Formation of spiritual and moral qualities of the personality of students through teaching and educational activities. " “Formation of spiritual and moral qualities of a person. "Formation of moral qualities of the personality of senior preschoolers
Svetlana Komarova
Methodical development "Formation of social and moral qualities of children of middle preschool age"
"Formation of social and moral qualities of children of middle preschool age through the implementation of projects"
Moral- such a level of personality development at which the mastered moral the values of society become the imperative of its life.
Content of the concept " moral education"somewhat broader. It includes not only the individual's knowledge of a certain set of norms, but also their transformation into personal values that allow self-regulation of behavior, the result of which is a socially significant moral choice based on the unity of external action and internal reflection.
From the research works of teachers, philosophers, psychologists, one can single out those in which moral parenting is considered how:
purposeful initiation process children to the moral values of mankind - the works of S. P. Baranov, L. R. Bolotina, T. S. Komarova;
process formation of moral consciousness, moral feelings and moral habits behavior - the work of D. I. Vodzinsky, A. V. Zaporozhets, T. A. Markova, V. G. Nechaeva;
development and formation of moral qualities personality - research by M.V. Veniaminov, E.V. Bondarevskaya, S.A.Kozlova, T.A.Kulikova.
It is important to note that the most important initial stage in the formation morality as characteristics of a person's personality, scientists consider preschool age... This is evidenced by a fairly large number of works devoted to moral development of children, such authors as R.S. Bure, AM Vinogradov, G. N. Godin, V. A. Gorbachev, T. S. Komarova, V. K. Kotyrlo, A. D. Kosheleva, A. I. Lipkina, S. V. Peterina, T. O. Ponomarenko, S. E. Ryzhikova, G. G. Sergeicheva, E. V. Subbotsky, E. O. Schastnaya, T. N. Titarenko, T. M. Utrobina, V. G Tsukanova, O. A. Shagraeva, E. V. Shtimmer, E. K. Yaglovskaya and others.
In the analyzed psychological - pedagogical and methodical literature content of work on the formation of moral qualities presuppose an immediate transfer of knowledge to children, which does not contribute to the maintenance of their cognitive interest and expression moral qualities... Therefore, it became necessary to build work with an emphasis on the search activity of the children, the development of their initiative, the incentive to creatively perform tasks, the manifestation of their qualities.
Modern conditions of development children dictate the use and application of innovative methods of social and moral education, which should not be aimed at transferring ready-made moral and ethical standards, but to put the child in conditions moral choice... In the modern educational space, it is necessary to develop alternative strategies of behavior in older preschool age, i.e. develop divergent thinking children... The teacher must offer a variety of behavioral options, only in this case the child has a moral choice. He becomes free in his moral choice and independent to make decisions in moral situation... And just then moral the norm for him becomes personally significant.
V quality one of the ways to solve the problem social and moral educating modern children the use of the project method... It is known preschool age characterized by greater arbitrariness, stability of behavior. By virtue of age and individual psychological characteristics of the older child preschool age is a pioneer, explorer. The development of the child's interest in moral component of life based on the design method is one of the components of the success of the process.
The main leading goal of my activity has become - the formation of social and moral qualities of children of middle preschool age through the implementation of projects. To achieve this goal, the following were solved tasks:
To shape skills of collectivism and culture of communication with adults and peers, expressed in the public, politeness, courtesy, modesty, sensitivity;
To foster a culture of speech, the ability to speak politely with peers and adults and correctly express their thoughts;
Form in children a sense of patriotism - love for the Motherland, native land, devotion, responsibility towards people;
To form moral universal human qualities, the rules of communication between people, the ability to reckon with their affairs, interests, conveniences;
Form in children culture of behavior at home, in kindergarten, in public places, observing generally accepted norms;
Support the initiative in organizing and planning joint cognitive activities with peers during the work on projects.
For the successful implementation of the goals and objectives, I have defined the basic principles work:
The principle of purposefulness - creating the necessary conditions for formation of social and moral qualities;
The principle of systematicity and consistency is the creation of a system, sequence, i.e. stages of the formation of social and moral qualities;
Accessibility Principle - Consideration age characteristics of children, needs, interests and level of training;
The principle of visibility is a sequence of visibility, a combination of certain types of visibility;
The principle of an integrated approach is the use of different forms and methods in working with children;
The principle of adaptability - application methods and receptions depending on the individual characteristics of each child.
The work was built in accordance with the requirements of the Federal State Educational Standard of DO, taking into account the maximum use of psychological and age characteristics of children of middle preschool age when there is interest in collective forms of activity, goes formation of internal social position, the foundations of the value attitude of the individual to the world are laid.
At the initial stage, observing the children, I noted that children become more aggressive, find it difficult to plan their activities, communication in games is conflicting, restrained in showing initiative. This is manifested in their unfriendly attitude towards each other, pugnaciousness, greed, rudeness and ridicule of the shortcomings of others.
Children are sometimes so indifferent to beauty, cruel to animals and plants. They spend a lot of time in front of the TV, computer. Examples of evil characters captivate a fragile mind children, in them a tendency towards evil is clearly manifested, which receives everyday nourishment from various kinds "Cartoons" and "Horror films".
To solve the identified problems, it was decided to contact method of projects... When organizing project activities with children, various topics were selected that would most fully help to implement the tasks set - these are projects for the following blocs:
BLOCK: Attitude towards yourself.
BLOCK: Attitude towards others.
BLOCK: Attitude to things.
BLOCK: Attitude towards nature.
BLOCK: Attitude towards a small homeland.
BLOCK: Attitude to health.
The work on the implementation of these projects was built in stages through the organization of joint partnership activities of an adult with children, creating conditions for independent activity children, organization of interaction with families of pupils.
Stage: preparatory - design
Stage 2 - outreach:
The third stage is the main:
The final stage is analysis and presentation of the results activities:
The novelty of personal contribution
The results of project activities become:
"My family tree" thematic album
"My family" exhibition of drawings on the topic
"What a miracle this fairy tale" show of fairy tales for kids "Turnip"
"Every thing has its place" stock "Doing good deeds"- repair of books in the younger group
"My small homeland - Pavlovo" presentation of a photo collage on the topic
"Who is our street named after?" exhibition of drawings "The street through my eyes"
"Health is in order - thanks to the exercise!" sports fun with parents
"My great-grandfather defended the Motherland" holiday dedicated to the Great Patriotic War
During all work on the formation of social and moral qualities in children of middle preschool age the results were obtained, how:
Enrichment of the developing subject-spatial Wednesday- thematic albums, photo albums, didactic games and manuals. A series of abstracts of direct educational activities on topics, consultations for educators and parents. Projects developed, plans for interaction with parents on this topic.
Throughout the project activities, the parents were full-fledged participants and assistants. Parents were involved in the search and provision of photographic materials, literature, accompanied children on excursions, went with children to interesting places in search of information; were participants in competitions, composed ditties. ICT parenting meeting "Introducing the Small Homeland" (from practice) took place in form exchange of experience on issues moral education... Also, together with their parents, children actively participate in various competitions, both in regional and all-Russian ones.
Observations of children after the implementation of project activities showed their ability to comply with elementary generally accepted norms and rules of relationships with peers and adults; formation of skills related to personal neatness, neatness, cleanliness of clothes, shoes; with food culture (behavior at the table, ability to use cutlery); culture of relationships with adults and peers; culture of organization (relation to the regime); culture of play, training sessions, performance of work duties; culture of speech (form of appeal, vocabulary culture, tone, speech rate)... Children follow the rules of conduct both in kindergarten and at home, in public places. Formed ideas about oneself, about one's own belonging and belonging of other people to a certain gender; on the composition of the family, family relationships and relationships, the distribution of family responsibilities, family traditions; about society, its cultural values; about the state and belonging to it; about the world. In the course of independent activity, children show initiative in organizing and planning joint cognitive activities.
The effectiveness of this experience for children and parents, for me, in a conscious attitude to myself, to others, to my homeland, small, and in the future, and large, in the active position of all project participants in obtaining knowledge, and in the future, in their active position in society as a whole.
Tatiana Cherkasova
"Formation of moral qualities of the personality of senior preschoolers"
“… Of all the sciences that a person can and should know, the most important is the science of how to live, doing as little evil as possible and as much good as possible; and of all arts - the most important is the art of being able to avoid evil and do good ... ”. L. N. Tolstoy
You saw gaming leisure today "Travel from the Land of Kindness"... The purpose of which is shaping children have ideas about moral qualities; to cultivate the desire to do good deeds; foster feelings of mutual help, mutual respect; to acquaint with the norms of Christian ethics; to awaken in them the desire to acquire good habits.
Problem moral development of preschool children age is gaining relevance in connection with the current situation in modern society. The resulting value vacuum, lack of spirituality, due to the alienation of a person from culture as a way of preserving and transmitting values, lead to transformations understanding of good and evil among the younger generation and put society in front of the danger of moral degradation.
A child is born neither evil, nor kind, nor honest, nor immoral... What he will become will depend on the conditions in which he is brought up, on the direction and content of the upbringing itself.
Formation of moral upbringing in children occurs under the influence of the objective conditions of life, education and upbringing, in the process various activities, the assimilation of a common human culture and will be effectively carried out as an integral process of pedagogical, corresponding to the norms of common human morality, the organization of the child's entire life, taking into account their age and individual characteristics.
Moral education of preschool children age is one of the most difficult tasks of education in the conditions of modern preschool educational institution. Exactly moral education is the most important task of almost all programs preschool education... With all the variety of these programs, teachers note an increase in children's aggressiveness, cruelty, emotional deafness, isolation on themselves and their own interests. Especially now, when you can meet more and more cruelty and violence, the problem moral upbringing is becoming more and more relevant.
In this regard, the selection and rational use of various methods of education moral qualities of a person is currently one of the main tasks that teachers observe preschool educational institutions. Questions moral education, the improvement of the child worried society always and at all times. According to many teachers (L. S. Vygotsky; D. B. Elkonin; L. I. Bozhovich, A. V. Zaporozhets; Ya. Z. Neverovich, etc.) formation of ethical instances, norms morality and morality is precisely preschool age... During moral education of an older preschooler the accumulation of knowledge about the norms and requirements of morality becomes important. In this regard, the need to organize moral educating kindergarten pupils, the formation of their norms of morality and morality... The need to organize special work of the teacher to clarify the essence is also obvious. moral standards, moral the relationship of a person to society, the team, work, to the people around him and to himself. Therefore, in the upbringing of anyone moral quality, various means and methods of education.
Thus, a clear contradiction arises between the rich accumulated theoretical and empirical material. moral upbringing and the current situation of insufficient development and learning by children preschool moral norms and ideas. This determined the choice of the theme of my work: the formation of moral qualities of personality in older preschoolers.
If in pre-existing practice preschool institutions moral education was determined by ideological standards and was limited to acquaintance with some moral standards(rules of courtesy, etiquette, and methods moral upbringing was based on external influence on the child (the method of persuasion, suggestion, ethical conversations, today the dominant guidelines in determining the content moral education, should become such universal human values as goodness, justice, humanism based on active forms interaction of the child with the outside world.
It is very important that moral the formation of a child presupposed not only the assimilation of knowledge and ideas about moral norms and rules of behavior, the development of the habit of observing these rules and education moral feelings, but also there was development, accumulation and enrichment moral experience in all aspects of its manifestation.
The desire to earn praise and approval from adults, to establish and maintain good relationships with people is one of the most significant motives for a child. interpersonal behavior in older preschool age... Another equally important motive is the desire for self-affirmation. In the role-playing games of children, it is realized in the fact that the child seeks to take on the main role, to lead others, is not afraid to enter into competition and at all costs strives to win it.
In accordance with FGT, I used the following forms of organization of children: directly organized educational activities, joint activities of children and adults, independent children's activities, additional education of children according to the program "Kind world".
GCD included various forms of work with children:
Familiarization with folklore
Theatrical performances
Spiritual conversations moral content
Orthodox holidays
Children's art exhibitions
Excursions around the city and to the Temples
Project activities.
Role-playing games.
Individual work with children (situational conversations).
Formation of spiritual and moral qualities of a preschooler's personality runs like a red thread in the content of all educational areas:
Socialization:
formation of moral ideas about the norms of social relations and models of behavior,
shaping family citizenship, education of patriotic feelings.
Cognition:
Introducing children to the origins of Russian folk culture
Acquaintance with the history of the hometown
Acquaintance with Orthodox holidays
Ethical conversations.
Reading fiction literature:
Acquaintance with folklore (fairy tales, epics, etc.)
Artistic creation:
Acquaintance with folk crafts, creativity
Music:
Acquaintance with folk music
Physical education:
Acquaintance with folk games.
In a common system moral upbringing, an important place is occupied by a group of funds aimed at forming judgments, assessments, concepts, education moral convictions... This group also includes communicative communication, and in particular - ethical conversations. A great help in the selection of materials for ethical conversations is provided to me by the software for the program "Kind world" and work program "Let's live in peace".
Attempts to educate spiritual the moral personality of the child is shown that the weakest point in this activity is the family. Many parents simply do not know what exactly is in preschool age, the assimilation of social norms, moral requirements and patterns of behavior on the basis of imitation takes place. Therefore, it is necessary to help parents realize that, first of all, the family should be preserved and transmitted moral and spiritual customs
The family is traditionally the main educational institution. What the child acquires in the family in childhood, he retains throughout his entire subsequent life. The importance of the family as an institution of upbringing is due to the fact that the child is in it for a significant part of his life, and by the duration of his impact on personality no educational institution can compare with the family. It lays the foundations the personality of the child, and by the time he enters school, he is already more than half shaped like a person.
Positive impact on personality the child is that no one except the people closest to him in the family - mother, father, grandmother, grandfather, brother, sister, treats the child better, does not love him and does not care so much about him.
Results of the work done.
Work on this topic has been underway for the second year.
During the period of work on spiritual moral upbringing, the process was activated spiritually - moral upbringing children in close cooperation with the families of pupils. At this time, various activities were carried out to familiarize our children with the cultural and historical heritage of the country and the formation of spiritual and moral qualities of the personality of older preschoolers.
Much attention was paid to the features formation children have knowledge and ideas about the norms and rules of behavior in society; emotional-value attitude to these norms and rules; experience morally directed actions and creativity when solving moral tasks, choosing a method of action in different life situations... We used problem situations, conversations, games, exercises aimed at shaping values and various components of spiritual moral education of preschoolers.
We are constantly working on this topic. Previously, the children were engaged in several classes, additional texts of literary works were read, and many ethical conversations were held.
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Course work
Formation of moral qualities in preschool children
Introduction
upbringing moral preschooler
Modern student-centered education is viewed as a multilevel space, as a complex process that creates conditions for the development of a personality. Its main task is to create a new system of values that contributes to the formation of a child's moral culture, the formation of a humanistically oriented personality.
The problem of the moral development of preschool children is gaining relevance, connection with the current situation in modern society. The resulting value vacuum, lack of spirituality, caused by the alienation of a person from culture as a way of preserving and transmitting values, leads to a transformation of the understanding of good and evil in the younger generation and puts society in front of the danger of moral degradation.
Moral education of preschool children is one of the most difficult tasks of upbringing in a modern preschool educational institution. It is moral education that is the most important task of almost all preschool education programs. With all the variety of these programs, teachers note an increase in children's aggressiveness, cruelty, emotional deafness, isolation on themselves and their own interests. Especially now, when cruelty and violence can be encountered more and more often, the problem of moral education is becoming more and more urgent. In this regard, the selection and rational use of various methods of upbringing the moral qualities of a person is currently one of the main tasks pursued by teachers of preschool educational institutions. The issues of moral education, the improvement of the child have always worried society at all times. According to many teachers (L.S.Vygotsky; D.B. Elkonin; L.I.Bozhovich, A.V. Zaporozhets; Ya.Z. Neverovich, etc.) it is preschool age. In the process of moral education of a senior preschooler, the accumulation of knowledge about the norms and requirements of morality becomes important. In this regard, it is obvious that it is necessary to organize moral education of kindergarten pupils, to form their standards of morality and ethics. The need to organize a special work of the teacher to clarify the essence of moral norms, moral relations of a person to society, the team, work, to the people around him and to himself is also obvious. Therefore, in the upbringing of any moral quality, various means and methods of upbringing are used. In the general system of moral education, an important place is occupied by a group of means aimed at the formation of judgments, assessments, concepts, at the education of moral convictions. This group also includes communicative communication, and in particular - ethical conversations.
Thus, an obvious contradiction arises between the rich accumulated theoretical and empirical material of moral education and the current situation of insufficient development and assimilation of moral norms and ideas by preschool children. This determined the choice of the topic of our work: the formation of moral qualities in preschoolers through communicative communication.
The aim of the research is to study the techniques and methods of forming moral qualities in preschool children through communicative communication. Our goal was achieved by solving the following tasks:
1) to analyze the psychological and pedagogical literature on the problem of morality in preschoolers;
2) choose methods and techniques for the formation of moral qualities in children;
3) conduct a program for the formation of moral qualities in preschoolers;
4) summarize the results of the research and formulate conclusions.
Research object: moral qualities of preschool children.
Subject of research: the process of forming moral qualities in preschool children through communicative communication
Research hypothesis: if we use the form of communicative communication - ethical conversation, which will influence the process of the formation of moral qualities, then the development of moral qualities in preschool children will be successful.
The theoretical basis of the study was the work of such authors as: L.I. Bozovic, R.S. Bure, A.M. Vinogradova, T.P. Gavrilova, G.N. Godin, V.A. Gorbachev, S.A. Kozlova, T.S. Komarova, V.K. Kotyrlo, A.D. Kosheleva, T.A. Kulikova, A.I. Lipkin, B.C. Mukhina, V.G. Nechaeva, S.V. Peterina, E.V. Subbotsky, E.O. Schastnaya, T.N. Titarenko, V.G. Tsukanova, O.A. Shagraeva, E.K. Yaglovskaya, S.G. Jacobson et al.
The fundamental principles of Russian psychology were used as methodological approaches in the work: the principle of development, the principles of the unity of consciousness and activity; and the following approaches: axiological, within which a person is considered in the totality of the values of society and the goals of social development in itself; personality-activity, requiring the transfer of the child into the position of the subject of cognition, activity and communication; a systematic approach focused on the holistic study and formation of the personality.
Our research consisted of three stages: ascertaining, formative, and final. The main research methods were: pedagogical experiment, diagnostics, play therapy. To confirm the conclusions, the method of mathematical statistics (Student's t-test) was used.
The structure of the course work includes an introduction, two chapters, a conclusion, a list of used literature, an appendix.
Chapter 1. Psychological and pedagogical foundations of the formation of moral qualities in children through communicative communication
1.1 Moral education of preschool children
The process of moral education is a set of consistent interactions between the educator and the team, aimed at achieving the effectiveness and quality of pedagogical activity and the proper level of moral upbringing of the child's personality.
Morality is an integral part of an integrated approach to personality education "The formation of morality is nothing more than the translation of moral norms, rules and requirements into knowledge, skills and habits of personality behavior and their unswerving observance," writes I.F. Kharlamov.
Morals are those standards and norms that people are guided by in their behavior, in their daily actions. Morals are not eternal and not immutable categories. They are reproduced by the force of habit of the masses, supported by the authority of public opinion, not legal provisions. At the same time, moral requirements, norms, and rights receive a certain justification in the form of ideas about how to behave in society.
Moral norms are the expression of certain relations prescribed by the morality of society to the behavior and activities of an individual in various spheres.
Moral education is a purposeful process of forming a high consciousness, moral feelings and behavior in the younger generation in accordance with the ideals and principles of morality.
The main function of moral education is to form in the younger generation a moral consciousness, stable moral behavior and moral feelings corresponding to the modern way of life, to form an active life position of each person, the habit of being guided in their actions, actions, relationships by feelings of social duty.
In modern science, moral education is considered as one of the most important aspects of the general development of preschoolers. It is in the process of moral education that a child develops humane feelings, forms ethical ideas, cultural behavior skills, social and social qualities, respect for adults, a responsible attitude to the fulfillment of assignments, the ability to evaluate their own actions and the actions of other people.
Over time, the child gradually masters the norms and rules of behavior and relationships accepted in the society of people, appropriates, that is, makes his own, belonging to himself, the ways and forms of interaction, the expression of attitude to people, nature, to himself. The result of moral education is the emergence and affirmation of a certain set of moral qualities in the personality. And the more firmly these qualities are formed, the fewer deviations from the moral principles accepted in society are observed in a person, the higher is the assessment of his morality by others.
As you know, preschool age is characterized by increased susceptibility to social influences. The strength and stability of a moral quality depend on how it was formed, what mechanism was used as the basis for pedagogical influence. Let's consider the mechanism of the moral formation of the personality.
For the formation of any moral quality, it is important that it takes place consciously. Therefore, knowledge is needed, on the basis of which the child will develop ideas about the essence of moral quality, about its necessity and about the advantages of mastering it.
The child should have a desire to master a moral quality, that is, it is important that motives arise for acquiring an appropriate moral quality.
The emergence of motive entails an attitude towards quality, which, in turn, shapes social feelings. Feelings give the process of formation a personally significant color and therefore affect the strength of the emerging quality.
But knowledge and feelings give rise to the need for their practical implementation - in actions, behavior. Actions and behavior take on the function of feedback, which allows you to check and confirm the strength of the formed quality.
Thus, the mechanism of moral education emerges:
(knowledge and ideas) + (motives) + (feelings and attitudes) + (skills and habits) + + (actions and behavior) = moral quality. This mechanism is objective.
It always manifests itself in the formation of any (moral or immoral) personality trait.
The main feature of the mechanism of moral education is the absence of the principle of interchangeability. This means that every component of the mechanism is important and cannot be eliminated or replaced by another. In this case, the action of the mechanism is flexible in nature: the sequence of components can change depending on the features of the quality (on its complexity, etc.) and on the age of the object of education.
The first group of tasks of moral education includes the tasks of forming its mechanism: ideas, moral feelings, moral habits and norms, and practice of behavior.
Each component has its own characteristics of formation, but it must be remembered that this is a single mechanism and therefore, when forming one component, the influence on other components is necessarily assumed. Education is of a historical nature, and its content changes depending on a number of circumstances and conditions: the needs of society, economic factors, the level of development of science, the possibilities of the age of the educated. Consequently, at each stage of its development, society solves different problems of educating the younger generation, that is, it has different moral ideals of a person.
So, the second group of tasks of moral education reflects the needs of society in people with specific, today demanded qualities.
New traits appear in children in relationships with adults and peers. Children are actively interested in meaningful communication with adults. The authority of an adult, his value judgment, continues to play a serious role in behavior. The growing independence and awareness of behavior lead to the development of the ability to be guided in actions by the learned moral norms. Internal “ethical instances” appear, which begin to determine the actions of the older preschooler. Children show an active desire to communicate with peers in various activities, as a result of which a “children's society” is formed. This creates certain prerequisites for the development of collective relationships.
The unity of the education of the moral consciousness and behavior of A.S. Makarenko attached great importance, believing that children should be armed with the theory of morality. At the same time, he argued that the cultivation of the habit of correct behavior is much more difficult than the cultivation of consciousness.
The upbringing of moral behavior is the formation of moral deeds and moral habits. An act characterizes a person's attitude to the surrounding reality. In order to induce moral actions, it is necessary to create the appropriate conditions, to organize the life of the pupils in a certain way. A moral habit is the need to perform moral deeds. Habits can be simple, when they are based on the rules of community, culture of behavior, discipline, and complex when the pupil has a need and readiness to perform activities that have a certain value. For the successful formation of a habit, it is necessary that the motives with which children are encouraged to take action are significant in their eyes, so that the attitude towards the performance of actions in children is emotionally positive and that, if necessary, children are able to show certain efforts of will to achieve a result.
1.2 Communicative communication and communication features of a preschooler and an adult
Communication is a complex process of interaction between people, consisting in the exchange of information, as well as in the perception and understanding of partners of each other. The subjects of communication are people. In principle, communication is characteristic of any living creature, but only at the human level does the communication process become conscious, connected by verbal and non-verbal acts. The person who transmits information is called a communicator, who receives it - a recipient.
In communication, a number of aspects can be distinguished5: content, purpose and means. Let's consider them in more detail.
The purpose of communication - answers the question "For the sake of what the creature enters into the act of communication?" For a person, these goals can be very diverse, namely: means of satisfying social, cultural, creative, cognitive, aesthetic and many other needs.
Means of communication are ways of encoding, transmitting, processing and decoding information that is transmitted in the process of communication from one creature to another. Encoding information is a way of transmitting it. Information between people can be transmitted using the senses, speech and other sign systems, writing, technical means of recording and storing information.
First, the process of communication (communication) consists directly of the very act of communication, communication, in which the communicants themselves participate, communicating. Moreover, in the normal case, there should be at least two of them. Secondly, communicators must perform the very action, which we call communication. Thirdly, it is necessary to further define the communication channel in each specific communicative act. When talking on the phone, such a channel is the organs of speech and hearing; in this case, they talk about the audio-verbal (auditory-verbal) channel, more simply - about the auditory channel. The form and content of the letter are perceived through the visual (visual-verbal) channel. A handshake is a way of transmitting a friendly greeting through the kinesiko-tactile (motor-tactile) channel. If we learn from the costume that our interlocutor is, for example, Uzbek, then the message about his nationality came to us through the visual channel (visual), but not through the visual-verbal channel, since no one verbally (verbally) reported anything.
The structure of communication can be approached in different ways, but we will characterize it by highlighting three interrelated aspects in communication: communicative, interactive and perceptual6. The communicative side of communication (or communication in the narrow sense of the word) consists in the exchange of information between communicating individuals. The interactive side consists in organizing interaction between communicating individuals (exchange of actions). The perceptual side of communication means the process of perceiving and knowing each other by communication partners and establishing mutual understanding on this basis.
The use of these terms is conditional, sometimes others are also used: three functions are distinguished in communication - information-communicative, regulatory-communicative, affective-communicative.
Let's consider these three aspects of communication in more detail.
The interactive side of communication.
This is a characteristic of those components of communication that are associated with the interaction of people, with the direct organization of their joint activities. There are two types of interactions - cooperation and competition. Cooperative interaction means coordinating the forces of the participants. Competition - one of its most striking forms is conflict.
The perceptual side of communication.
The perceptual side of communication is the process of people perceiving and understanding each other.
The communicative side of communication.
During the act of communication, not just the movement of information takes place, but the mutual transfer of encoded information between two individuals - the subjects of communication. Hence, there is an exchange of information. But at the same time, people do not just exchange meanings, they strive to develop a common meaning. And this is possible only if the information is not only accepted, but also comprehended.
Communicative interaction is possible only when the person sending information (communicator) and the person receiving it (recipient) have a similar system of codification and decodification of information, i.e. “Everyone should speak the same language” 9.
All three aspects of communication are closely intertwined with each other, organically complement each other and make up the communication process as a whole.
In the context of human communication, communication barriers can arise. They are social or psychological.
By itself, the information emanating from the communicator can be motivating (an order, advice, request - calculated to stimulate any action) and ascertaining (a message - takes place in various educational systems).
For transmission, any information must be appropriately encoded, i.e. it is possible only through the use of sign systems. The simplest division of communication is verbal and non-verbal, using different sign systems.
Verbal communication uses human speech as a sign system. Speech is the most universal means of communication, since the meaning of the message is least lost when transmitting information through speech. It is possible to designate the psychological components of verbal communication - "speaking" and "listening". The “speaker” first has a definite plan for the message, then he embodies it in a system of signs. For the "listener", the meaning of the received message is revealed simultaneously with decoding10.
Lasswell's model of the communication process includes five elements:
WHO? (transmits message) - Communicator
WHAT? (transmitted) - Message (text)
AS? (transmission in progress) - Channel
TO WHOM? (sent message) - Audience
WITH WHAT EFFECT? - Efficiency.
There are four groups of non-verbal means of communication:
1) Extra- and paralinguistic (various near-speech additives that give communication a certain semantic coloring - type of speech, intonation, pauses, laughter, coughing, etc.).
2) Optical-kinetic (this is what a person "reads" at a distance - gestures, facial expressions, pantomime)
A gesture is a movement of the arms or hands and is classified based on the functions that they perform:
Communicative (replacing speech)
Descriptive (their meaning is clear only with words)
Gestures expressing attitude towards people, the state of a person.
Facial expressions are the movement of the muscles of the face.
Pantomime is a set of gestures, facial expressions and body position in space.
3) Prosemics (organization of space and time of the communicative process).
In psychology, four communication distances are distinguished:
Intimate (from 0 to 0.5 meters). People who are connected, as a rule, by close trusting relationships communicate on it. Information is conveyed in a quiet and calm voice. Much is conveyed through gestures, glances, facial expressions.
Interpersonal (from 0.5 to 1.2 meters). Communication between friends is carried out on it.
Formal business or social (from 1.2 to 3.7 meters). It is used for business communication, and the greater the distance between partners, the more formal their relationship.
Public (over 3.7 meters). Characterized by speaking to an audience. With such communication, a person must follow the speech, the correctness of the structure of phrases.
4) Visual contact. Visualization, or eye contact. It was found that usually communicators look into each other's eyes for no more than 10 seconds.
Communication performs a number of functions in a person's life:
1. Social functions of communication: organization of joint activities; behavior and activity management; control.
2. Psychological functions of communication: the function of ensuring the psychological comfort of the individual; meeting the need for communication; self-affirmation function.
Communication as interaction assumes that people establish contact with each other, exchange certain information in order to build joint activities, cooperation. In order for communication as an interaction to occur smoothly, it should consist of the following stages:
1. Establishing a contact (acquaintance). It involves understanding another person, introducing oneself to another person.
2. Orientation in a communication situation, understanding what is happening, holding a pause.
3. Discussion of the problem of interest.
4. Solving the problem.
5. Termination of the contact (exit from it).
Communication with an adult is of paramount importance to a child at all stages of childhood. But it is especially important in the first seven years of life, when all the foundations of the personality and activity of a growing person are laid. And the younger the child is, the more important it is for him to communicate with an adult. Of course, "adult" is not an abstract concept. An adult is always a specific person - mom, dad, educator, nurse. Some people think that it is the parents' task to establish contacts with the child, try to understand him and form his good qualities; only a mother or father can truly understand their baby, give him warmth and affection. But this is not the case. It is not uncommon for the kindergarten teacher to become the most significant and beloved adult for the child due to the unfavorable situation in the family. It was he who satisfied the child's need for communication and gave him what parents could not give. And for children growing up in good families, the attitude of the educator and the nature of communication with him significantly affect their development and mood. Therefore, the educator should not be limited to the formal performance of his duties. He should look closely at the children, try to understand them and, of course, communicate with them.
The problem of communication between a preschooler and an adult has two aspects.
The first aspect is the development of communication itself during preschool childhood. The teacher needs to know how communication develops, what types and forms of communication are typical for children of different ages, how to determine the level of communication development and compensate for possible shortcomings.
The second aspect is the influence of communication on the development of the child's personality. When working with children, it is important to imagine how through communication it is possible to develop the motives and meanings of children's actions, consciousness and self-awareness, initiative and arbitrariness, etc.
Over time, the attention of preschoolers is more and more attracted by the events taking place among the people around them. Human relations, norms of behavior, the qualities of individuals begin to interest the child even more than the life of animals or natural phenomena. What is possible and what is not, who is good and who is evil, what is good and what is bad - these and other similar questions concern middle and senior preschoolers. And only an adult can give answers here. Of course, even before the teacher constantly told the children how to behave, what is allowed and what is not, but the younger children only obeyed (or did not obey) the requirements of an adult. Now, at the age of six or seven, the rules of behavior, human relations, qualities, actions are of interest to the children themselves. It is important for them to understand the requirements of adults, to assert themselves in their righteousness. Therefore, in older preschool age, children prefer to talk with adults not on cognitive topics, but on personal ones, concerning people's lives. This is how the most difficult and highest in preschool age arises - an extra-situational-personal form of communication.
An adult is a source of new knowledge for children; children need his respect and recognition. But it becomes very important for a child to evaluate certain qualities and actions (both his own and that of other children) and it is important that his attitude towards certain events coincides with the attitude of an adult. The commonality of views and assessments is an indicator of their correctness for a child. It is very important for a child in senior preschool age to be good, to do everything right: to behave correctly, to correctly assess the actions and qualities of his peers, to correctly build his relationships with adults and with peers.
This aspiration, of course, must be supported by the educator. To do this, you need to talk more often with children about their actions and relationships between them, to assess their actions. Older preschoolers are already more concerned about the assessment not of specific skills, but of their moral qualities and personality in general. If the child is sure that the adult treats him well and respects his personality, he can calmly, in a businesslike manner, treat comments regarding his individual actions or skills. Now a negative assessment of his drawing does not offend the child so much. The main thing is that he is generally good, that the adult understands and shares his opinions.
The need for mutual understanding is a distinctive feature of the personal form of communication. If an adult often tells a child that he is greedy, lazy, cowardly, this can greatly offend and hurt, but does not lead to the correction of negative character traits.
The personality of an adult appears very differently for a preschooler than for an infant. The senior partner is no longer an abstract source of attention and benevolence for him, but a concrete person with certain qualities (marital status, age, profession). All these qualities are very important for a child. An adult for him is a competent judge, who knows “what is good and what is bad,” and a role model.
Non-situational and personal communication is essential for the development of the child's personality. First, he consciously assimilates the norms and rules of behavior and begins to consciously follow them in his actions and deeds. Secondly, through personal communication, children learn to see themselves as if from the outside, which is a necessary condition for conscious control of their behavior. Thirdly, in personal communication, children learn to distinguish the roles of different adults - educator, doctor, teacher - and, in accordance with this, build their relationships in different ways in communicating with them.
1.3 Formation of moral qualities in preschool children through communicative communication
In the senior preschool age, the formation of the moral qualities of the individual and the habits of cultural behavior is actively continuing. The content of the pedagogical process at this stage is the upbringing of respect for family and friends, attachment of respect to educators, a conscious desire to please elders with good deeds, and a desire to be useful to others. In children of the older group, it is necessary to actively and consistently form friendly relationships, the habit of playing and studying together, the ability to obey the requirements, in their actions to follow the example of good people, a positive, heroic character of famous works of art.
In the behavior of an older preschooler, the connection of moral qualities and personality traits with intelligence, cognitive and interesting, attitudes towards the world around, towards activities, towards adults and peers, towards oneself is more pronounced. A child in the process of communication can already be restrained, knows how to act in the interests of a partner or a group of peers, while showing volitional sufficient efforts. But, of course, this is only the beginning of a skill that needs to be developed and consolidated.
The main thing in the purposeful educational activity of a teacher at the stage of senior preschool age continues to be the organization of the child's life and activities, corresponding to the experience of meaningful communication, the formation of a benevolent attitude towards peers and others.
An effective method for clarifying the systematization of the moral ideas of older preschoolers is ethical conversation. Such conversations should organically be included in the system of diverse methods of education.
Ethical conversation as a method of moral education is distinguished by its essential originality. The content of ethical conversations consists mainly of truly life situations, the behavior of the people around them, and, above all, the pupils themselves. The teacher gives a description of the facts and actions that the child observed or performed in communication with peers and adults.
Such characteristics form in children objectivity in assessing events, help the child to navigate in a particular situation and act in accordance with the rules of moral behavior.
Ethical conversations are planned, prepared and organized classes, the content of which is determined by the requirements of the "Kindergarten Education and Training Program". But, turning to the programmatic tasks of upbringing, the teacher must concretize them, work out the rules and norms of behavior, the upbringing of which must be strengthened in this group, taking into account the adults and the individual characteristics of children.
It should be remembered: the main purpose of ethical conversations is to form moral motives of behavior in the child, which he could be guided by in his actions. And such conversations should be based, first of all, on genuine events and phenomena that the child's life and activity in the circle of peers provides in abundance.
Preparing for such a conversation, the teacher must analyze what was the subject of the most vivid impressions of the children, how they perceived what they saw, how they experience it.
If the educator considers it necessary to include excerpts from a particular work of art in an ethical conversation, he must necessarily subordinate their content to the educators' functions.
If the content of the conversation is accessible and interesting to children, then interested questions, vivid emotions, sincere assessments follow: the child's inner world is revealed to the teacher. This allows you to reasonably determine how the kids perceived the idea, the morality of the work, and makes it possible to further tactfully correct the behavior of children. And the fact that the children with the whole group jointly discuss the facts of behavior and various situations, causes empathy, the emotional influence of children on each other, contributes to the mutual enrichment of their feelings and ethical ideas.
The behavior of pupils of older groups convincingly indicates that at this age (5-6 years) there is a gradual transition from the perception of the content of individual actions to enriched concepts of good behavior. Through ethical conversations, the educator connects disparate ideas into a single whole in the minds of children - the basis of the future system of moral assessments. It is the assimilation of ethical concepts in a certain system that helps the senior preschooler to understand the essence of the concepts of good, common good, and justice that forms the initial concept of human dignity.
The influence of the moral consciousness of an older preschooler on the self-regulation of his behavior is not yet great. But at this age, the child is still able to evaluate his behavior on those around him. Therefore, the topics of ethical conversations must necessarily include concepts that are leading for this age group. “My mom”, “My family”, “Kindergarten”, “My comrades”, “I'm at home” and many others. etc. It is important that the content of the listed leading and complementary topics must be linked to the entire content of the pedagogical process. Without which, the effectiveness of moral education cannot be ensured, and they also help to systematize and generalize the ideas about morality that children acquired while in previous groups.
Ethical conversations, their results should be directly manifested in the practice of behavior, actions of children in various situations. This is very important for consolidating the results of pedagogical influence.
Summary of Chapter 1
Preschool age is a period of intensive formation of the psyche based on those preconditions that developed in early childhood. On all lines of mental development, neoplasms of varying severity appear, characterized by new properties and structural features. They occur due to many factors: speech and communication with adults and peers, various forms of cognition and involvement in various activities. Along with new formations in the development of psychophysiological functions on the basis of the individual organization, complex social forms of the psyche arise, such as the personality and its structural elements, the subject of communication, cognition and activity and their main components - abilities and inclinations.
Thus, considering the theoretical aspects of moral education and the formation of a culture of behavior, we came to the conclusion that the problem of the moral formation of a person has existed for a very long time and many discoveries have been made in this area. The process of moral education has its own specifics and difficulties in the organization, however, having mastered the necessary psychological and pedagogical knowledge, an adult is able to influence a child and purposefully form moral ideas and a culture of behavior.
The preschool period (from 3-4 to 6-7 years) is associated with the origins of the moral development of children, when, against the background of directly motivated activity, sprouts of voluntary positive directed behavior first appear.
In older preschool age, during the period of the actual moral development of children, their moral sphere undergoes further changes. Play as the leading type of activity of the preschooler is now beginning to be replaced by the child's performance of various educational duties, which creates the most favorable conditions for deepening his moral consciousness and feelings, strengthening his moral will. The involuntary motivation of behavior, which is dominant in the middle preschooler, is inferior in the new conditions to the primacy of voluntary, socially directed motivation.
At the same time, even the highest level of moral development of the older preschooler has its own age restrictions. At this age, children are not yet capable of sufficiently fully developing their own moral convictions.
Learning this or that moral requirement, the younger student still relies on the authority of teachers, parents. The relative lack of independence of moral thinking and the great suggestibility of the older preschooler determine his easy susceptibility to both positive and bad influences.
2.1 Brief characteristics of the subjects. Analysis of the ascertaining stage of the study
The analysis of psychological and pedagogical literature allowed us to assume that if we use the form of communicative communication - ethical conversation, which will influence the process of forming moral qualities, then the development of moral qualities in preschool children will be successful.
To confirm the hypothesis, we needed to conduct a practical study of the level of moral development in older preschool children using ethical conversations.
On the basis of the group of kindergarten No. 42, Yuzhno-Sakhalinsk, two groups of children of 6 years old were formed - experimental and control. The total number of subjects was 24 children.
In the experimental group (6 girls and 6 boys), the effectiveness of the impact of ethical conversation on the formation of moral qualities was tested during the experiment.
The control group (6 girls and 6 boys) throughout the experiment studied at the MDOU according to generally accepted programs.
The program for the experimental part of our work includes three main stages:
1) ascertaining;
2) formative;
3) control.
The ascertaining stage of the research is an approximate study of the issue of the influence of ethical conversation on the formation of moral qualities in older preschool children.
For the ascertaining stage of the study, two groups of ten people were identified, one of which later became experimental, and the other remained a control.
To identify the level of development of moral qualities in older preschoolers, it was necessary to clarify the categorical structure of morality.
Therefore, at the very beginning of the work, it was necessary to answer the question: which categories in the moral consciousness are basic? In Plato, Socrates, Aristotle we find such categories as good, evil, wisdom, courage, moderation, justice, happiness, friendship. In the Middle Ages, the concept of "mercy" appears, in a later historical era - "duty" (I. Kant), "Guilt" (Hegel). Thus, 10 categories were identified.
We asked older preschoolers to explain how they understand the words presented to them. The survey was conducted individually.
The statistics of the answers of preschoolers is presented in Table 1 (see Appendix 1), from which it can be seen that not a single child could explain all the concepts, but a sufficiently large number of explanations (10-11 concepts) were given by 4 children, two from the experimental group and two from control. Of the total number of subjects (24 children), a small number of explanations were given by 11 people (5 from the experimental and 6 from the control), which indicates the low development of morality of these children.
From Table 2 (see Appendix 1), which displays the distribution of the answers of children in both groups, it is possible to single out the concepts that received the largest and the smallest number of explanations.
So, it was easiest for preschoolers to explain what “friendship”, “evil”, “good”, “courage”, “happiness” and “freedom” are, and more difficult, “mercy”, “wisdom”, “duty”, “ justice "and" moderation ".
Expanding the meaning of the category "friendship", the children said that it was "people are friends with each other." Very rarely in the answers there were specific manifestations of friendship, such as “they never quarrel, respect each other,” “understand each other,” “help each other,” “when children do not fight and play together.” Often, students gave only an emotional assessment: "this is good", "this is fun."
In the interpretation of evil, three groups of answers can be distinguished. The first, the most numerous, is associated with action - “when they beat”, “when they kill”, “when a person does something bad”, “when everyone is fighting”. The second group of answers is associated with the characteristics of another person ("this is an evil person") or oneself ("this is me when I am bad"). The third group again presents only an emotional assessment of the phenomenon: "this is bad."
Good in the view of the respondents - “when they do good deeds”, “you help everyone”, “you protect everyone”, “when they don’t fight”, “when you yield to everyone”, “when you are kind”. However, there are significant differences in the responses of girls and boys. For the first, good is connected, first of all, with help (“this is when a person wants to help in trouble,” “this is when they help”), for the second, with the absence of external conflicts (“this is when no one fights,” “they do not offend anyone”) ... Some preschoolers have included "good" in the dichotomy: "good is when there is no evil." There were no answers related only to the emotional assessment of the presented category.
Comparison of the level of development of morality of the two groups, we reflected in the diagram (see Appendix 1).
2.2 Using ethical discourse to build moral character
In children of the older group, it is necessary to actively and consistently form friendly relationships, the habit of playing and studying together, the ability to obey requirements, in their actions to follow the example of good people, a positive, heroic character of famous works of art.
In the moral upbringing of the older preschooler, the upbringing of a culture of communication continues to occupy an important place. The formation of respect for others, benevolence, strong-willed qualities, restraint occurs in a team of peers. The team plays an increasing role in the life of children, the relationship of children is becoming more complicated.
In the upbringing of any moral quality, various means of upbringing are used. In the general system of moral education, an important place is occupied by a group of means aimed at the education of moral convictions, judgments, assessments and concepts. This group includes ethical conversations.
To form moral qualities in the children of the experimental group, we used a cycle of ethical conversations. The main part of the cycle consisted of conversations to discuss fairy tales and stories. Appendix 2 contains a list of fairy tales taken from the books of M.S. Kutova. "Tales from tears: we save the nerves of parents", Petrova V.N. "Ethical conversations with children 4-7 years old: moral education in kindergarten: a guide for teachers and methodologists."
In addition, thematic ethical conversations were held, the list of which is also in Appendix 1. We considered it necessary to highlight the course of several conversations in our work (see Appendix 3).
To improve the effectiveness of ethical conversations during classes, we observed the following conditions:
1) the need for a problematic nature of the conversation, the struggle of views, ideas, opinions. Questions should be non-standard, it is important to provide assistance in answering them.
2) provide children with opportunities to say what they think. Teach them to respect the opinions of others, patiently and reasonably develop the correct point of view.
3) avoid lectures: an adult speaks, children listen. Only frankly expressed opinions and doubts allow the experimenter to direct the conversation so that the children themselves come to a correct understanding of the essence of the issue under discussion. Success depends on how warm the nature of the conversation will be, whether the guys open their souls in it.
4) to select material for the conversation close to the emotional experience of the pupils. Only when relying on real experience can conversations be successful.
5) not to ignore anyone's opinion, it is important from all points of view - objectivity, justice, culture of communication.
6) the correct leadership of ethical conversation is to help the pupils independently come to the correct conclusion. For this, the experimenter needs to be able to look at events or actions through the eyes of the pupil, to understand his position and the feelings associated with it.
Ethical conversations with children took place in a relaxed atmosphere. They were not moralizing in nature, they contained edification, reproaches and ridicule. Children expressed their opinions, freely shared their impressions.
In the course of the conversation, with the help of questions, vivid examples, convincing remarks, clarification of the statements of children, the activity of the children was ensured and the consolidation of correct judgments and assessments.
The sequence of questions led the children to deduce a moral rule that must be followed when communicating with other people and fulfilling their duties.
There were elements of amusement in ethical conversations with older preschoolers. For this, the content of the conversations included various situations that contain a moral problem. It is very important that the positive actions of preschoolers are the object of public opinion. The development of public opinion took place by introducing new and adjusting existing moral concepts, teaching children the rules for discussing and evaluating the events of collective life, the actions of individual children. The developed rules for the life of the children's collective acted as criteria for moral assessment.
Summarizing the results of the conversation, vivid statements were cited so that the conversation would penetrate deeper into the consciousness and feelings of schoolchildren. The categories that constituted the purpose of the conversation were clearly distinguished.
With the help of the experimenter, the guys learned to fairly evaluate the actions of their peers, and sometimes adults, they learn to understand what is possible and what is not, what is good and what is bad.
The aesthetic background for our classes was created by poems, riddles, songs included both in the main part and in additional work with children. Literary material is indispensable in the moral education of a child, since it is easier for children to evaluate the behavior and actions of others than their own. For the all-round development of personality, we included children in various activities related to fiction. For example, the guys created drawings based on fairy tales and stories. An exhibition was organized.
The manifestation of the behavior, actions of children in various situations of moral qualities in practice - this is the expected result of the conducted formative stage.
2.3 Results of the final stage of the study
After the end of the cycle of ethical conversations with the children of the experimental group, a repeated diagnosis of the level of moral development of the children of both groups was carried out, the results of which are included in Tables 4 and 5 (Appendix 4).
Table 3 shows that the children of the experimental group who have completed the course of ethical conversations, the level of moral development has increased. As a result of the diagnosis, it was found that a child appeared in the experimental group, who explained all the concepts without difficulty, and the number of children who know the meaning of almost all concepts (10-11 concepts) also increased, from 2 people to 7. The number of children decreased. those who find it difficult to give a definition from 11 to 4.
In the control group, insignificant changes occurred during the period of the cycle of classes in the experimental group.
The children were monitored throughout the experiment. There have been changes in the actions and actions of the children who have gone through the cycle of classes on the development of moral qualities. In the process of forming morality, children developed a sense of their own dignity, pride and remorse - this “inner judge”, “controller” of thoughts, actions and actions. The children began to show empathy, empathy and compassion. Parents also noticed a change in behavior. According to them, the children have become more friendly, caring and affectionate, they worry if someone is offended, they sincerely ask for forgiveness on their own. Thus, the work carried out on the moral upbringing of children of the older group, with the help of ethical conversations, made it possible to raise its level to high levels, which allows us to speak about the effectiveness of ethical conversations as a method of forming moral qualities.
Conclusion
A child is not born either evil, or kind, or honest, or immoral. What he will become will depend on the conditions in which he is brought up, on the direction and content of the upbringing itself.
The formation of moral education in children occurs under the influence of the objective conditions of life, education and upbringing, in the process of various activities, the assimilation of universal culture and will be effectively carried out as an integral process of pedagogical, corresponding to the norms of universal morality, the organization of the child's life, taking into account their age and individual characteristics ... Therefore, educational work should include moral ideas and be carried out in various and effective forms, meaningfully and with due emotional saturation.
Ethical knowledge is necessary for a child so that he can navigate social phenomena, be aware of his behavior, and foresee the moral results of his actions. Moral concepts and ideas, although they do not fully determine the appropriate behavior of preschoolers, are an important prerequisite for it. The moral relations arising in the process of activity affect the assimilation of moral norms. Moral qualities cannot arise outside of activity. Therefore, it is very important that children have a sufficient volume of independent socially useful work and other types of activity in which their knowledge of the norms and rules of morality could be realized.
The moral formation of the child's personality is greatly influenced by situations of choice, that is, situations in which the student must make a choice of action, guided by a moral norm known to him. The situation should be difficult enough for the child, require him to strain his thoughts, analyze his personal experience.
The effectiveness of ethical education depends on the extent to which it is aimed at the moral development of children. Determining the content of ethical conversations, developing the methodology for their conduct, the teacher should focus on qualitative changes in the personality of the student, on the prospect of his moral, intellectual and emotional-volitional development. The effectiveness of ethical conversations also depends on how skillfully the teacher has influenced the feelings of the children.
The control stage of the study made it possible to come to the conclusion that the work carried out on the moral upbringing of children of the older group, with the help of ethical conversations, raised its level to high levels, which allows us to speak about the effectiveness of ethical conversations as a method of forming moral qualities.
The children were monitored throughout the experiment. There have been changes in the actions and actions of the children who have gone through the cycle of classes on the development of moral qualities. In the process of forming morality, children developed a sense of their own dignity, pride and remorse - this “inner judge”, “controller” of thoughts, actions and actions. The children began to show empathy, empathy and compassion. Parents also noticed a change in behavior. According to them, the children have become more friendly, caring and affectionate, they worry if someone is offended, they sincerely ask for forgiveness on their own. Thus, the results of studying scientific literature on the topic of research, the results of research work and the use of the method of mathematical statistics - the Student's t-test allowed us to prove the hypothesis put forward: if we use the form of communicative communication - ethical conversation, which will influence the process of the formation of moral qualities, then the development moral qualities in preschool children will be successful.
...Formation of moral feelings in the ontogenesis of children with intact and impaired hearing. Folk tale as a means of moral education of a child. Correctional work on the development of moral feelings in preschool children with hearing impairments.
thesis, added 11/27/2012
Features of upbringing of senior preschool children. Folk pedagogy, its means and the significance of Russian folk culture in the upbringing of generations. Revealing the level of formation of moral qualities in older preschool children.
term paper, added 04/28/2013
Features of the moral education of preschool children. The concept and types of the game. Basics of role-playing game, structure, stages of development, use as a factor in the formation of positive moral and moral qualities of a preschooler's personality.
thesis, added 05/14/2015
The problem of moral education of preschoolers. Features of children's perception of works of fiction. Educational role of fairy tales. Formation of friendly relationships among children of primary preschool age through this genre.
term paper, added 02/20/2014
The concept of "physical education" and its development. Circuit training method. Analysis of programs for the development of physical qualities of older preschool children. Diagnostics of the level of formation of physical qualities in older preschool children.
term paper, added 05/12/2014
Formation of patriotic feelings and moral qualities of the personality in preschool children. Development of a partial educational program for the development of children's interaction with the outside world and nature. Organization of the subject-spatial environment.
thesis, added 01/06/2016
Psychological and pedagogical aspects of the formation of the value sphere of preschoolers. Fairy tale as a didactic means of emotional, volitional and spiritual education of children; a method of familiarizing preschoolers with a fairy tale and the formation of moral qualities of a person.
thesis, added 06/19/2013
Conditions for the formation of moral ideas through a fairy tale in psychological, pedagogical, scientific and methodological literature. Evaluation of the effectiveness of using a fairy tale as a means of forming moral ideas in preschool children.
Introduction 3
Chapter 1. Theoretical foundations of the development of moral
qualities in older preschool children 5
1.1 The relationship of the concepts of morality, morality,
moral qualities and moral education 5
1.2 Characteristics of the moral qualities of older children
preschool age 10
1.3 Features of the moral education of elders
Preschoolers 14
Chapter 2. Study of the peculiarities of the development of moral
qualities of older preschoolers 21
2.1 Preparing Experiment 21
2.2 Analysis of the results obtained 26
Conclusion 35
Bibliography 37
Introduction
Preschool age is the most important stage in the development of a child's personality. It is during this period that the child begins to master the world around him, learns to interact with children, goes through the first stages in his moral development.
The moral development of the child is carried out in a social environment: in the family, in kindergarten, but, undoubtedly, the teacher plays a special role in the development of the child's personality: it is he who contributes to the creation of such a microenvironment that has the most favorable effect on children, on their mental development, and controls emerging relationships.
Moral education is one of the most important aspects of the multifaceted process of personality formation, the individual's mastering of moral values; the development by them of moral qualities, the ability to focus on the ideal, to live according to the principles, norms and rules of morality, when beliefs and ideas about what should be embodied in real actions and behavior. Morality is not inherited, therefore each person must go through the process of moral education. Moral convictions, principles and norms constitute the spiritual core, the basis of the personality.
Senior preschool age is precisely the period when the child has the first conscious moral qualities, based on this, this time is most favorable for the moral education of the individual.
That is why it is relevant to study the theoretical features of the development of moral qualities in older preschool children and check with the help of a special study how much such qualities are actually developed in children of 5-7 years old.
Purpose of the research: to characterize the features of the development of moral qualities in older preschoolers.
Object of research: moral education of children in a preschool educational institution.
Subject of research: moral qualities of older preschool children.
Research objectives:
1. Compare the meaning of the concepts of morality and morality, highlight their relationship with moral education.
2. Describe the peculiarities of moral qualities in older preschoolers.
3. To reveal the main directions of moral education of children 5-7 years old, which are carried out in kindergarten.
4. With the help of an experiment, study the actual level of development of moral qualities in older preschool children.
Research hypothesis:
As a result of moral education, which is carried out with children in kindergarten, the moral qualities of older preschoolers have their own characteristics, in contrast to younger children: a) the concepts of moral norms and qualities are developed in children 5-7 years old, social motivation prevails, behavior is characteristic based on knowledge of moral norms and rules; b) in older preschool age, there are differences in the characteristics of the development of moral qualities in children 5-6 and 6-7 years old.
Chapter 1. Theoretical foundations of the development of moral qualities in older preschool children
1.1 The relationship between the concepts of morality, morality, moral qualities and moral education
The concept of moral education is based on the terms morality and ethics.
Morality is a traditional meaningful form of social consciousness and relations between people, approved and supported by group, class, national public opinion. Morality is determined by the nature of social relations. It contains generally accepted norms, rules, laws, commandments, taboos, prohibitions, which are taught to a growing person from early childhood.
Morality ensures the adaptation of the child to the conditions of social life, keeps him within the framework of generally accepted norms and rules of behavior.
Morality is a concept that is synonymous with morality. However, morality is viewed as a form of consciousness, and morality is the sphere of morals, customs, and practical actions.
Morality is an integral part of a person, ensuring voluntary compliance with existing norms, rules and principles of behavior. It finds expression in relation to the Motherland, society, the collective and individuals, to oneself, labor and the results of labor.
Morality as a personality trait is not innate, its formation begins in childhood, in conditions of specially organized development.
Moral development is the process by which children internalize social concepts of right and wrong.
Psychological explanations of moral development lean either towards "moral relativism" (the concepts of right and wrong depend on the culture being studied, there are no universal standards), or towards "moral universalism" (certain values, such as the preservation of human life at any cost, have universal significance for every culture and every person).
As in many other areas of psychology, proponents of various theories give very different interpretations of moral development: 1. Social learning theory considers moral development in terms of the child's development of morally acceptable behaviors that are learned through direct reinforcement and observation of the actions of adults. 2. Theory of psychoanalysis: as a result of the Oedipus complex and the Electra complex, children identify with their parents of the same sex and internalize their values in their super-ego. The superego simultaneously plays the role of a guide and a "voice of conscience", guiding the individual towards socially acceptable behavior and keeping her from conflicts with people who personify power and the possibility of punishment. 3. Theories of cognitive development (for example, Kohlberg's theory) view moral development as a reflection of the way children think about moral dilemmas, which in turn is a product of their intellectual development.
When considering the problem of the moral development of the individual, the views of Russian psychologists are of particular interest.
L.S. Vygotsky argues that the result of moral development, even before it begins, exists in the surrounding social environment in the form of some ideal form. In accordance with this, the social environment is understood not only as a condition for the moral development of an individual, but also as its source, and moral development itself is carried out in the process of assimilating these samples. It presupposes the consistent assimilation of samples presented in moral norms, principles, ideals, traditions, in the corresponding behavior of specific people, their qualities, in the characters of literary works, etc.
According to the theory of relations of V.M. Myasishchev, a person included in the system of social relations, objectified in the form of the dominant relations in its environment to nature, public and personal property, to people, labor, gradually assimilates them, and they become the personality's own relations to that person. the reality with which it interacts.
Considering the problem of the moral formation of the personality, L.I. Bozovic proves that it is not an isolated process, but is associated with social and mental development. According to the author, there are two points of view on the process of formation of moral norms of behavior, which is understood, firstly, as a result of the interiorization of externally given forms of thinking and behavior and their transformation into internal mental processes; secondly, as a consistent (regular) transformation of some qualitatively unique forms of moral development into others, more perfect.
The moral development of the child takes a leading place in the formation of a comprehensively developed personality, exerting a tremendous influence on mental development, and on labor training, and on physical development, and on the upbringing of aesthetic feelings and interests. At the same time, the moral development of children has a great influence on the formation of their correct attitude towards learning and work; education of discipline, organization, a sense of duty and responsibility and other moral qualities to a large extent determines the successful mastery of knowledge, active participation in public life, in work. In turn, participation in socially useful work contributes to the formation of the most important moral qualities of the individual: a positive attitude to work, discipline, concern for social property, integrity, collectivism, etc.
In general, domestic psychologists distinguish as indicators of moral maturity: the readiness to independently solve the situation of moral choice, to take responsibility for one's decision; the stability of moral qualities, which is manifested in the possibility of transferring the moral views, attitudes and methods of behavior formed in certain life situations into new situations that did not previously have a place in a person's life; the manifestation of restraint in situations when a person reacts negatively to events that are morally significant for him; the emergence of a moral conflict as a consequence of the awareness of the moral inconsistency of individual views, actions, actions.
Thus, the views on the problem of the moral development of Russian psychologists are based on the idea that it is not an isolated process, but organically included in the integral mental and social development of the individual. At the same time, at each age stage, those mechanisms that allow solving urgent problems of personal development are of particular importance. Knowledge and consideration of the peculiarities of moral development at each age stage and the specifics of the levels of moral development will make it possible to organize a system of purposeful impact, which will ensure the achievement of a high level of moral development of the individual.
Morality in the encyclopedic dictionary is defined as a term synonymous with the concept of "morality", less often - "ethics". As well as “ethics” in Greek, “morality” in Latin, “Sittlichkeit” in it. lang. Etymologically goes back to the word "temper" (character). The conceptual distinction between the concepts of "morality" and "morality" was made by G.V.F. Hegel in "Philosophy of Law", where morality is presented as the final stage in the development of the objective spirit from abstract law and morality. Morality is the sphere of real freedom, in which the subjective will posits itself also as an objective will, free not only in itself, but also for itself. Morality is the sphere of practical freedom, the substantial concreteness of will, which rises above subjective opinion and desire; it is “in itself and for itself, real laws and institutions” [Ivin, 2004, p. 158].
In the Explanatory Dictionary of S.I. Ozhegova morality is defined as internal, spiritual qualities that guide a person, ethical standards; the rules of behavior determined by these qualities [Ozhegov, 1992].
Consequently, morality is the inner qualities of a person, norms, rules of behavior that he is guided by.
Moral qualities are defined as feelings of justice, duty, honor, conscience, dignity, etc. Moral feelings prepare, adjust the behavior and activities of the individual in accordance with the accepted rules and requirements, include the unity of the rational and the emotional and are formed under the influence of the social environment, through the assimilation of the socially accepted norms and rules by the individual. Moral feelings regulate relations between people on the basis of assessment, awareness of moral values. They have a wide range of forms of expression and participate in all moral reactions and manifestations of personality [Antsupov, 2009].
As noted in the introduction, the preschool age is the most synonymous period for the formation of moral qualities. The formation of moral qualities is carried out in the process of moral education, understood as a set of consistent interactions between the educator and the team, aimed at achieving the effectiveness and quality of pedagogical activity and the proper level of moral upbringing of the child's personality (R.I.Derevyanko, V.S. Mukhina, S.L. Rubinschetyn, etc.).
According to I.F. Kharlamov, the formation of morality is nothing more than the translation of moral norms, rules and requirements into knowledge, skills and habits of a person's behavior and their unswerving observance [Stolz, 1986, p. 253].
Moral education is a purposeful process of forming a high consciousness, moral feelings and behavior in the younger generation in accordance with the ideals and principles of morality [Alyabyeva, 2003]. According to V.S. Mukhina, the main function of moral education is to form in the younger generation a moral consciousness, stable moral behavior and moral feelings corresponding to the modern way of life, to form an active life position of each person, the habit of being guided in their actions, actions, relations by feelings of social duty [ Mukhina, 1999, S. 154].
In modern science, moral education is considered as one of the most important aspects of the general development of preschoolers. It is in the process of moral upbringing that a child develops humane feelings, forms ethical ideas, cultural behavior skills, social and social qualities, respect for adults, a responsible attitude towards fulfilling assignments, the ability to evaluate their own actions and the actions of other people [Vinogradova, 1989].
S.V. Peterina notes that the specificity of preschool age is increased susceptibility to social influences. The strength and stability of a moral quality depend on how it was formed, what mechanism was used as the basis for pedagogical influence. Let us consider the mechanism of the moral formation of an individual [Peterina, 1986].
In the process of communicating with adults, a feeling of affection and love for them is brought up, a desire to act in accordance with their instructions, to please them, to refrain from actions that upset loved ones. The child experiences excitement, seeing upset or dissatisfaction with his prank, oversight, rejoices in a smile in response to his positive act, feels pleasure from the approval of people close to him. Emotional responsiveness becomes the basis for the formation of moral qualities in him: satisfaction from good deeds, approval of adults, shame, grief, unpleasant experiences from his bad deed, from remarks, discontent of an adult. In preschool childhood, responsiveness, sympathy, kindness, and joy for others are also formed. Feelings encourage children to take action: help, show care, attention, calm down, please [Yadeshko, 1978].
The content of moral qualities formed in preschool childhood includes ideas about the phenomena of social life, about people's work, its social significance and collective nature, about patriotism and civic consciousness, about the norms of behavior in a team of peers (why it is necessary to share toys, how to negotiate with each other other, how to take care of the younger ones, etc.), and respect for adults.
Formed moral qualities serve as the basis for the development of behavioral motives that encourage children to take certain actions. It is the analysis of the motives of actions that allows the teacher to penetrate the essence of the child's behavior, understand the reason for one or another of his actions and choose the most appropriate method of influence.
The content of the moral education of preschoolers is determined by the programs of upbringing in kindergarten. But, regardless of the program, in the conditions of a preschool educational institution, the formation of such moral qualities as: love for the Motherland, respect for work, internationalism, collectivism and humanism, discipline and culture of behavior, strong-willed character traits and positive moral qualities of the individual is carried out [V. AND. Yadeshko, F.A. Sokhin].
For the formation of any moral quality, it is important that it takes place consciously. Therefore, knowledge is needed, on the basis of which the child will develop ideas about the essence of moral quality, about its necessity and about the advantages of mastering it.
S.A. Kozlova and T.A. Kulikova note that the mechanism of the formation of moral qualities in the course of moral education is expressed in the formula of knowledge and perception + motives + feelings and attitudes + skills and habits + actions and behavior = moral quality [Kozlova, 2001, p. 238]. This mechanism is objective. It always manifests itself in the formation of any (moral or immoral) personality trait
The concept of moral qualities is closely related to the concepts of moral behavior and moral habit. Moral behavior presupposes the formation of moral deeds and moral habits. An act characterizes a person's attitude to the surrounding reality. In order to induce moral actions, it is necessary to create the appropriate conditions, to organize the life of the pupils in a certain way. A moral habit is the need to perform moral deeds. Habits can be simple, when they are based on the rules of community, culture of behavior, discipline, and complex when the pupil has a need and readiness to perform activities that have a certain value. For the successful formation of a habit, it is necessary that the motives with which children are encouraged to take action are significant in their eyes, so that the attitude towards the performance of actions in the children is emotionally positive and that, if necessary, children are able to show certain efforts of will to achieve a result [Likhachev, 1992, S. 102].
In preschool age, and especially in older preschool age, children begin to understand the meaning of moral requirements and rules, they develop the ability to foresee the consequences of their actions. Preschoolers have a threshold level of self-awareness and volitional regulation of behavior. It is characterized by the formation of the child's internal position - a fairly stable system of attitudes towards himself, towards people, towards the world around him. The child's internal position later becomes the starting point for the emergence and development of many others, in particular volitional, personality traits, in which his independence, perseverance, independence and purposefulness are manifested. Opportunities are created for the formation in children of responsibility for their behavior, elements of self-control, preliminary planning of actions, organization [Stolz, 1986].
In preschool age, self-awareness is formed in children, thanks to intensive intellectual and personal development, self-esteem appears, based on the initial purely emotional self-esteem ("I am good") and a rational assessment of someone else's behavior. The child acquires the ability to evaluate the actions of other children, and then - his own actions, moral qualities and skills. By the age of 7, the majority of the self-assessment of skills becomes more adequate [ibid, p. 118].
V.S. Mukhina notes that the expansion of experience, the accumulation of knowledge leads, on the one hand, to further deepening and differentiation of the moral ideas of older preschoolers, on the other, to greater generalization, bringing them closer to elementary moral concepts (about friendship, respect for elders, etc.) .). The emerging moral concepts begin to play a regulating role in the behavior of children, their attitude towards others [Mukhina, 1999].
NS. Nemov argues that the emerging ability to subordinate the motives of behavior plays the most important role in the formation of the moral qualities of preschoolers. Under the conditions of correct upbringing, children develop the ability to be guided in their behavior by moral motives, which leads to the formation of the foundations of the moral orientation of the individual. New traits appear in children in relationships with adults and peers. At preschool age, a child learns to interact with people around them in joint activities with them, learns the elementary rules and norms of group behavior, which allows him to get along well with people in the future, to establish normal business and personal relationships with them [Nemov, 1994, p. 338- 339].
In the formation of the moral qualities of preschoolers, an essential role, according to A.M. Vinogradova, plays educational activities. In the classroom, children master moral concepts, as well as the rules of educational behavior, they form purposefulness, responsibility, volitional qualities [Vinogradova, 1989, pp. 115-118].
At the same time, preschoolers may show instability of behavior, lack of endurance in some cases, inability to transfer known ways of behavior to new conditions. There are also large individual differences in the level of education of children.
In the behavior of preschoolers, spontaneity, impulsivity, situationalism can be manifested. Very often, under the influence of a momentary strong desire, affect, unable to resist powerful “external” stimuli and temptations, the child forgets the notations and moral teachings of adults, commits unseemly acts, which then sincerely repent [Portyankina, 1989, p. 28].
Thus, preschool age is the most sensitive in the formation of moral qualities. Consequently, the formation of moral qualities in preschool age must be carried out by enriching the moral experience of children by organizing the collective life and activities of the child, encouraging him to cooperate with other children, to take into account not only his own interests, but also the needs and needs of others.
V.N. Petrova identifies the following tasks in the formation of moral qualities of preschoolers [Petrova, 2007, p. 143]:
· Foster friendly relationships between children; the habit of playing, working, working together; the desire to please others with good deeds;
· Foster a respectful attitude towards others;
· To teach to take care of the younger ones, to help them, to protect those who are weaker. Form such qualities as sympathy, responsiveness;
· Continue to enrich the dictionary with formulas of verbal politeness (greeting, farewell, requests, apologies);
· To educate boys to be attentive to girls: to teach them to give them a chair, to provide help at the right time, not to be shy about inviting girls to dance, etc .;
• to educate girls to be modest, to teach them to take care of others, to treat with gratitude the help and signs of attention from boys;
· To form the ability to defend their actions and the actions of other people;
· Develop the desire of children to express their attitude to the environment, independently find various speech means for this.
The solution of these tasks as a kind of stages in the formation of moral qualities can be carried out by enriching the feelings of children, increasing the degree of their awareness by children, the formation of the ability to control feelings. In preschool age, moral qualities are formed that determine the attitude of children towards people around them (adults, peers, kids), towards work, towards nature, towards important social events, towards the Motherland.
IN AND. Loginova notes that in preschool age, positive feelings towards peers develop, the foundations of a sense of collectivism, humanity in children's relationships develop: a fairly stable and active manifestation by children of friendly disposition to each other, responsiveness, care, desire to cooperate in collective activities, to achieving common goals, willingness to help. In the development of collectivism, an important role is played by the initial forms of a sense of duty and responsibility, which are formed in the play and labor of children [Loginova, 1988, p. 27].
The upbringing of humanity is the formation of such a moral quality, which implies sympathy, empathy, responsiveness, empathy.
The core and indicator of a person's moral upbringing is the nature of his relationship to people, nature, to himself. Studies show that this attitude can develop in children as early as preschool age. This process is based on the ability to understand the other, to transfer the experiences of the other to oneself.
The formation of a humane attitude towards people and nature begins from early childhood. With systematic work aimed at fostering a humane attitude of preschoolers to the people around them and nature, humanism is formed in children as a moral quality. In other words, humanism enters into the structure of the personality as its qualitative characteristic.
Another important component of the system of moral qualities of preschoolers is the upbringing of patriotic feelings: love for their native land, for the Motherland, respect for those who work conscientiously, respect for people of other nationalities. The basis for the development of these feelings is vivid impressions of the phenomena of social life, emotionally rich knowledge about the country, the region, which children receive in the classroom, in the process of acquainting themselves with fiction, fine arts, as well as experience of practical activity. The task of upbringing is to form the effectiveness of moral feelings, the desire for actions, which are based on morally valuable motives [Lomov, 1976, pp. 42-43]. The moral qualities of preschoolers are formed in indissoluble unity with moral and cultural behavior, which represent a set of sustainable forms of everyday behavior useful for society in everyday life, in communication, in various types of activity [Eismont-Shvydkaya, 1993, p. 118].
The manifestations of the moral qualities of preschoolers are the conscious fulfillment of the rules of behavior, obedience to the general requirements established in the group, the readiness for concerted actions and joint efforts to achieve a common goal. Therefore, A.N. Leontyev argues that children at preschool age need to instill the ability to properly handle toys, books, manuals, personal belongings, to take care of public property; to form the skills of the ability associated with the preparation for the upcoming activity (games, activities, work), i.e. the child is taught to prepare the workplace and all the necessary items and materials with which he will play and engage; clearly and consistently organize their activities, plan time in the process of activities, bring what has been started to the end. At the end of the activity, tidy up your workplace, carefully clean up after yourself what you used, put toys, books, educational materials in such a form and in such an order to ensure their safety and ease of use next time; wash your hands after classes with clay or work assignments [Leontiev, 1972, pp. 33-34].
T.M. Markova notes that the moral qualities of a preschooler also presuppose the observance of the rules in the relationship "child - educator", "child - educator - comrade", "child - educator - comrade - team." These rules of conduct should be implemented in relation to the work performed by their comrade, all children of the group and the educator [Markova, 1987, pp. 91-92].
In preschool age, independence is formed as a moral and volitional quality. It is associated with the upbringing in children of the ability to control their behavior, to show useful initiative, perseverance in achieving the goal and result of the activity. Independence presupposes the ability to be guided in actions by moral ideas about the rules of behavior (not to suppress the initiative of less independent peers, take into account their interests, show mutual assistance, share your knowledge with comrades, teach what you can do yourself). The task of the educator is to give the behavior of preschoolers a moral character and direction [Matyukhina, 1984].
The highest stage in the development of independence of preschoolers is the ability to organize independently and participate in collective activities. Teaching children basic self-control plays an important role in the development of independence.
Self-control is mastered by children gradually: from the ability to exercise it according to the achieved result to self-control over the way of carrying out activities and on this basis to self-control over the activity as a whole.
In addition, in preschool age, a wide range of moral ideas is formed:
· About the norms and rules of behavior that regulate the child's relationship with adults and peers (in communication, in various activities);
· About the rules of handling objects and things;
· About some moral qualities of a person and manifestations of these qualities (about honesty, friendship, responsiveness, courage, etc.).
A transition is being made from the formation of individual concrete moral ideas about the rules of behavior to more generalized and differentiated moral ideas, which are a consequence of the growing awareness of behavior and the developing experience of the child's communication with others.
Thus, the analysis of psychological and pedagogical literature allowed us to single out the following moral qualities of preschoolers: humanity, collectivism, citizenship and patriotism, value attitude to work. At the same time, we consider it expedient to supplement this list of qualities with dialogicity.
Characteristics of the moral qualities of preschoolers:
1. Humanity is compassion, empathy, responsiveness, empathy. Therefore, an indicator of the formation of a personal quality is the nature of his relationship to people, nature, to himself. The humanity of a preschooler is based on the ability to understand another, to transfer the experiences of another to oneself. The formation of a humane attitude towards people and nature begins from early childhood. With systematic work aimed at fostering a humane attitude of preschoolers to the people around them and nature, humanism is formed in children as a moral quality. In other words, humanism enters into the structure of the personality as its qualitative characteristic. At the same time, fostering humane feelings and attitudes is a complex and contradictory process. The skills to sympathize, empathize, rejoice, not envy, do good sincerely and willingly - at preschool age are only laid down.
2. Collectivism is a moral quality of a preschooler based on the formation of positive, benevolent, collective relationships. The main and only function of the children's collective is upbringing: children are involved in activities that, according to their goals, content and forms of organization, are aimed at shaping the personality of each of them. For the development of collective relationships, the appearance of such a phenomenon as friendship has a meaningful meaning. Friendship, as the closest bond between children, accelerates the process of effective awareness of social relationships. Mutual help and responsiveness are significant characteristics of a collective relationship. Children's relationships are governed by moral rules and norms. Knowledge of the rules of behavior and relationships makes it easier for the child to enter the world of his own kind, the world of people.
3. Patriotism and citizenship in preschool age are not fully formed, but only their foundations are being laid. Therefore, the education of the principles of patriotism and citizenship is one of the most important components of the moral education of preschoolers. The feeling of love for the Motherland is akin to the feeling of love for the home. These feelings are related by a single basis - affection and a sense of security. This means that if we instill in children a feeling of affection, as such, and a feeling of affection for their home, then with appropriate pedagogical work, over time, it will be supplemented with a feeling of love and affection for their country.
4. The value attitude to work is an awareness of the importance of work in a person's life. The peculiarity of the value attitude to work is that it is this moral quality of the preschooler that integrates such moral qualities as tolerance, empathy and willingness to help. The value-based attitude to work among preschoolers also presupposes respect for others.
5. Dialogue is the readiness of the preschooler to interact with others, listen, hear and understand.
In addition, in most studies, the main moral qualities are kindness, politeness, delicacy, sensitivity, tact, modesty, courtesy, sociability, discipline.
As a result of the planned formation of the moral qualities of the personality of preschool children, their relations with people around them acquire the features of a moral orientation, the ability to arbitrarily control actions and feelings on the basis of moral requirements develops. Moral ideas of children become more conscious and play the role of regulators of behavior and relationships between children and others. Independence, discipline, elements of responsibility and self-control, as well as a number of cultural behavior habits, the ability to maintain friendly, friendly relations with peers, and show respect and attention to elders are actively formed. The foundations of social, patriotic and international feelings are being developed. All this as a whole is evidence of successful moral development and provides the necessary moral and volitional readiness for schooling.