

Experimenter: Well, what would the guys say?

Yupa is silent for a long time.

Experimenter: What do you say, who distributed the toys?

Yura (very quietly): Buratino. (Based on materials from S.G. Yakobson.)

The shift taking place in the child's behavior is explained by the fact that with the help of an adult, but psychologically independently, the child establishes the correspondence of his action to a negative standard, at the same time the people around the child demonstrate to him their positive attitude and the expectation that he corresponds to a positive ethical standard.

The mastery of moral correlating actions leads to the fact that the child becomes painfully aware of the identity of his actions with the actions of the negative model. An emotionally negative attitude toward the negative model organizes the child's will and leads to the desire to be more in line with the positive model.

The formation of positive personal qualities through correlating the child's real actions with moral standards will be effective if the adult communicates with the child in a trusting and benevolent tone, expressing the confidence that this child cannot fail to correspond to the positive model. If an adult equates the child's future behavior with a positive Standard of behavior, then this gives the desired shift in the further development of the child's personality.

An emotionally positive attitude towards oneself (“I am good”), which is the basis of the personality structure of every normally developing child, orients him to the claim to conform to a positive ethical standard. An individual emotional interest in being worthy of the self-respect and respect of others leads to an understanding of the unexpected and the emotional need to conform to a positive moral standard.

The need to correspond to a positive standard of behavior arises only when for the child this or that act or certain forms of behavior acquire a certain personal meaning. If the child is dissatisfied with himself, then this already has the basis for restructuring his behavior. If a child with negative behavior, thanks to the tolerant attitude of others, treats himself lovingly and condescendingly, then it is extremely difficult to re-educate him. In this case, the child can derive certain advantages for himself, which are given by a bad reputation.

Andryusha (3.0.0), Looks out of the window with admiration at the boys who are busy in the garbage. The boys take out a wheel from a bicycle, ropes, boards, empty cans.

The mother says, “These are bad boys. They rummage in the garbage. "

The contemplation from the window of the boys, joyfully removing all kinds of rubbish from the cisterns, continues for several evenings in a row. Every time the mother tells Andryusha that these are bad boys.

Finally, when once again Andryusha is removed from the windowsill in order to distract him from the boyish fuss near the garbage dump, he exclaims: "How I want to be a bad boy!" (From materials by V.S.Mukhina.)

As children grow older and understand the essence of a negative ethical standard, they retain an emotional interest in a negative act. This interest is no longer expressed in an open statement ("How I want to be a bad boy" "), but indirectly. Some children (especially boys) in preschool age are internally guided by a negative moral standard in behavior. In their real actions, they behave in accordance with social expectations, but at the same time they are often emotionally identified with people (or with characters) with negative forms of behavior.This often happens due to the fact that in human culture there is an emotion of condescending attitude, light non-offensive irony and fun when evaluating negative characters - carriers of human vices and weaknesses.

At the age of five or six, Andryusha began to get involved in such a character as the devil, who commits all sorts of intrigues. His favorite books - "The Creation of the World and Man" and "The Romance of Adam and Eve" by J. Effel, where the devil appears as a very active negative character. The condescendingly positive attitude of the author to this bearer of negative reference behavior is also perceived by the child. Andryusha openly admires the behavior of the devil, which clearly does not correspond to the positive reference behavior.

Andryusha generally loves to bring confusion to the family, promising that in the future he will not yield to devils and a bully.

(5.11.3). Cyril is attentively watching a television program about Mozart. He is worried about the black man who ordered Mozart's Requiem. Andryusha walked away from the TV. After a while, on his own initiative, he declares: “I don’t like such programs! Here is "Operation" Y "- it's interesting to me. I love such funny pictures. " He was silent. After a while- "Since I like to watch about hooligans, then I myself will be a drunkard and a hooligan!" (From materials by V.S.Mukhina.)

Emotionally expressive patterns of reference behavior appear for the child in works of art. Through communication with the heroes of artistic (literary, graphic painting, etc.) works, the child is emotionally identified with the standard forms of behavior of these heroes.The power of infection is such that the child can emotionally identify with that standard image: 50 m, which made a greater impression on him with its artistic expressiveness regardless of the moral position of the hero.

A child's assessment of a particular character is most often mediated by the attitude of the surrounding children. In the process of communicating with close adults, the first moral standards are assimilated. Initially, the child acts morally not because he realizes the social significance of fulfilling certain rules, but because he has a need to reckon with the opinion and fulfill the requirements of people associated with him. If those around him consider the child good, that is, corresponding to a positive standard, then by doing so they seem to give the child a positive image of himself. Hence, on the one hand, there is a desire not to destroy this image in the eyes of loved ones, and on the other, there is an appropriation of this image and awareness of oneself through it.

A child in preschool age learns to correlate his understanding of the reference pattern of behavior and his own behavior. Correlation of his moral “I” with the reference model and with the “I” of other people costs the child a lot of emotional and mental stress. However, at the same time he is ready to joke about his reflective research.

Andrey is playing pranks. Kirill reacts to Andryusha's pranks with cheerful comments: “I used to be good, and Andryusha was worse, he was naughty. He took an example from me and became good, and I took an example from Andryusha and became worse. Then I followed the example of Andryusha and became good again. Andryusha is worse now. And then we again, probably, inadvertently change. But even when I’m worse, I’ll still actually be better, because I was the first good one. ” (From materials by V.S.Mukhina.)

No matter how critically the child assesses his behavior, nevertheless, his assessment is based on the emotionally positive assessment of himself that arose in early childhood.

The development of the desire for a moral deed. Peers who are popular in the children's group also serve as guidelines for behavior. The assimilation of moral standards occurs in the process of communicating with them in a group, where the child is constantly faced with the need to apply in practice the learned norms of behavior in relation to other people, to adapt these norms and rules to various specific situations. Social development consists precisely in the fact that a person learns to choose his behavior depending on a specific situation.

The influence on the child on the part of adults and peers is carried out mainly in the process of activity. So, in play activity when performing a role, the pattern of behavior contained in it becomes at the same time the standard with which the child compares his behavior and controls it. And since the main content of children's play is the norms of behavior that exist among adults, then in play the child seems to move into the developed world of human relationships. The norms of human relationships through play become one of the sources for the development of the child's own morality.

The desire to follow a positive moral standard in preschool age is mediated by the claim to recognition on the part of other people. If social control is removed, the child is often ready to act in accordance with a situational desire that has arisen. The question: “What will you do if you become invisible?” - puts the child in a situation where the illusion of lack of social control arises.

In the experiment, when answering this question, the overwhelming majority of children (five to seven years old) said they were ready to break the rules. Realizing their dependence on adults, children in the role of invisible people tend to get out of control: “If I turn into invisibility, I will walk wherever I want”, “I will sit on the tram alone”. In a situation of being invisible, preschoolers easily break the rules and play pranks. (From the materials of M. Zhuravleva and I. Klimenko.)

By performing a moral deed that corresponds to the standard, the child expects a positive assessment from the adult, since approval reinforces his claims for recognition. While awaiting approval from others, the child may be motivated to specifically demonstrate his worth.

Cyril (5.2.0). Children are having dinner. Cyril did it first. Bananas are waiting for them for dessert. “Well, go and choose what you like,” dad suggests. Cyril sits and does not budge. “What are you? Or do you want bananas? "

Cyril slowly gets up, takes the portion, which is somewhat smaller, and begins to gobble up the bananas. When he ate and went to wash, he quietly says to me: “I took that saucer on which bananas are worse. I left the best ones to Andryusha. - "Well, you are a good brother."

Kiryusha has recently begun to show greed for sweets. My censures reached Kirilka. Grandma says that Kirill now always asks: "Where is less?" - and takes a smaller portion. (From materials by V.S.Mukhina.)

Focusing on an adult's assessment of a particular act, the child is essentially only at the first stage of moral development. Here he may develop demonstrative forms of behavior when he does everything to gain approval. He deliberately demonstrates his goodness. Everything possible must be done to restructure the child's orientation from a positive assessment by an adult to an action. It is in the very moral act that the child must, in the end, draw for himself satisfaction.

Condition for the development of the skill of politeness. The orientation towards politeness as a moral value of communication in preschool children develops as follows. Most preschoolers, starting from the age of four, are well aware of polite forms of communication, can understand the moral meaning of politeness. However, politeness appears differently in different situations. Politeness as an element of a role-playing game prevails over manifestations of politeness in real relationships between children.

Game a "shop"

Salesperson Nina (4.7.0): Maybe take a look at this dress?

Buyer Oksana (5.0.0): Wait, please, we'll see now. \

In real relationships with peers, preschoolers used polite words mainly in a situation of interest, dependence on each other. In real relationships, polite words are used either in a pleading, ingratiating tone, or in a tone of intense demand. So, Slava (4.0.4) humbly begs: "Well, Sing, please give us at least one cube." Petya (4.10.0) is important: "We ourselves do not have enough ... For this one", (From the materials of M. A. Rodionova.)

In real relationships, children address polite words to each other mainly in situations of interest. In the event of emotional stress, politeness is easily destroyed. Special experiments reveal the dynamics of the "loss" of politeness by a child in a situation of threat to success, allegedly from a playmate.

The experiment involves two teams, two children in each. In the course of the experiment, the subject is guaranteed success, and his partner is guaranteed defeat. The threat of losing a prize confuses a successful partner, he loses control of himself and forgets about politeness.

At the first attempt of a partner and the first failure, Yura (6.2.0) with hope and empathy: “Nothing else! Or maybe my Tanya will receive (a prize) ?! " On the second failure: “How are you putting in? You crawl like a turtle, Tanka! " On the third failure: "Well, she (the opponent) will win, Tanka." With displeasure and annoyance: “Well, what are you? Where are you going? Don't you know how to quit? " (From the materials of M. A. Rodionova.)

Politeness and empathy in preschool children in case of failure of a play partner, in a common cause, often gives way to anger and rudeness. Raising a child's need for politeness, a respectful attitude towards another will be successful if the child is not only explained the moral meaning of politeness, but also constantly communicate with him in accordance with the norms of politeness. Only in this case, politeness from the demonstrated behavior will go into a solid skill.

At primary school age, educational activity plays a special role, since it is here that the transition from "situational" knowledge of the world to its scientific study takes place, the process of not only expanding, but also systematizing and deepening knowledge begins. It is educational activity at this age that creates opportunities for students to master techniques, methods of solving various mental and moral problems, and forms on this basis the system of children's attitudes to the world around them.

The younger schoolchild in the process of studying at school only gradually becomes not only an object, but also a subject of pedagogical influence, since it is far from immediately and not in all cases that the teacher's influence reaches its goal. A child becomes a real object of learning only when pedagogical influences cause corresponding changes in him. This applies, of course, to the knowledge that children acquire, and in improving the skills, learning techniques, methods of activity, and restructuring students' attitudes. This is a natural and necessary step 2 "in the process of a child's development at primary school age, but here it should be emphasized that it is very important that the child does not stay on it.

A significant feature of the subject of activity is his awareness of his capabilities, and the ability (opportunity) to correlate them and his aspirations with the conditions of objective reality.

The development of these qualities is facilitated by the motivational component of educational activity. As you know, the basis of a person's motive is a need, which becomes a motive when it is possible to realize it and have an appropriate attitude. The motive determines the possibility and necessity of action.

Here we come to the second side of the question of the structure of educational activity - to the question of the importance of the unity of all three components of educational activity for the formation of primary school students as a subject of educational activity. Moreover, the essence of the significance of this unity can be considered in two aspects.

First - it is an opportunity to develop each of them on the basis of the other two. So, the formation of the student's motivational sphere is impossible without sufficient development of both the content and the operational side, since both the consciousness of one's capabilities and the emergence of attitudes (feelings), corresponding "signals" are possible only if the child owns a certain content, on the basis of which a need arises. , and a set of techniques - ways to meet these needs.

Thus, the student becomes an active participant in the learning process, that is, the subject of educational activity, only when he owns a certain content, that is, he knows what to do and why. The choice of how to do it will be determined by both his knowledge and his level of mastery of operational structures and the motives of this activity.

Second aspect, revealing the essence of the significance of the unity of these components, is the following: Today, the learning process in primary school is largely aimed at assimilating knowledge and techniques, methods of educational work, i.e. the emphasis is on substantive and partly operational components. At the same time, it is assumed that in the course of this process there is both mental development and moral development. To a certain extent, this position is true, but with the purposeful formation of substantive elements, to some extent the "spontaneous" development of the operational and motivational aspects inevitably lags behind, which naturally begins to slow down the process of assimilation of knowledge, does not allow full use of those inherent in the educational activities opportunities for the mental and moral development of students.

The problem of the moral development of a younger student in the learning process is interconnected with three more factors.

In - the first upon arriving at school, the child moves from the "everyday" assimilation of the surrounding reality, including the moral and ethical norms that exist in society, to its scientific and purposeful study. This happens in reading lessons, Russian language, natural history, etc. The value of the same purposeful teaching is also of the teacher's assessment activity in the course of lessons, his conversations, extracurricular work, etc.

In - second, in the course of educational work, schoolchildren are included in real collective activity, where the learning of moral norms governing the relationship between students, students and teachers is also taking place.

AND third factor that should be said: In the process of discussing the situation in a modern school, the problem of the formation of educational programs, discussions about the volume of material of a particular science, the thesis that teaching at school is, first of all, the formation of a moral personality is heard more and more often. In this regard, it is proposed to increase the proportion of the humanities in the total volume of the school curriculum. It seems that this is not only a matter of the specifics of a particular science, but of the approach to educational activity in general. This type of activity has all the possibilities that allow students to develop the moral qualities of the individual in the process of studying any subject. Of course, both play and work activity also have such opportunities, but educational activity has one significant advantage in this regard: the possibility of purposeful formation of both natural scientific and moral convictions.

From this point of view, it is necessary to solve the problem of the mental and moral development of students in the process of schooling, in unity, in a close relationship of one and the other. From these positions, educational activity is a factor in the integral development of the child's personality. In its process, conditions are created for the assimilation of knowledge, and for the formation of the operational structures of the child's psyche, and for the development of a rather versatile motivational sphere of the personality. Thus, the above can be summarized. Analysis of psychological and pedagogical literature and personal observation during the passage of pedagogical practice shows that educational activity is significant at all age stages, especially at primary school age, since educational activity begins to form in this period. In the process in which such personality qualities are developed as organization, responsibility, independence, activity, discipline.

We note that the most significant special studies of some aspects of the formation of moral education belong to: N.I.Boldyrev, L.A. Matveyeva, A.A. , Ybray Altynsaryn, Abai Kunanbayev, Makzhan Zhumabaev, and others.

It is important to understand that it is advisable to carry out moral education also in the process of forming educational activities. Since educational activity, being the leading one at the primary school age, ensures the assimilation of knowledge in a certain system, creates opportunities for students to master techniques, ways of solving various mental and moral problems. And morality offers not only the fulfillment of moral norms by each person, but also an active struggle against individualism, selfishness, and injustice.

One of the tasks of upbringing is to properly organize the child's activities. In activity, moral qualities are formed, and the emerging relationship can affect the change in the goals and motives of the activity, which in turn affects the assimilation of moral norms

At the present stage of development of our society, the activation of the human factor has acted as one of the conditions for further human progress. In this regard, the general education school is faced with the task of preparing a public citizen who is able to independently assess what is happening and build his activities in accordance with the interests of the people around him. The solution to this problem is associated with the formation of stable moral personality traits, responsibility, and hard work of schoolchildren.

The progress of upbringing at school is based on the principle of the unity of consciousness and activity, based on which the formation and development of stable personality traits is possible with its active participation in activities. Almost any activity has a moral connotation, including educational, which, in the opinion of Soviet psychologists, has great educational potential. For primary school age, this is especially important, since educational activity acts as a leading one. At this age, educational activity has the greatest influence on the development of schoolchildren, determines the appearance of many neoplasms. Moreover, it develops not only mental abilities, but also the moral sphere of the individual. As a result of the regulated nature of the educational process, the compulsory systematic fulfillment of educational tasks, the younger student develops moral knowledge characteristic of educational activity, moral attitude. On this basis, the child's assessment of current events, his self-esteem and behavior change. These theoretical propositions, revealed as a result of a number of studies by Soviet psychologists, underlie the principle of the unity of teaching and upbringing. This principle, based on the fact that in the process of educational activity it is possible to realize not only the teaching, but also the upbringing function, is widely used in school practice.

Children receive their first moral ideas and behavioral skills in the family and preschool institutions. Under the influence of adults, they gradually begin to distinguish between good and bad in their behavior and in the behavior of others. They develop the skills of politeness, honesty, truthfulness, modesty, obedience, respect for elders, etc. In joint games and activities in the family and in kindergarten, children learn to be friends, help each other, observe the established order and regime. Involving them in feasible self-service work and in the household work of the family contributes to the upbringing of industriousness, as well as organization, accuracy and a number of other positive qualities.

On the basis of the moral ideas and habits that have developed in children in the family and at school, moral education at school is built: positive experience is consolidated and the consequences of improper upbringing (disorganization, disobedience, and together with us selfishness, individualism, etc.) are formed, more complex moral concepts, feelings and behavior skills. Classes in the classroom, in the group, teach junior schoolchildren to discipline and organization, to sensitivity and responsiveness, to comradely mutual assistance and collectivism, to adherence to the rules of personal and social behavior. Thus, children master the alphabet of general morality. But they are not yet sufficiently aware of the motives of their actions, their skills and behavioral habits are unstable. In order to consolidate the emerging moral qualities, further educational work is needed.

The most important principle of school education today is the recognition of the determining value of spiritual values, and the need to educate spiritual principles in a person. In this regard, the approach to school education and upbringing is changing: any school subject or extracurricular activity becomes not the goal of teaching, but a means of educating certain qualities of a morally developed personality. In turn, the strengthening of the educational function of the school necessitates the improvement of the forms and methods of interaction between the school and the family, teachers and parents. The main thing is to coordinate, coordinate and unite the efforts of the school and the family in creating conditions for the development of a spiritually rich, morally pure and physically healthy personality of a child.

J.J. Rousseau believed that a child should know: how good he will be with others, so much they will be good with him. So let the child understand already in childhood that love, kindness, generosity are stronger than evil. After all, he initially carries this spark of generosity.

The family and school should love the child, believe in him, help him, be kind and generous, in no case insult or humiliate him, but, on the contrary, constantly elevate him! All children want to be good and, seeing themselves in the mirror of our kind words, become them.

The task of the teacher is to tell parents that the child is brought up in activity: that games, work, classes, communication with close people and peers are for him a kind of school of morality, thanks to which he learns an elementary culture of behavior, so necessary in the organization of educational work in the future ...

Each type of activity requires the student to follow certain rules, as a result of which such activity becomes more complete and educative, and this depends on the correct guidance of it. Adults, leading any kind of activity, can influence the feelings of a child, his moral manifestations, attitudes towards peers, encourage him to act according to the rules, form in him a positive attitude towards people, work, and his duties.

Usually, parents are interested in how they bring up their children at school. The teacher's experience helps them understand the "secret" of upbringing, so it is advisable to build conversations in such a way that they combine the demonstration of the upbringing of children in school with family upbringing.

What are the most important moral qualities we want to see in our children? Of course - these are: politeness, delicacy, sensitivity, tact, courtesy, modesty, sociability, discipline. These are generally accepted moral qualities in society. However, not all children manage to instill them in childhood, since all children are very different and have a different approach to their upbringing. One child has its own strengths. He reads well; the other knows how to tinker; the third is especially observant and can tell well what he saw in the summer; the fourth is agile and runs fast.

On the other hand, almost every child has weaknesses: one cannot always refrain from bragging, the other is lazy, the third thinks only about his own success, the fourth easily makes promises, but does not fulfill them. And here the teacher, together with the parents, needs to build up the upbringing of schoolchildren in such a way as to help each child overcome these shortcomings. The braggart needs to be shown that there are children who know or can do something better; a child who only loves to command, entrust a case in which he will certainly reckon with other children; The "individualist" is given the opportunity to make sure that working together is more fun. Not all guys are good at everything at once, both in teaching and in public affairs. Therefore, at first, it is necessary to evaluate the success of the children not in comparison with the success of others, but to compare his current successes with the past, then it is easier for the child to see that he is not standing still, although he may be lagging behind others in some way.

There is tremendous moral meaning in public affairs. Here the younger student gains the experience of communicating with other children, very important personality traits are brought up in him: camaraderie, collectivism, the desire and ability to work for the common good. From the first days at school, groups of orderlies and flower growers are created, who perform new duties in the class, monitor the cleanliness. Meanwhile, unfortunately, parents are not always interested in this particular aspect of a child's life. Many younger students are escorted to school and met from school by their parents. How do they advise them and what do they ask of the children returning from school?

"Try to get an A"

"Did you remember what was asked at home?"

These are, of course, very important questions. But, unfortunately, less often asked questions of great educational value.

"How were you on duty today?"

"How is your comrade doing?"

Remembering that in a child's life, relationships with peers are a source of many vivid experiences, thoughtful parents should know not only who their child is friends with, but also how they are friends, how children's relationships develop: based on justice, responsiveness, desire and the ability to come to the rescue or on the basis of submission to one another, selfishness, false comradeship. Knowledge of this side allows you to direct the moral development of the child along the right path.

The educational value of children's labor is invaluable. Of course, the school organizes the labor activity of students, but it is important to consider domestic work as a collective one, as the child's passive care for other family members. Parents do nothing but harm to the child, freeing him from housework. Some parents mistakenly say:

"Let him rest, he will have time to work out"

"He has many worries of his own."

Children gradually get used to the idea that they have to learn, play, and the duty of parents is to work. Pamper the child, protect him from work, buy him new clothes, free him from various worries. They are deceived by the fact that the child is happy. But, after all, at the same time they spiritually rob the child. Indeed, both sides are happy, satisfied, and everything seems to be fine: meanwhile, their experiences are completely different. The child has the joy of receiving, the parents have the joy of giving, doing good. But the moral and the human are connected with the second joy. We must give the child to experience this joy, including in work for the benefit of others.

Studying the behavior of younger schoolchildren, we can say that some children can reconcile their interests without quarreling with the desires of others, while other children cannot work, play together for a long time: they quarrel, offend each other, and sneak.

Many children move from one group of friends to another, and one is torn to pieces, and the other is not needed by anyone. For the teacher and parents, there is an endless amount of work on the formation of moral relations between children. An essential part of moral education is the cultivation of a culture of behavior. The rules of cultural conduct contain instructions on how to behave in a certain place - at school, at home, at a party, on the street, in the cinema, in the library. There are many specific rules of behavior, but in life such a situation may arise that was not encountered by children when they learned how to behave. For example, everyone learned to make way for the elders on the bus, but when the grandmother came to school, the grandson sits, and the grandmother stands. Or another example: students greet their teachers, friends, cleaning lady at school. And outside the school, they may not comply with this rule in a new situation. Therefore, for a younger student, the transfer of knowledge from one situation to another is not always strong.

Nowadays the mass media - print, radio, cinema and television - are very actively influencing the modern child. It is very important to discuss in school, in the family, what is heard on the radio or seen on television. First of all, this concerns programs about violence, cruelty, debauchery. Also, demanding proper behavior from children, the parents and the teacher themselves should constantly monitor their behavior, be an example for children.

The formation of moral behavior requires systematic and planned work.

Observations of younger schoolchildren have shown that they have a sufficient stock of words and expressions that characterize, for example, polite treatment, but most children do not know how and when to use this or that word. Very rarely do they say please, allow and excuse me. It turned out that even such a greeting as “hello”, many children do not know how to combine with a nod of the head, a look, a smile. And that all people have one main law - to respect those around you, not to forget about those who are next to you, so that they feel comfortable and pleasant.

We all need to remember the wonderful words of VA Sukhomlinsky: “The child is the mirror of the family; as the sun is reflected in a drop of water, so the moral purity of mother and father is reflected in children ”.

One of the most important ways moral education of schoolchildren - upbringing education. "Are there sciences," wrote DI Pisarev, "that would not develop mental power and at the same time, leading to the truth, would not support the feelings of moral goodness?" In the learning process, the students' worldview is formed. The worldview, deeply humane in its essence, is the basis of the moral consciousness of the pupils of the school, truly scientific knowledge is the source of their moral convictions.

The study humanitarian subjects gives an idea of ​​the place of a person in society, of relations between people. Students not only comprehend the meaning of social phenomena, but also experience their development, their drama. Of great educational value is fiction, showing the moral beauty of a person. The study of subjects in the natural and mathematical cycle captivates schoolchildren with the example of selfless seekers of truth, who performed feats, sacrificed their lives in the name of science, for the good of people.

In this process, I am tempered, a sense of personal and collective responsibility for the fulfillment of one's labor duty, for the honor of the class, school, etc. develops. Excursions, visits to enterprises acquaint students with working people, with their glorious labor and moral traditions. The moral character of the younger generation is formed and improved in work for the common good.

Labor and education inseparable, they constitute two sides of a single process of personality formation. In socially useful work that is feasible for schoolchildren, discipline, organization, responsibility and other important moral qualities are formed and strengthened.

In the system of moral education, an important place is occupied by the involvement of students in collective life and varied social activities... In a friendly, efficient and purposeful student collective, collectivism and comradely mutual assistance, humanism and mutual respect are formed, social activity and independence, interest in large and small public affairs and the ability to manage them are brought up, the moral responsibility of everyone for their behavior arises and develops and for the actions of their comrades. There is a great power of public opinion in him, which approves of positive actions and condemns shortcomings.

The team becomes the bearer of positive traditions. Both in the direct and in the parallel, i.e. through the children's collective, in the terminology of A.S. Makarenko, the influence on the educated is a huge role for the teacher. The degree of his mastery is measured by the degree of transition of the functions of the first type of influence to the second.

Moral education in the children's collective is carried out not only frontally, in relation to all pupils, but also takes individual forms. Focusing mainly on the student collective, on the organization of collective activities of students, teachers, educators take into account the characteristics of the character of each student and the level of his moral upbringing. Individual and educational work is carried out not only with undisciplined students who violate the rules of behavior, but also with all other students.

The teachers are faced with the question of creating a program through which it was possible to gradually acquaint the child with the norms of morality, to develop the personality traits necessary for life in modern society. Children of primary school age have significant developmental reserves. Identifying and using these reserves is one of the tasks that the teacher sets himself.

The need to educate the moral feelings of children is due to several reasons.

In- the first, children are not born moral or immoral. They become so in the process of life, communication with people as a result of purposeful upbringing.

In- second, in order to master the moral experience filled with humanity, children need constant help from adults, educators who have already mastered this experience. Moral education is most intensively carried out during the period of schooling. In a variety of activities and communication with people, as a result of the purposeful work of the teacher and moral education, students gradually acquire the skills of moral behavior, develop moral feelings, and develop personality traits.

Moral education of students - one of the most important tasks of the modern school, because the role of moral principles in the life of our society is increasing, the sphere of action of the moral factor is expanding.

The moral development of a person begins at birth. In preschool age, children develop initial moral feelings and ideas, elementary skills of moral behavior.

Psychologists have established that primary school age is characterized by an increased susceptibility to external influences, belief in the truth of everything that is taught, what they say, in the unconditionality and necessity of moral norms; he is distinguished by his uncompromising moral requirements for others, immediacy in behavior. These features are the key to the learning ability and upbringing of younger students. It is at this age that great opportunities arise for the systematic and consistent moral education of children.

In theory and practice, the problems of moral education of schoolchildren were developed by O.S. Bogdanova, I.A. Kairov, O.D. Kalinina, I.I. Levchenko and other prominent scientists.

They quite fully examined the pedagogical conditions for the organization of moral education in elementary school.

Moral motives guide the moral actions of a person, prompting him to reflect on the appropriate manifestation of the way of action. In order to achieve deeply conscious, well-grounded behavior from students, the primary school teacher conducts purposeful work on the formation of motives and their further development. In this process, the teacher proceeds from the social requirements of the time. And therefore, moral motives are not only the basis of moral behavior, but also a rather indicative result of education.

Our ideas about the essence of moral education of schoolchildren are changing not only under the influence of new scientific concepts, but also under the influence of real achievements in the field of education. The approach to educational work, widespread in recent years, focused the teacher on verbal forms of transferring values. Therefore, lengthy monologues in combination with individual events prevailed. There was clearly not enough individual approach, reliance on the child's life experience, taking into account his personal characteristics.

The main instrument through which the teacher directs and organizes the child's activities are usually the tasks that he sets for the child. For their effectiveness, it is necessary that they be internally accepted by the child, on which the meaning of the task for him depends. If the motivation of the tasks on the part of the teacher is not ensured, their internal content for the child can sharply diverge from their objective content and from the intention of the teacher, educator.

In other words, external educational influences contribute to the formation of positive character traits and moral qualities only if they arouse in students a positive internal attitude and stimulate their own desire for moral development.

As already noted, a moral person has formed stable moral motives that induce him to appropriate behavior in society, and the formation of motives for a person's moral behavior provides moral education. On this basis, the assertion that the methods of forming such motives are methods of moral education can be considered fair.

We called those teachers who were known in the USSR and who boldly began to use their practice with innovative methods by innovator teachers. These are V.V. Shatalov, Sh.A Amonashvili, E.I. Ilyin, S.NLysenkova and others. They found approaches (each has its own system of novelties, "highlights") that allow to interest all students, to captivate them with educational and cognitive activities. They found approaches that allow the teacher and students to work in close intellectual and emotional contact, ensure the individual development of each student, and, what is especially important, the development of more capable, gifted children. Parenting methods they use (table 1)

Table 1.

Parenting Methods Used by Innovative Teachers (Soviet Period)

EI Ilyin is fluent in this method of education as an example. Its "highlight" is intellectually - emotional conversations, reflections with students based on examples.

Play is the main method of education for Sh.A. Amonashvili ... This is due to the fact that the object of his research is six-year-old primary school students. Its principle is to play by teaching.

In the pedagogical process, there are also methods such as the method of stimulation, it is used to induce the collective and the individual to strengthen and accelerate their development. Approval, praise, appreciation and other rewards can be considered the methodological techniques of this method. For a child who does not see affection in the family, the stimulus will be a kind smile, and a kind word, and the joy of others for his success, etc.

Let us consider some of the methodological techniques aimed at educating the moral qualities of a primary school student, which can be successfully used by teachers working in primary grades.

Traditional methods of moral education are focused on instilling in schoolchildren the norms and rules of social life. However, they often act only under conditions of sufficiently strong external control (adults, public opinion, the threat of punishment). An important indicator of the formation of the moral qualities of a person is internal control, the action of which sometimes leads to emotional discomfort, dissatisfaction with oneself, if the rules of social life, proven by personal experience, are violated.

Internal control is formed due to the child's vigorous activity in the intellectual, motor, emotional, volitional spheres. The willingness to subordinate one's motives to ideas and knowledge about the culture of human existence increases the self-esteem of the individual, develops self-esteem. The formed control skills contribute to the successful development of the moral qualities of the individual in the process of education and upbringing.

The pedagogical meaning of work on the spiritual and moral formation of the personality of a younger student is to help him move from elementary behavioral skills to a higher level, where independence of decision-making and moral choice are required.

The pedagogical literature describes many methods and techniques of moral education. Obviously, they are not equally directed at the formation of motives for moral behavior. There are so many methods, and especially various versions of methods, that it is only their ordering and classification that helps to understand them, to choose those that are adequate to the goals and real circumstances. But the phenomena of education are very complex and contradictory, and therefore it is difficult to find a single logical basis for the classification of numerous methods of pedagogical influence.

The harmonious development of a child is the basis for the formation of a future personality. It depends on the successful solution of many problems, among which issues of moral and patriotic education occupy a special place.

Moral education implies the education of friendly relations between children, the habit of playing, working, doing together; the formation of skills to negotiate, help each other; striving to please elders with good deeds. Here we also include the cultivation of a respectful attitude towards people around; caring attitude to kids, elderly people; the ability to help them.

The development of volitional qualities, such as the ability to limit one's desires, overcome obstacles, obey the requirements of adults and fulfill established norms of behavior, and follow a positive example in their actions. The formation of self-esteem of one's actions, a benevolent assessment of the actions of other people, the ability to calmly defend one's opinion, enrichment of the dictionary with formulas of verbal politeness, the desire to learn the culture of one's own people and respect for it, as well as fostering a respectful attitude towards the culture of other peoples - these are also criteria of moral education ...

The feeling of patriotism is so multifaceted in its content that it cannot be summed up in a few words. This is love for their native places, pride in their people, and the feeling of their inseparability with everything around them. The love of a small child - a preschooler for the Motherland begins with an attitude towards the closest people - father and mother, love for his home, street, kindergarten, city.

Children should understand that their city, village, forest, river, field is a part of the Motherland. Preschoolers need to know what factories are in the city; about the best people in the city. Introducing children to their hometown, you need to pay attention to sights, monuments, museums; it should be emphasized that people from other cities and villages come to visit the museum, to see historical sites. The idea that everyone is interested in their hometown inspires pride in their homeland.

An important means of patriotic education is to familiarize children with the traditions of the people.

From infancy, the child hears his own speech. The mother's songs, fairy tales open a window to the world for him, emotionally color the present, instill hope and faith in goodness. Listening to a fairy tale, a child begins to love what his people love and hate what the people hate. Fairy tales, proverbs, sayings, folk games form the beginning of love for their people, for their country.

Play is a natural companion in a child's life, a source of joyful emotions, and has great educational power. Therefore, in our work we always turn to play: both didactic and folk.

In play, the child actively rethinks the accumulated moral experience; in play, everyone has to voluntarily give up their desires, coordinate their plans, agree on joint actions, obey the rules of the game, restrain their emotions, and overcome difficulties. The game teaches you to fairly evaluate your own results and the results of your comrades.

Folk games are an integral part of the moral and patriotic education of preschoolers. They reflect the way of life of people, their work, everyday life, national foundations, ideas of honor, courage, courage, the desire to possess strength, dexterity, endurance, to show ingenuity, endurance, resourcefulness. The joy of movement is combined with the spiritual enrichment of children. The peculiarity of folk games is that, having a moral basis, they teach the kid to find harmony with the world around him. Children develop a stable, interested, respectful attitude to the culture of their native country, an emotionally positive basis is created for the development of patriotic feelings. In terms of content, folk games are laconic, expressive and accessible to a child. They cause an active work of thought, contribute to the broadening of horizons, clarification of ideas about the world around. At the end of the game, the actions of those children who have shown courage, dexterity, endurance and mutual assistance should be positively evaluated.

Folk games in combination with other educational means represent the basis for the formation of a harmoniously developed, active personality, combining spiritual wealth and physical perfection. Before the game, we talk about the culture and life of a particular people. For example, before the Bashkir game “Yurt” we explain to the children what it is. Before holding the Tatar folk game “Selling Pots”, we talk about the art of pottery (Russian folk games “Geese-Swans”, “At the Bear's Forest”; Kyrgyz game “Wolf in the Flock”, etc.)

Use of children's literature.

We often say: "A book is a discovery of the world." Indeed, reading, the child gets acquainted with the surrounding life, nature, work of people, with peers, their joys, and sometimes failures. The artistic word affects not only consciousness, but also the feelings and actions of the child. A word can inspire a child, cause a desire to become better, to do something good, helps to understand human relationships, to get acquainted with the norms of behavior. The formation of moral ideas and moral experience is facilitated by the communication of knowledge to children about the moral qualities of a person.

First-graders, first of all, must learn the concepts of kindness, benevolence, responsiveness, justice, and learn to distinguish between them. These qualities are interconnected. So, a kind person will always be sensitive, sympathetic, fair, and a fair person, as a rule, is sympathetic and sensitive. It is important to teach the child to see the manifestation of moral qualities in life, to distinguish between good and evil, sensitivity and indifference, justice and injustice, real and false help to a friend.

Children of seven or eight years of age have ideas about the main categories of morality - about good and evil, about good and bad. But these ideas are often naive, peculiar, so the teacher needs to know their content in order to guide the moral development of children. By underestimating the capabilities of children, teachers do not sufficiently use examples from children's literature. These examples make it possible to reveal to schoolchildren the complexity of relationships between people, the diversity of human characters, the peculiarities of certain experiences. References to an early age, to the fact that psychologically rich stories will not be understood by first-graders, that only works with simple situations are available to them, are not confirmed by modern psychological and pedagogical research.

Raising good feelings in children, it is necessary at the same time to arouse in them an intolerant attitude towards polar qualities: rudeness, cruelty, greed, to evoke emotions of condemnation, indignation.

A large section of children's reading is devoted to fostering love for all living things in children. When selecting stories in this section, the task was to draw the attention of children to nature, to make them want to protect the flora and fauna. A child who, since childhood, has become accustomed to treating living beings with disdain for not knowing how to speak, but capable of feeling pain and resentment, transfers such an attitude to people.

All suggested reading texts are supplied with questions. The questions are aimed at identifying the moral side of the work, they can be changed depending on the general development of children, their upbringing. You should avoid asking questions that require only mechanical reproduction of the text, not forcing you to think.

The most important thing in a conversation is to reveal the attitude of first graders to what they read, invite them to express their opinion. One cannot be satisfied with the answer: “I like him (the hero of the story),” and so on. Justification of his answer makes the student think about what he has read, evaluate the action of one or another of the story's staff, and often recall his personal experience.

You can ask the child the question: has he observed anything similar to this case in his life? The conversation should be conducted in such a way as to evoke in the student emotions not only approval, but also condemnation. This will contribute to the upbringing in children of intolerance to manifestations of cruelty, selfishness, indifference and will help to better see the positive and negative traits of the hero, to give them a correct assessment. Where it is appropriate and follows from the course of the discussion of the story, you should talk with the children about the organization of practical affairs, help to implement them. In practical work, children's moral ideas and concepts will be refined and consolidated.

In connection with the reading of stories of natural history, interesting and useful work can be carried out on the protection of wildlife by schoolchildren. In winter, children organize feeding of birds, hang out “bird canteens”, in spring they meet birds, make birdhouses for them, protect their nests. Provided in this section and "Telegrams from the forest". The play form makes children interested and makes them want to more actively help green and feathered friends.

Of course, the teacher can replace some of the proposed stories with others, but it is important to keep the humanistic orientation of the stories and conversations.

The nature of the conversations is of paramount importance. They should not be edifying, purely moralistic, or lead children to ready-made conclusions. Children need to think more for themselves.

The emotional attitude of the teacher himself plays an important role. With voice, intonation, facial expressions, the teacher must show his students his attitude towards positive and negative characters, convey to them the lyrical, comic and dramatic situations of the work. The emotional reactions of the teacher are passed on to children, contribute to the formation of a certain attitude towards what they read in schoolchildren.

In the 2nd grade, children already know each other better, and, in addition to companionship, friendly contacts arise between them. The teacher, using the texts for reading, can expand the idea of ​​children about true camaraderie and true friendship, about the qualities necessary for this (sensitivity, responsiveness, justice and mutual assistance), show them what interferes with true friendship. KD Ushinsky wrote: "... that literary work is moral, which makes a child fall in love with a moral act, moral feeling, moral thought, expressed in this work."

In terms of upbringing, it is very important to interest the child in the “moral problem” that is contained in the story, fairy tale, poem. In this regard, the role of expressive reading of the teacher himself is important, on which the child's perception of the work largely depends.

The focus of the questions, summing up the discussion of the read work should awaken the child's mind, be “problematic”. This means that second-graders, under the guidance of a teacher, must themselves solve the question posed, derive a rule, and not get a ready-made solution. Analysis of the work should ensure the unity of the child's knowledge and feelings; in the lesson, an environment should be created that would encourage the child to experience what he read.

The book for extracurricular reading in the 3rd grade contains materials that the teacher uses to instill in schoolchildren a love for their native nature, for our country, for working people. It also contains articles, stories, poems that allow you to talk with children about friendship and companionship, about helping the weak or in trouble, about how important it is to be caring and empathetic in relationships with people.

The feelings and experiences of children must be connected to moral enlightenment. Reading a fairy tale, a story, the teacher emphasizes the feelings of the characters in intonation and turns his attention to the experiences of the listeners. He asks the children to tell what they experienced when he read them this or that place in the work, what they experience when remembering the story. If the work has made a strong impression on the class, it is better to postpone the discussion until the next lesson, so that the children can feel more deeply what they have read.

It is necessary to strive for a subtle understanding by students of the behavior of literary characters, not only their actions, but also feelings, experiences, as well as the reasons underlying their behavior. The analysis of the reasons allows you to bring the child to a deeper understanding of the psychology of the heroes, to avoid the rough straightforwardness of his judgments and assessments.

Often, children evaluate an action based only on external facts. They are most often limited to the words "did well" or "did bad". Helping children express their thoughts more accurately and definitely means helping them to realize the moral side of the actions and feelings of the literary hero.

The main goal of any subject, including literary reading, is the development of the child's personality, his intellect, emotional sphere, moral ideas.

Education through a book should be aimed at forming in children a system of correct moral concepts, ideas and beliefs, correct motives of behavior and correct forms and methods of behavior - in the indissoluble unity of all these manifestations.

What should a teacher, educator do in this regard? What should be the nature of the educational influences on the student from the teacher, educator?

First of all, you need to know that any method of education cannot be considered and evaluated in the abstract. Applying various methods, it is necessary to take into account, firstly, the age and individual characteristics of the student being brought up, secondly, the characteristics of the children's collective, of which he is a member, and, finally, the given specific conditions in which the educational influence takes place.

In order for a positive personality orientation to form, for a student to want to do the right thing and do the right thing, in all situations and circumstances, it is necessary that he knows how to act, see that the people he respects are doing this, and practice himself (this is the most important thing! ) in the correct behavior. Accordingly, the methods of verbal influence, the role of the personal example of the educator and the organization of exercises in moral behavior, the experience of social behavior will be considered.

Verbal impact... An important role in the formation of the student's personality is played by the living word of the teacher, educator, with whom he addresses the student. The role of the second signaling system in organizing the behavior of a student is very great. Therefore, the method of explanation, explanation, verbal persuasion is an important means of moral enlightenment, the formation of correct moral (moral) ideas and concepts in schoolchildren. All this is all the more necessary since many students, as you already know, have immature, erroneous ideas, prejudices and misconceptions in the field of moral concepts (for example, a false understanding of friendship and camaraderie, stubbornness, courage and courage, etc.). This explains many cases of misbehavior of schoolchildren.

Therefore, it is absolutely necessary to overcome the wrong views of some schoolchildren, skillfully and tactfully dispel delusions, and instill correct moral concepts. It is necessary to speak with children simply and intelligibly, without getting annoyed and not complaining about their “stupidity”, give various convincing examples for them, infect them with your conviction, advise them to read a suitable book, draw their attention to this or that movie.

Reading a fairy tale, a story, the teacher emphasizes the feelings of the characters in intonation and turns his attention to the experiences of the listeners. He asks the children to tell what they experienced when he read them this or that place in the work, what they are experiencing, remember the story.

Of course, the most important way of forming moral consciousness is the way of enrichment and generalization by schoolchildren of their moral experience through the organization of their correct behavior. But various forms of influence on the mind and feelings of schoolchildren of the teacher's living, bright, passionate words (individual and collective sincere, sincere, friendly conversations, lectures, disputes, reading conferences organized by educators, school libraries) can significantly complement this work.

All of the above methods of verbal influence are of great benefit to moral education only when they do not turn into dry, boring, boring, annoying notations and moralizing.

Certain principles have been established according to which individual and collective moral conversations should be built.

Moral discourse on content should be age appropriate.

Conversations should be conducted on specific occasions, timed to coincide with certain events in the life of the country or collective, the publication of a new book or film, radio broadcast, etc.

Of great importance is good argumentation, evidence of the provisions that are brought to the consciousness of schoolchildren. If the conversation is available, then the students are able to understand the argumentation, be convinced of its validity, agree with reasonable arguments. It all depends on the teacher's ability to make this or that position, thesis, argument extremely clear, convincing and indisputable.

It is necessary to awaken the maximum activity in schoolchildren and arouse a lively exchange of opinions, awaken their thoughts, make them think about moral issues. You should not impose ready-made truths on schoolchildren, let them draw conclusions about moral norms themselves (but under the guidance of a teacher). For this, material can be prepared in advance to stimulate the students' thought. For example, "What did Suvorov want to say with the words:" Courage and caution ride on the same horse? "," A friend argues, but an enemy assent. " Is this thought correct?

We must try to evoke deep and effective emotions in schoolchildren, which is possible only if the teacher conducts the conversation not indifferently and dispassionately, but emotionally and lively. The teacher must remember that his passionate conviction infects students.

The verbal educational influence on the student is expressed not only in clarification, explanation, explanation, but also in the presentation of certain requirements to him. The effectiveness of the requirement depends on what meaning the pupil sees in it, how he relates to him. If the student understands the fairness of the requirement, internally agrees with it, realizes its social necessity, then he fulfills the requirement, even if he does not want to do it. It is another matter if the just requirements of the teacher acquire a completely different meaning for the student, when he perceives them as nagging, a manifestation of the teacher's bad mood, a desire to humiliate the student's dignity, etc. Then the teacher's just requirements, misunderstood by the child, evoke in the student a feeling of opposition, resentment, enmity, and energetic resistance. Much also depends on the form in which the demand is presented - it must be presented, albeit in a categorical, but respectful form. A rude, offensive form of demand usually evokes a desire to resist, to resist. In other words, the educator must ensure that his requirements are understood and correctly evaluated by the pupil.

Personal example ... The personal example of educators, teachers, and parents is of great importance in shaping the personality of a student.

The educational power of personal example is based on the tendency of children and schoolchildren to imitate the one whom they love and respect, who enjoys their authority. The teacher must always remember that he is a model, an example for pupils, whose behavior sometimes simply reflects his own merit or shortcomings. A.S. Makarenko pointed out that the behavior of educators is of decisive importance - what the educators do often has a much greater effect on the personality of the child than what they tell him. Indeed, children often learn faster and better what they see than what they hear. A.S. Makarenko emphasized that all aspects of a person's behavior, up to how he rejoices and grieves, how he treats friends and enemies, how he speaks to other people and about other people, how he relates to work, how social norms of behavior follow whether he owns himself and his feelings - all this is of great importance for the education of the personality of schoolchildren.

The emotional mood of the teacher plays an important role in literary reading lessons. With voice, intonation, facial expressions, the teacher must show his students his attitude towards positive and negative characters, convey to them the lyrical, comic and dramatic situations of the work. The emotional reactions of the teacher are passed on to children, contribute to the formation of a certain attitude towards what they read in schoolchildren.

The teacher must impose the most stringent requirements on himself and his behavior. It is rightly said that a teacher is a person whose specialty is correct behavior.

Exercises in correct behavior ... The main thing, the main thing in the upbringing of a personality, as already noted, is the organization of practical experience in correct behavior. The educator must form in schoolchildren the forms, methods of behavior in which the student's convictions, which are formed under the decisive influence of education, would be realized. Reading and talking about what they read, children gradually learn to highlight the moral side of people's actions and actions, to evaluate behavior from the standpoint of moral norms.

A significant amount of children's reading is devoted to the education in children of love for all living things. When choosing stories, the task is to draw the attention of children to nature, to make them want to protect the flora and fauna. A child who, since childhood, has become accustomed to treating living beings with disdain for not knowing how to speak, but capable of feeling pain and resentment, transfers such an attitude to people.

These forms of behavior are consolidated, they turn into stable formations when they become a form of expression, a means of "materializing" the motives, needs, and attitudes of the student. The system of educational measures should put schoolchildren in such conditions that their practical activities correspond to the learned principles of behavior, so that they learn to translate their views and beliefs into “ gymnastics of behavior ", exercise deeds. It is in this sense that A.S. Makarenko spoke about the need to organize "in the right actions."

If the conditions in which the student lives and acts do not require from him, for example, the manifestation of decisiveness and courage, then the corresponding personality traits are not developed in him, no matter what high moral principles are instilled in him verbally. You cannot educate a persistent person if you do not put him in such conditions when he could and should show persistence. Greenhouse education, which eliminates all difficulties in the life of a student, can never create a strong, purposeful personality.

Literary heroes can serve as examples. Emotionally connecting to a beloved character creates a personally meaningful situation. Reading literary works, children learn to understand the behavior and actions of people, in the motives of actions, to feel the beauty of good, to condemn the ugly and evil.

Role of approval and condemnation... While educating the personality of a student, of course, one cannot expect that he will immediately choose the correct forms of behavior under all conditions and circumstances.

How is the correction (straightening) of behavior carried out?

Effective means of regulating and correcting student behavior are approval and condemnation, encouragement and punishment. Approval, encouragement serve as a means of reinforcement and, thanks to this, a means of consolidating and stimulating the right motives and the right forms of behavior. Condemnation, censure, punishment are a means of inhibiting and delaying negative impulses and wrong forms of behavior.

A positive assessment of the student's actions, various types of reinforcement, approval of his actions cause positive emotions in the child, a joyful feeling of satisfaction from the perfect action, awaken the desire to do this in the future. Censure, condemnation, negative assessment of the action causes the student to be dissatisfied with the consciousness of the damage caused to people, the collective, from the consciousness that adults and the collective condemn him for this. As a result, the student has a desire to refrain from such actions in the future. But, experiencing condemnation or punishment, the student should not experience the bitter consciousness of an irreparable mistake, feelings of depression, inferiority.

The texts for reading are devoted to the education of kindness, responsiveness, mutual assistance and justice in children. The stories are selected in such a way that children can understand and understand why people should be attentive to each other, relatives, comrades, treat others with respect and benevolence, why it is necessary to come to the aid of a person when he needs it. It is important for the children to understand that good deeds must be done without expecting praise.

Thus, upbringing should be aimed at forming a system of correct moral concepts, ideas and beliefs in children. There are various means and methods for this. We examined the main ones: methods of verbal influence, the role of the teacher's personal example and the organization of exercises in moral behavior, the experience of social behavior.

Moral education is an integral part of the educational process, ensuring the harmonious development of the individual. The result of moral education is moral education. Younger school age is favorable for the formation of moral qualities. Carrying out moral education in elementary school, it is necessary to take into account the age characteristics of the younger student, the peculiarities of his educational activity and the pedagogical process itself in elementary school. One of the conditions for the effective course of the process of moral education are: the use of various forms, methods and techniques of moral education; the gradual formation of moral culture from understanding, knowledge to practical application; organization of conditions for the need for children to apply the knowledge and skills acquired.

Knowledge of the norms of behavior is of great importance for the development of a child as a social being. Throughout early and preschool age, the child, communicating with the people around him (adults, peers and children of other ages), learns social norms of behavior.

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FORMATION OF MORAL QUALITIES OF PRE-SCHOOL PERSONALITY

The moral development of a child's personality is determined by the following: knowledge of norms, habits of behavior, emotional attitude to moral norms and the inner position of the child himself.
Knowledge of the norms of behavior is of great importance for the development of a child as a social being. Throughout early and preschool age, the child, communicating with the people around him (adults, peers and children of other ages), learns social norms of behavior. Assimilation of norms implies the following:
1. The child gradually begins to understand and comprehend their meaning.
2. The child develops behavior habits in the practice of communicating with other people. A habit represents an emotionally experienced motivating force: when a child acts by disrupting habitual behavior, it causes him a feeling of discomfort.
3. The child is imbued with a certain emotional relationship to these norms.
4. The child's attitude to moral norms and their implementation develops through communication with adults. An adult helps a child to comprehend the correctness and necessity of a certain moral deed. Against the background of emotional dependence on the adult, the child develops a claim to recognition.
The claim to recognition is one of the most significant human needs. It is based on the child's desire to receive a high assessment of his achievements that meet the social requirements of society.
An unfulfilled claim to recognition can lead to various undesirable behaviors when the child begins to invent lies or brag.
The need to fulfill the claim to recognition is manifested in the fact that children begin to turn to adults for an assessment of the results of their activities and personal achievements. In this case, it is very important to support the child. The adult must respect the child's achievements with respect and consideration. In no case should you say: “You cannot do this,” “You don’t know this,” “You cannot do it,” etc. Such disrespectful remarks of an adult can lead a child to a loss of confidence in his abilities, he may develop an inferiority complex, a feeling of his own failure.

Especially important for the baby is the assessment from those adults who treat him with trust and respect. The assessment should fix the child's attention not only on how he did it - good or bad, but also on what consequences it has for other people. So gradually the child learns to orient himself in his behavior on how his act will be reflected on those around him.

Assessing the actions of a child, an adult, with the help of a positive assessment, fixes the correct way of behavior, and with the help of a negative one, destroys the negative way. The effectiveness of the assessment, its impact on the moral development of the child directly depends on the ability of the teacher, parents to provide an evaluative impact. An adult's assessment must meet certain requirements, that is, be:

Objective and at the same time tactful, therefore, in the act, the positive aspects are first distinguished, the negative ones are spoken about as if in passing, but so that the child understands what exactly the adult is dissatisfied with. It is not the child himself who should be assessed, but his offense. Censure should be used in exceptional cases, showing how to act;

Focused on the child's own behavior, and not on comparing him with other children, so as not to humiliate him in the eyes of adults, not to destroy joint activities;

Differentiated, since general assessments do not give anything for the development of personality. It is necessary to show why the child is assessed in a certain way. And the child will strive to repeat the action in order to earn a positive assessment again;

Systematic, and not given from time to time;

Including a combination of verbal and non-verbal methods of influence. Preschoolers are especially sensitive to the latter. The ratio of different assessment methods depends on the age, individual characteristics of the pupils, and the situation.

The most important neoplasm of preschool age is the subordination of motives. The emerging hierarchy of motives gives a definite direction to all behavior. As development progresses, it becomes possible to evaluate not only individual actions of the child, but also his behavior as a whole as good and bad. If the main motives of behavior become social motives, adherence to moral norms, the child in most cases will act under their influence, not succumbing to opposite motives, pushing him to, for example, offend another or lie. On the contrary, the predominance of the child's motives forcing him to receive personal pleasure, to demonstrate his real or imaginary superiority over others, can lead to serious violations of the rules of behavior. This will require special educational measures aimed at restructuring the unfavorable foundations of the personality.

It is known that the family plays a leading role in moral education.

It is not without reason that V.A. Sukhomlinsky emphasized: "A child is a mirror of the moral life of parents." The positive example of the parents contributes to the fact that the baby easily and unobtrusively learns to live in accordance with the norms accepted in society. A norm that is only declared but not observed by an adult will never influence the actual behavior of a child. Moreover, the baby will understand that moral norms can be violated with impunity, it is not necessary to observe them. This is how opportunism, maneuvering, is born. The child strictly fulfills the norm in some conditions and violates in others, without feeling guilty.

Respect for the child's personality, recognition of the value of his inner world, his needs and interests contribute to the development of his self-esteem. A person deprived of this feeling will allow himself and the other to be humiliated, to admit injustice. Self-esteem helps the child to correctly assess his own actions and the actions of others from the point of view of their humanity: he himself acutely feeling humiliation or injustice, he can imagine how painful it will be to another.

Much attention to the development of moral feelings in the baby is given by reading fairy tales, stories, which describe the struggle of positive and negative characters. The child empathizes with the successes and failures of the hero and his friends, ardently wishes them victory. This is how his idea of ​​good and evil, attitude to moral and immoral is formed.

The family has favorable conditions for attracting a preschooler to work. Labor assignments that a child performs in a family are more varied in content than in a kindergarten, and the need to fulfill them is more obvious to him. The motives of the work of children in the family are characteristic: love for parents and other family members, a desire to take care of them, help, bring them joy. In a family, children are often happy to engage in those types of work that are not present in kindergarten: washing clothes, washing and wiping dishes, taking part in cooking, buying food, etc. Using labor as a means of moral education, parents need to analyze motives encouraging the child to perform this type of work. To create the most effective motive for a child means to arouse volitional efforts in him, direct them to those goals that the adult considers useful for the moral development of a preschooler.

Features of the moral development of children in preschool age:

Children have their first moral judgments and assessments; an initial understanding of the social meaning of a moral norm;

The effectiveness of moral concepts is increasing;

Conscious morality arises, that is, the child's behavior begins to be mediated by a moral norm.

The problem of spiritual and moral development acquires particular relevance in the context of progressive changes in all aspects of society.

The attempt at spiritual revival is not artificial, it reflects the urgent problem of our sick and deeply tragic time, which distorted beyond recognition not only the spiritual face of Russia, but also brought great chaos and confusion into the minds of all mankind.

Lawlessness, crime, rudeness, money-grubbing, selfishness, prostitution, drug addiction, as well as the loss of the meaning of life by young people, the prevalence of material values ​​over spiritual ones, a decrease in psychosomatic health and spirituality reign among young people of various age groups.

The category “Spirituality” has a different interpretation. The concept of "spirituality" is associated with the concepts of "spirit", "soul", "internal", "soulfulness", "morality", "morality", "self-awareness", etc. (N. Berdyaev, P. Florensky, V. Soloviev, V.P. Zinchenko, V. Wundt, W. James, G.I. Chelpanov and others)

According to a number of researchers V.E. Vaitsekhovich, V.P. Zinchenko and others, it is possible to characterize spirit, spirituality as a concept only associatively, metaphorically, since the modern conceptual level of cognition is too rough and primitive for this sphere.

Let's turn to modern dictionaries and reference books that define spirituality as:

• property of the soul, consisting in the predominance of spiritual, moral and intellectual interests over material ones. Spirit as consciousness, thinking, psychic abilities; the beginning that determines the behavior, actions. Internal, moral strength;
• detachment from base coarse sensual interests, striving for inner improvement, height of spirit;
• intellectual nature, the essence of a person opposed to his physical, bodily essence;
• spiritual - an adjective to spirit (in 1 and 2 meanings); relating to mental activity, to the area of ​​the spirit; intangible, incorporeal; connected with the inner world of a person; associated with religion, church, related to them; spiritual interests; spiritual inquiries; spiritual powers; spiritual closeness.

Some dictionaries explain the concept of spirituality from the standpoint of materialism - it is the individual expression in the system of personality motives of two fundamental needs: the ideal need for knowledge - the world, oneself, the meaning and meaning of one's life, and the social need to live and act “for others”. By spirituality, the first of these needs is mainly understood, and the second is meant by soulfulness, that is, the kind attitude of a person to the people around him, care, attention, willingness to come to the rescue, to share joy and sorrow.

Spiritual and moral abilities in psychology began to be distinguished relatively recently, although without them, as VD Shadrikov quite rightly notes, “It is impossible to manifest all other abilities. ... ... theoretically it is impossible to speak of any ability, if good and evil are not defined, because then it is not clear about the ability to which we are talking, since the subject of the ability will not be determined. Norms and values ​​determine the dynamics of the development of abilities. Therefore, there are no abilities outside of norms and values ​​”.

The problem of spirituality in Russian philosophy at the beginning of the twentieth century developed in the context of a religious world outlook. The development of the problem of spirituality was carried out in line with the analysis of the problem of self-realization of the “human spirit” (V. Soloviev, S. L. Frank), “personal spirit” (N. Berdyaev, P. Florensky).

The applied aspect of the study of spirituality is embodied in acmeology, where the spiritual "acme" represents the highest, ideal level of development of the spirituality of the individual. So, considering spirituality as a component of professional culture, O. Yu. Skudnova singles out a number of its functions, one of which she calls an interactive function - realizing the possibility of professional and spiritual interaction with people.

In works that in one way or another touch on the problem of spirituality, morality of the individual, we are talking about altruistic behavior: a special attitude towards another, which provides sympathy and assistance to him in different situations. Usually, such an attitude is viewed in terms of empathic experiences: the experiences of the other are perceived through direct emotional contamination, through the acceptance of other people's experiences.

Many scientists, noting an increase in interest in the problems of spiritual and moral development, emphasize that now there is a gradually emerging turn - if not to the soul in its full understanding, then at least to the soulfulness, to the mental manifestations of a person, and support, an adequate mirror becomes a humanitarian approach, and morality stands out as a form of organization of human relationships, one of the criteria of human spirituality.

Interest in this problem of spirituality declined and the twentieth century was precisely the era when the flowering of great literatures and arts, great music and philosophy ended, the area of ​​socio-political action involves itself, and the further, the more definite not the most spiritual representatives of the human race, but just the least spiritual. A gigantic vacuum of spirituality has formed and hypertrophied science is powerless to fill it.

Recently, interest in the problem of the development of a spiritual and moral personality has grown again. Educational specialists are more and more clearly aware that the deep root causes of the socio-economic crisis and the catastrophic deterioration of the spiritual health of the nation are not only in the economy, but also in the field of spiritual and moral education. Society cannot continue to exist without uniform moral foundations. Their distortion, the loss of spirituality leads to the decline of culture, the degradation of society, the degeneration of man.

On the one hand, there is a need to form a person as a spiritual and moral personality, which requires purposeful actions to organize and practically implement the process of forming and developing the personality of the younger generation in the process of educational activities.

On the other hand, in the pedagogical literature, new ideas and approaches to the problems of the spiritual and moral development of a young person's personality are poorly presented, therefore, modern pedagogy is not yet ready to solve the above problems.

Although a lot of experience has been accumulated in the development of the spiritual and moral sides of the individual (Abolin L. M., Andreev V. I., Asmolov A. G., Zinchenko V. P., Kandinsky V. V., etc.); certain aspects of the problem have been subjected to scientific analysis in a number of theses defended recently (Lebedev A.B., 1985, Sesyunina I. B., 1992; Kulagina G.N., 1996; Shabalina E. Yu., 1997; Dukhnovsky , 2002); however, the aspects of the problem proposed by us have not been the subject of a special study so far.

The revealed contradiction leads to the problem of studying the spiritual and moral development of adolescent children.

The mediating role of semiotic activity in the development of the spiritual and moral qualities of the individual.

Improvement and transformation presupposes the availability of some means, therefore, the development of spirituality is mediated. The mental and spiritual development of a person is carried out through the assimilation of all previous experience, culture, including various sign-symbolic systems and means.

Both in cultural-historical psychology in the version of L. S. Vygotsky, and in the psychological theory of activity in the version of A. N. Leont'ev, the functioning and development of the psyche presupposes the presence of certain means.

In the logic of cultural-historical psychology, V.P. Zinchenko calls means of development external to a person: a tool of labor, a child's toy, a sign, a word, a symbol, a myth, etc.

J. Piaget owns the terms - “symbolic”, “semiotic”, or sign function, by which he understands “the ability acquired in the second year of life to represent an absent object or not directly perceived event by means of symbols or signs, that is, designating, differentiated from their designated ”.

From the point of view of A. Wallon, presentation is closely related to communication, exchange; it uses language and is a certain level of development of language and symbolic function.

In domestic studies of the semiotic function, it is necessary to note the absence of fundamental works on this problem, which affects its substantive development and terminology. Operation with sign-symbolic means is indicated in different ways.

An analysis of Piaget's concept is presented in Soviet literature, which shows that the child's attitude to reality from the very beginning turns out to be social, that the child gradually masters the world around him, objects as products of human activity (P. Ya. Galperin, D.B. Elkonin, V. V. Davydov, L. F. Obukhova and others).

LS Vygotsky owns the term “signification”. He wrote: "... the main and most general human activity, which distinguishes man from an animal in the first place from the psychological point of view, is signification, that is, the creation and use of signs."

The term “substitution” is used much more often in our literature (NI Nepomnyashchaya, DB Elkonin). Apart from him and along with him, the term "symbolization", "symbolic substitution" is used.

The work of NG Salmina "Sign and Symbol in Teaching" is devoted to the description of various sign systems, the peculiarities of their assimilation by children, diagnostics of the child's readiness for school, the formation of the ability to operate with sign systems. She owns the term “sign-symbolic function”.

As you know, no form of human activity can be carried out without the use of sign-symbolic means. The type of activity, the tasks solved in it, determine the used sign-symbolic means, specifying them in accordance with the pragmatic function.

Educational activity, including the implementation of the regime associated with it, the methods of communication implemented in school, involves the use and development of various systems of sign-symbolic means. Not to mention the special development of the principles of construction and use of a natural language in its various forms (oral and written), she widely uses visual means of presenting information - schemes, diagrams, graphs, maps, drawings, etc. The assimilation of knowledge in a number of sciences involves the use of formalized language, scientific symbols. Methods of communication, implemented in various forms of educational and extracurricular work, imply the ritualization of behavioral moments, which is expressed in some formalization of individual actions (the mode of life at school, the system of means organizing it, a kind of communication code in the classroom, ceremony, etc.).

Sign-symbolic systems used in educational activities fundamentally differ from each other in the way of coding, complexity and clarity of the alphabet and syntax, their explicitness - implicitness, the nature of means (visual, auditory), arbitrariness - motivation, types of functioning, etc. the need to translate one sign-symbolic system into another, including the translation of visual systems into verbal and vice versa, which is a certain difficulty due to the structural differences of systems, significant differences in a number of features that cause difficulties in their comparison.

Thus, with the development of the spiritual and moral qualities of a person in different types of activity, different methods of construction and functioning of the system of sign and symbolic means can be used. This is determined by the pragmatic function of sign-symbolic means.

As a result of the theoretical analysis, the following were identified as the main principles that determine the form, content, means of its implementation, as well as the system of criteria for assessing development:

• the principle of an active-partisan agent - capable of carrying out partisan transformations;
• the principle of the creative nature of development;
• the principle of the leading role of the socio-cultural context of development;
• the principle of joint activity and communication;
• the principle of leading activity, the laws of its change;
• the principle of amplification (expansion) of spiritual and moral development;
• the principle of the mediating role of sign-symbolic structures;
• the principle of interiorization and exteriorization;
• the principle of unevenness (heterochronism) of development, etc.

All these psychological and pedagogical principles formed the basis of the model we developed for the development of spirituality through semiotic activity. At the same time, the main task of the study was not to list or declare them, but to verify them (confirm their truth in practice) and operationalize them, that is, to create appropriate methods, cultural pedagogical psychotechniques, implemented by teachers and psychologists.

We have developed a special training that includes linguistics, logic, psychology and games, which can be used as one form of teaching spiritual culture.

Indications: diagnostics and stimulation of intellectual and spiritual development.

The training is a form of specially organized communication, during which the issues of the spiritual development of the individual, the formation of communication skills, the provision of psychological assistance and support are resolved, allowing to remove stereotypes and solve the personal problems of the participants.

Naturally, it is difficult to count on profound personality changes after one lesson. We have developed a program that includes 20 lessons. At the same time, young men experience a change in their internal attitudes, expand their knowledge, and experience a positive attitude towards themselves and those around them.

The purpose of this training is to develop the spiritual qualities of the individual, to help the participant express himself by his own individual means, namely his own, that is, characteristic for everyone. But for this, you first need to learn to perceive and understand yourself. (Annex 1.)

The main humanistic idea of ​​the training is to develop the spiritual qualities of a person, not forcing, not suppressing, not breaking a person, but helping him to become himself, accepting and loving himself, overcoming stereotypes that interfere with living happily and happily, primarily in communication with others.

To teach how to perform simple schematization and modeling actions:

• Pantomimic depiction of various actions and objects (motor imitation and assimilation).
• Simulation of any events or actions in role-playing games.
• Building a sequence of schematic images or vector diagram-graphs that display the course of any processes, events or actions.
• Construction of schematic images that show the spatial relationships between any objects, objects, processes.
• Construction of classification schemes for objects according to certain criteria - the ability to fix inter-conceptual hierarchical relations.
• Drawing up and inventing tasks or stories according to certain symbolic and symbolic schemes or images.

In order to form and develop students' skills to use sign-symbolic means in communication and cognitive activity, we used the exercises proposed below.

Principles and rules for the work of the training group (Appendix 2).

Lesson 1.

"Soul words".

Never throw mud: you can miss your target, but your hands will remain dirty.

Theodore Parker

The purpose of the lesson is to create favorable conditions for the work of the group, to familiarize the participants with the basic principles of the training, to accept the rules of work, and to start mastering an active style of communication.

Acquaintance. (10 minutes)

At the beginning of our work, each of you will draw up a business card, where the training name should be indicated. You have the right to take any name for yourself: your real name, game name, the name of a friend or acquaintance, a real politician, a literary hero, etc. Complete freedom of choice is provided. Your training name must be legible and large enough. These cards are attached with a pin (or badge) to the chest so that everyone can read it. In the future, throughout the lessons, we will refer to each other by these names.

You have 5 minutes to choose a name, design your business cards, and prepare for the mutual introduction. His main task is to emphasize his individuality. You should say about yourself so that all participants will immediately remember you. To do this, we sit side by side, forming a large circle. Taking turns naming yourself, you explain why you took this particular name during the training. At the same time, it is necessary to emphasize your own characteristics (habits, qualities, skills, attachments, etc.), which really distinguish you from others, are the core of your personality.

Conclusion: You need to learn to memorize the information received, showing attention not only to the appearance of the individual, but also to the meaning of his words. Already from this exercise, group members should understand that the main principle that helps to understand themselves and others is attention to a person.

Who am I"? (10 minutes)

Take a piece of paper on which to answer this question. Think about how you can answer the question posed. Do whatever you think is necessary in 5 minutes.

Exercise-competition "Soul words". (20 minutes)

They suggest to write at speed expressions beginning with the words “soul, soul, soul”. Samples: soul hurts (restlessly), soul to soul to live (together), soul to heels left, soul wide open (frank), soul does not lie (I do not want to), soul does not accept, soul of society (inspirer), soul sings, soul rejoices (very nice), the soul is torn, the soul is a man (very good), to love the soul (to love strongly), to put in the soul, to take away the soul (to express everything that has accumulated), to give the soul ...

Reading and discussing the story. (30 minutes) (Appendix 3).

“A guide without a leash” Natalya MORSOVA (Svet Nature and Man magazine No. 9, 2005 p. 50-51)

"Exaltation". (20 minutes)

(Gestalt groups, “the power of language”, N. Rudestam), the purpose is to take responsibility for one's spiritual development. The discovery by C. Osgood of the power, pleasantness, and activity of words opened up new aspects of training. In the proposed modification, a table is shown: 1) I must, but do not want to become X (unpleasant), 2) I want, but cannot V (weakness), 3) I can, but there is no desire to become 2. (passivity). Expressions in parentheses are not written as they are for the teacher only. Children are divided into pairs and each of the below list of human qualities chooses three in the named groups X, Y, 2 and writes them down on a piece of paper. List (qualities of the so-called positive person, G.A. generous, condescending, generous, sincere, frank, sincere, affectionate, friendly, sincere, noble, peaceful, accommodating, compliant, calm, benevolent, truthful, honest, courageous, decisive, adamant, fearless, cheerful, optimistic.

After that, the table is turned over, new entries appear: 1) I must and I like to be X (nice), 2) I want and can become Y (strength), 3) I can and will become X (activity). Partners read each other the selected qualities, first preceding them with phrases from the first table. Then the same qualities are read with phrases from the final table. We share our impressions of how experiences have changed. Please note that N. Rudestam offers other pairs of phrases: I have to be X - I like to be X, I need to become X - I want to become X, I am afraid that I will not be able to become X - I would like to become X, I I can't become X - I don't want to become X. Try to work. It is also possible to offer a “color pedagogical” option: the student chooses an unpleasant and pleasant one from colored markers. The first part of the assignment is written with an unpleasant felt-tip pen, the second with a pleasant one.

“Spiritual Directing”. (30 minutes)

(psychodrama, living sculpture, K. Rudestam).

Two teams of a director and four actors. A drawing of lots is held, the directors pull out four cards each with the words: heartless (heartless), generous, good-natured, cowardly (weak-willed), simple-minded, indifferent, puny. The directors must create a sculptural composition. Viewers define whoever they portray. Then an exchange of views.

"We play with words." (30 minutes)

Instruction: Children, we are all going to play together an amazing word game. You all know that words are “bad” and “good”. And when they say good words to us, for example, “attentive, kind, beautiful” - we rejoice, and when the bad ones - we grieve.

Take a blank sheet of paper along the long side, fold it in half, and unfold it. On the left half of the sheet, we write all the good words that you know in a column under each other; Do not sign the leaflets.

If there is not enough space, fold the sheet along the fold and continue writing on the back of the left half of the sheet. And now, on the right half of the sheet, we write all the bad words that you have come across in life. And in the same way, if you do not have enough space, bend the right side of the sheet along the fold line and continue working. (At this moment, the diagnosis is in progress: if the child has more good words and fewer bad words, then he uses good words more when communicating.)

We don't need bad words, do we? Then we will calmly tear them away from good words, tear them into small particles and throw them out, not only in this urn, but from our memory, from our conversation. (Children throw in trash can)

Everyone has his good words, let's share good, kind words with each other. We will take turns reading our good words, and whoever hears a good word that he does not have on a piece of paper can write this word on his piece of paper and remember it.

Guys, when they say bad words to us, what happens to us? how do we feel? (Joy, the mood rises, I want to do something good in return). In response to the kind word we have heard, we say “Thank you”.

Now, let's see what happened to our mood ?! What is it like? From what?!

We thank the words for their Warmth and Light, which they bring to us ... Let's give each other the Greatest Treasure, a life-giving spring - Beautiful Russian Words! Let us let them into our magnificent life today, now, we will take care of them, repeating them daily, out loud, in a chant, and soon they will bring us wonderful results. Today's Beautiful words are the Keys to our future and they are already in your hands. Open yourself with them, your Loved ones, your Relatives, your friends. Warm your Soul with a wonderful word, create a space of Love, Warmth around you, which will warm you and your relatives, loved ones, friends, Mother Earth, and you will see miracles created by your own hands!

Literature

1. Zinchenko V.P., Morgunov E. B. Developing man. M.: Trivola, 1994.
2. Ozhegov S.I. Dictionary of the Russian language. M.: Russian language, 1983.-815s.
3. Salmina N.G. Sign and symbol in teaching. M: Publishing house Mosk. University, 1988. - 288p.
4. Psychology. Dictionary. / ed. A. V. Petrovsky, M. G. Roshevsky. - 2nd ed. , rev. and add. , M.: Politizdat, 1990 .-- 494s.
5. Explanatory dictionary of the Russian language. T. 1. / ed. D.N.Ushakova M.: Astrel LLC. , LLC AST, 2000. - 848p.
6. Shadrikov V.D.The problem of system genesis professional activity... -M. : Science, 1982.-185s.