Spiritual and moral education in dhow. Spiritual and moral education in kindergarten

15.06.2019

Tatiana Kaminskaya
Moral education in kindergarten

Moral education preschoolers in the family

The urgent task at the present time is upbringing of moral and volitional qualities in preschoolers: independence, organization, perseverance, responsibility, discipline.

Formation morally- the volitional sphere is an important condition for a comprehensive education of the child's personality... From how it will be a preschooler was brought up in a moral and volitional respect, depends not only on his successful education at school, but also on the formation of a life position.

Underestimating the importance education volitional qualities from an early age leads to the establishment of incorrect relationships between adults and children, to excessive custody of the latter, which can cause laziness, lack of independence of children, self-doubt, low self-esteem, dependency and selfishness.

Observations show that many parents tend to underestimate the volitional capabilities of children, distrust their strengths, and strive to take care of them. Often, children who show independence in kindergarten, in the presence of parents, they become helpless, insecure, lost when difficulties arise in solving feasible tasks. Adult family members are concerned about the problems of preparing a child for school, but they are primarily interested in issues of social preparation - learning to read, count, write, and fostering such qualities as independence, perseverance, responsibility, organization, parents do not attach much importance.

It is known that in moral education the family has a leading role. A normal, prosperous family is characterized by an atmosphere of kinship emotional ties, richness, spontaneity and openness of their manifestations of love, care and experience. The greatest influence of this atmosphere on the child in preschool age. The kid especially needs the love and affection of his parents, he has a huge need for communication with adults, which is most fully satisfied by the family. The parents' love for the child, their care for him evoke a response from the baby, make him especially receptive to moral attitudes and requirements of mother and father.

If a child is surrounded by love, feels that he is loved no matter what he is, this gives him a feeling of security, a feeling of emotional well-being, he realizes the value of his own "I AM"... All this makes him open to goodness, a positive influence.

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

Self-image, respect or disrespect for oneself, that is, self-esteem, are formed in a child in the process of communicating with adults who evaluate him positively or negatively. Especially important for the baby is the assessment from those adults who treat him with trust and respect. The assessment should fix the child's attention not only on how he did it - good or bad, but also on what consequences it has for other people. So gradually the child learns to orient himself in his behavior on how his act will be reflected on those around him.

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

Children who, at the beginning of schooling, do not have developed the ability to actively act to achieve the goal, independently fulfill everyday requirements and solve new problems, show persistence in overcoming difficulties, often cannot organize themselves to fulfill the teacher's tasks. This negatively affects the educational work and behavior of the first grader, becomes the reason for his academic failure, indiscipline.

The desire of younger preschoolers for independence is known. It acquires moral meaning in the activity in which the baby shows his attitude towards others. This is not only the fulfillment of individual assignments of adults, but also his self-service activities. The kid does not yet realize that his first labor activity is necessary for himself and those around him, since mastering the necessary skills allows him to do without outside help, without making it difficult for other people to take care of himself. The child does not yet understand that by doing so he is showing concern for them. Such a motive for the work of a younger preschooler is formed only under the influence of adults. Mastering self-service skills allows a child to provide real help to other children, requires him to make certain efforts to achieve the desired result and contributes to the development of perseverance.

Thus, mastering self-service skills by younger preschoolers is an effective means education of such moral and volitional qualities as independence and perseverance.

The family has favorable conditions for attracting a preschooler to work. The work assignments that the child performs in the family are more varied in content than in kindergarten, and the need to fulfill them for him is more obvious (especially in household and manual labor)... The work of adults in the family has a particular impact on the baby.

Characterized by the motives of the work of children in family: love for parents and other family members, a desire to take care of them, help, bring them joy. In a family, children are often happy to engage in those types of work that are not common in kindergarten: washing clothes, washing and wiping dishes, taking part in cooking, buying groceries, etc. Favorable family conditions have a positive effect on labor education of children and their moral and volitional development.

Analyzing the answers of the parents, we can conclude that self-service occupies the first place among the types of work performed in the family by the older preschooler, the second is the cleaning of toys and premises, and other types of work occupy an insignificant place.

Using labor as a means moral education, parents need to analyze the motives that induce the child to perform this type of work. To create the most effective motive for a child means to arouse volitional efforts in him, direct them to those goals that the adult considers useful for moral preschooler development.

Outstanding Soviet educators Nadezhda Konstantinovna Krupskaya and Anton Semenovich Makarenko have repeatedly emphasized that preschool age is extremely responsible for the development of moral character traits. Numerous pedagogical and psychological studies confirm that it was during these years, under the condition of purposeful upbringing, that the foundations of the moral qualities of the individual were laid. By the age of six or seven, a child can have developed fairly stable forms of behavior, an attitude towards the environment in accordance with the learned moral norms and rules.
The psychophysiological characteristics of preschool children create favorable opportunities for moral education. Preschool children are distinguished by high susceptibility, easy learning, which is due to the plasticity of their nervous system, its ability to actively respond to influences from the environment. A lot that the child perceives becomes the object of his feelings, close attention and imitation, comprehension. However, due to limited life experience, great emotionality, insufficient ability to give a correct assessment of perceived preschoolers, especially younger ones, it is often impossible to separate the good from the bad, to determine the correct path of behavior. Therefore, it is so important, firstly, that the people close to the child are a model for him and that he wants to imitate them, and secondly, that they organize the child's morally directed activities, systematically exercise him in moral actions.
The first experience of moral behavior is formed in a child in the process of communicating with adults. The need for communication is an important social need, and the adult is the source that satisfies this social need. Of course, the content of communication must be pedagogically valuable, then it will have the necessary moral impact on the child.
The peculiarity of raising a child in kindergarten consists primarily in the fact that his daily life and activities - games, work, various activities - proceed and are organized by the teacher in the conditions of children's society. This creates opportunities for the accumulation and deepening of the experience of positive relationships and relationships (between children, between children and adults).
The main tasks of the moral education of preschool children are as follows: fostering a culture of behavior, principles of humanism, humane relations between children and adults (fulfillment of elementary rules of community life, benevolence, responsiveness, caring attitude towards loved ones, etc.); education of collectivism, the formation of collectivist relationships among children; fostering love for the Motherland, respect and sympathy for workers of different nationalities. A particularly important task is to educate children to be industrious, manifested in a stable desire and ability to work.
Carrying out all these tasks in interaction, the teacher influences the sphere of the child's feelings, fosters the habits of moral behavior, forms the correct ideas about some moral qualities and the phenomena of social life available to children, gradually develops the ability to assess and evaluate each other.
The upbringing of moral feelings and habits is the necessary foundation, without which it is impossible to form more complex personality traits of a child, his moral qualities, ideas about the phenomena of the country's social life and a positive attitude towards them.
By fostering the simplest habits (for example, cultural behavior), the teacher makes sure that the kid does everything willingly and generally consciously, that is, so that external positive manifestations express the inner essence, his attitude to the rule. This is important for fostering goodwill, preventing the possibility of the emergence of an indifferent, indifferent attitude towards peers and surrounding adults. Thus, even relatively simple positive behavioral habits are valuable for the moral development of the child.
The "Kindergarten Education Program" provides for the gradual solution of all problems in different age groups.
Based on the principles of the moral code of the builder of communism and taking into account the data of research in the field of moral education of preschoolers, the advanced practical experience of educators, it is possible to single out specific moral qualities that determine the moral development of the individual at the stage of preschool childhood.
Raising the principles of humanism, teachers and parents should pay special attention to the development of respect for elders in children, desire and ability to obey, readily fulfill them.

Advice, instructions and instructions; to form friendly relationships with peers, a caring attitude towards them and younger ones, towards adults. Teach children to remember their responsibilities and to diligently fulfill them; willingly share with others their knowledge, ideas, toys and manuals.
From a young age, it is important to form the child's ability to empathize, the ability to respond to grief and joy of other people. Learn to correctly assess the behavior of literary characters, their own behavior and the behavior of their peers. To foster sympathy, a benevolent attitude towards children and adults of different nationalities; to achieve an effective manifestation of humane feelings and attitudes, their social orientation. In this regard, pay special attention to the upbringing of industriousness in children: the desire and ability to work not only for oneself, but also for the general benefit, the ability to set a goal and achieve positive results, to do what is necessary regardless of desire. To foster activity, the willingness to overcome obstacles, to show initiative in completing the assigned task, to encourage the desire to bring things to the end. Foster a willingness to be accountable to the group.
The beginnings of humanism, laid down in the early stages of preschool childhood, and its social orientation serve as the basis for the gradual formation of collectivist personality traits in children: behavioral habits, attitudes and ideas.
The education of collectivism is the central task of the moral education of preschoolers in the Soviet kindergarten. It is incompatible with manifestations of selfishness, an indifferent attitude towards people around, towards activities that are important not only for oneself, but also for others. Collectivism is based on the development at a younger age of a sense of sympathy, positive, friendly relations among children, provided that they are organized, the beginnings of responsibility, the rudiments of a sense of duty, justice, which is so important for the benevolent communication of children. Various joint meaningful activities are of decisive importance for the development of the beginnings of collectivism in each child and the formation of a preschool collective, for moral education.
What pedagogical conditions are necessary for the successful implementation of the moral education of children?
First of all, it is necessary to create in a child care institution the correct style of relationships between adult members of the team. Mutual respect and care, love for work, involvement in the political and working life of the country - all this should provide the necessary style. Equally important is the correct style of relations between the pedagogical and parental collectives, which develops as a result of the systematic work of the kindergarten with parents, the study of the experience of family education.
A prerequisite for successful moral education is a high level of relationships between adults and children. They are based on respect for the personality of a growing person, love for him, knowledge of the laws of mental and physical development. This kind of relationship and relationship should become a strong tradition of the childcare institution. “Of no small importance is the clear routine of the Kindergarten's life, the provision of the groups and the site with the necessary material, equipment, their pedagogically expedient location and use.
It is important to create an environment in the group so that the child develops a positive emotional attitude towards the people around him. With the parsimony of the emotional manifestations of adults, children are indifferent to what is happening around them, their social manifestations are poorly expressed, and their absence delays the emotional, speech, mental and physical development of children.
What happens when a teacher treats children unevenly, constantly gets angry, often, and even unfairly, punishes, shouts at children, makes conflicting demands? Some children develop distrust of teachers, alienation, a desire to retire, even anger; some early discover in these conditions the ability to adapt: the child fulfills the requirements of one educator, who is more strict, and does not obey the requirements of another, softer, but inconsistent. Naturally, such behavior ultimately gives rise to hypocrisy, a negligent attitude towards assignments. One should not skimp on affection when communicating with a small child, but an affectionate, caring attitude towards children should be combined with a reasonable demand for them, in which the child increases the desire to do better work, to do well, as is conditioned by the rules of behavior.
Thus, in order to implement moral education in kindergarten, all conditions must be created so that children can trustingly rely on constant care and support from adults. Only at the same time, a feeling of emotional well-being can be created in the child and he will willingly and naturally be able to communicate with his peers, expecting to meet them with joy, play together with children, share his joys and sorrows with adults.
In the formation of a child's personality, the motives that induce him to certain behavior, to activity are essential. Motives can be moral, social: a desire to help an older one, intercede for a younger one, put things in order in a group library - or selfish: grab the best toy (for yourself), help in anticipation of a reward, take the side of a wrong but stronger peer. If at a younger preschool age the first and second lines of motivation do not always appear noticeably (and it is still impossible

Talking about the moral upbringing of the child), then in children of five or six years, the motives of actions with sufficient certainty characterize the level of upbringing, the moral orientation of the individual.
The educator certainly needs to know about the thoughts, feelings, intentions of the child in order to correctly assess his deed; behavior. After all, a form of behavior can sometimes contradict an impulse, a motive. Let's say a child hit his friend. The form is impermissible, but the motive, it turns out, was noble: he punished a peer for a cunning deception. Knowing the reasons that prompted the pupil to take this or that action, the teacher will be able to find the most correct methods of moral education, help the child in the implementation of positive motives.
Motives of behavior are formed mainly in the process of experience that a child acquires in everyday life and activities, in relationships with adults and peers. The more stable and morally valuable the motives are, the more stable and valuable are the feelings, behavioral habits and ideas of the preschooler, the degree of their awareness.
The content and methods of moral education of preschoolers must correspond to the characteristics of children of this age and provide for a zone of proximal moral development. For example, if children of the fourth year of life provide all possible help to their peers, mainly under the influence of advice, instructions from a teacher, then by the end of the fifth year they should provide such assistance on their own accord. Naturally, preparation for this higher stage of behavior must be carried out in advance.
Methods of moral education are methods of pedagogical influence, with the help of which the formation of the child's personality is carried out in accordance with the goals and ideals of a communist society.
The educator must form the principles of humanism, which means that the methods must be humane; to educate collectivism means, by organizing children's life and activities, to develop the desire and ability to do work together, play together, take care of each and every one of all; fostering love for the Motherland - the beginning of patriotism and citizenship - means linking educational work with social life.
The upbringing of children, especially moral, cannot be carried out, as A. S. Makarenko emphasized, by any "solitary" method or means. A whole range of different methods is used in the pedagogical process.
Methods of moral education can be conditionally grouped ^
1 This grouping is accepted in general pedagogy, but the discussion of the question of “assimilating the methods of moral education continues.
NS
The first group of methods ensures the creation of practical experience of social behavior in children. These include the method of teaching the child to positive forms of social behavior, education of moral habits. Its main meaning is that children are systematically encouraged in a variety of situations to act in accordance with the norms and rules accepted in society, for example, to greet and say goodbye, to thank for a service, to politely answer questions, to take good care of things, etc. Children are taught to help and mutual assistance, to show concern for the younger ones, for the elders, they bring up truthfulness and modesty. Learning is carried out with the help of exercise, while the motivation to act, action is combined with the influence on the feelings of the child, on his consciousness. Systematic habituation is essential to building positive behavior.
The exercise involves the inclusion of children in a variety of practical activities, in communication with peers and adults in natural life situations and in specially created, stimulating preschoolers to such actions. For example, the teacher invites young children to the older pupils and recommends to the elders how best to receive guests. In such cases, six-year-old children should realize their knowledge and skills, showing politeness, attention, and care for the little ones. In another case, the teacher invites the older children to decide for themselves who should be given a new toy first, given that one of them was sick for a long time and only today came to kindergarten.
The teaching method is most effective when combined with the example of an adult or other children. But in order for a child to start acting like an elder or a peer, it is necessary to desire to be like the one who touched his feelings, directed the activity. The desire to be similar is realized through the activity of imitation. When the example is reflected in the activities of the child, we can talk about his active influence on the personality.
The importance of purposeful observation organized by the teacher should be emphasized. For example, younger children observe cheerful, friendly games of older preschoolers, and this does not go unnoticed: prompted by the teacher, they note good relationships, an optimistic mood, and coordination of actions. Such pedagogically directed observations should not be regarded as a passive method of influence. This is the source that feeds children's experience, gradually forms an attitude towards the observed and positively affects the behavior of children.
You can also use showing an action. This private, but also effective method is presented rather fully.
this book, in the sections devoted to the education of the skills of cultural behavior in children of younger and middle preschool age. With its help, such, for example, an important quality as independence is formed. In the conditions of a child's life in kindergarten, independence acquires a pronounced moral, social aspect.
The first group of methods also includes the method of organizing activities, which even in preschool age, especially older ones, is socially useful. First of all, this is the joint, collective work of children (for example, cleaning the group room, plot, planting shrubs, flowers, collecting plant seeds for planting and feeding birds, making toys and other items for gifts to adults by March 8, etc.).
The teacher determines the purpose of the work and thinks about its organization as a whole, as well as the selection and placement of participants in small associations. In the senior and preparatory groups, the educator, organizing a variety of work activities, forms the skills of self-organization: he recommends that the children think for themselves what to do and why, how to plan and divide work, etc. The teacher helps his pupils to correctly assess both overall results and work everyone's efforts. Along with self-organization, indicators of the moral development of children of this age are benevolence, readiness for mutual assistance, mutual assistance, and hard work.
In the younger preschool age, the main task of labor education is the formation of independence, because it is a necessary prerequisite for the emergence of a child's desire to carry out work assignments.
Thus, labor is both a means and a method of education.
The same can be said about children's play, especially role-playing. It, of course, has no direct social significance: its value as a means and an effective method of moral education lies in the fact that this activity gives the child the opportunity to most freely and independently establish connections and relationships with other children, choose goals, select materials and find means of implementation. design. In play, the achievements and shortcomings of moral development, the level of children's mastery of the norms and rules of behavior are especially clearly manifested.
The plot game has two plans for children's relationships: one is the relationship of playmates, or the so-called real relationship; the second is the relationship of the players, regulated by a certain plot, role.
Considering play as the main activity of a preschooler, it is important to highlight those structural components that carry the main educational functions. First of all

Red are the rules that govern the behavior of the players. Acting according to the rules, children learn to be restrained, organized, the beginnings of discipline are formed in them.
In outdoor and didactic games, rules are the most stable element of the game. An interesting game requires coordination with partners, the ability to reckon with them.
The most important component of the structure of the game is its content. It influences the development of feelings, helps to form moral ideas, creates the preconditions for the development of positive behavior. Creative role-playing games, dramatization games based on literary works, in which the moral behavior of the characters is clearly highlighted, contribute to the formation of the moral orientation of the child's behavior and attitudes.
Leading the game, the educator encourages and develops pedagogically valuable games that reflect the positive aspects of everyday life, social and political phenomena; he relies on the role as a role model. Experience has shown how important this kind of meaningful games are for raising a child: after all, play as the most important practical activity activates and deepens his feelings and attitudes, his ideas about the environment. Portraying a mother, the baby carefully feeds his daughter, puts her to bed, walks with her. However, even the most valuable plot cannot guarantee the solution of the tasks of moral education. For children to master the experience of social behavior, it is necessary not only to develop meaningful games, but also to intensify the general work on educating children of moral feelings and behavioral habits. Then it can be expected that with the collusion of children and in the process of the game itself, unity will be achieved between the child's behavior in accordance with the assumed role and real behavior.
The listed methods are used by the teacher in any kind of activity: in work, play, everyday life. In all cases, a goal is highlighted that can be achieved by children.
The methods used by the educator can be not only direct, but also indirect, when his guiding influence is mediated and sometimes hidden from children. For example, the educator does not just give instructions on how to behave according to the rules, but creates a situation that makes the child think about how to do the right thing, find ways of behavior on his own. Let's say the children are told that it's time to finish the game and get ready for a walk, but first they are asked to think about what needs to be done before starting to get dressed.
In a story game, the position of the caregiver can often be hidden too. Wanting, for example, to give greater goodwill to children's relationships, the teacher influences them more

Rez role (he turns to the captain, asking him to help the sailors to distribute responsibilities correctly, advises the little mother to tell her children a fairy tale, since they were naughty, etc.).
The older the children get, the more opportunities the teacher has to influence their relationships in the game through peers or older children. It should be noted that children always influence each other. To prevent negative influence, the teacher includes a new child in the playing group, creates new groups based on common interests and sympathies, instills in the children a desire to help a friend, teach him something, etc. This method of influencing the structure of small children's groups, on the content of their activities is very important in moral education, while the influence of an adult can be both direct and indirect.
The second group of methods is aimed at the formation of preschoolers' moral ideas, judgments, assessments. This includes counseling the educator on ethical topics, reading fiction and storytelling, viewing and discussing paintings, illustrations, filmstrips, radio and television broadcasts.
It is advisable to apply these means, methods and techniques, firstly, when organizing classes with the whole group. Here, in the system based on the "Kindergarten Education Program", the most complex knowledge is given that all children must master. The ideas formed in the classroom about the valuable moral qualities of a person, about the phenomena of social life will serve as a necessary basis for the formation of a child's moral attitude to the life around him.
It should be borne in mind that in almost any lesson (in the native language, visual activity, counting, etc.), it is possible to envisage the implementation of the tasks of moral education. But it is especially important to carefully consider the content and course of classes, in which knowledge is communicated and children's ideas about our Motherland, its multinational composition, about Vladimir Ilyich Lenin and his associates, about workers, about the Soviet Army, about pioneers and other social ideas are formed.
Secondly, methods aimed at the formation of moral ideas, judgments and assessments in children should be actively used outside of class. It can be a conversation, a conversation with those children who, according to the observations of the educator, have not yet mastered program knowledge in the field of social ideas, who find it difficult to generalize, or with a group of children who have a great thirst for knowledge.
Of course, both named groups of methods are closely related. So, the first group of methods used by the teacher

For the formation of practical experience of moral behavior in children, it prepares the possibility of the formation of moral ideas ("what is good and what is bad"). In turn, verbal methods (and verbal-visual), that is, the second group of methods used to increase the level of moral ideas and judgments, enrich and guide the child's behavior, his actions, attitude towards adults and children.
You can also use such more private methods: questions to children, prompting them to make a choice (“What would you do, what would you do if ... the boy fell and hurt his leg?”; “What would you show a girl you know if she came to your hometown to visit, where would you take her? ”); pictures depicting various situations, board games, etc. The methods of the second group are used mainly to form correct assessments of behavior and attitudes in children and to transform moral ideas into motives of behavior. This is facilitated by the combination of verbal, verbal and visual lessons with the practical activities of children. You can, for example, provide for the cultivation of flowers for the birthday of V. I. Lenin, for the Victory Day.
In connection with the assimilation during conversations, reading books of the first concepts of moral qualities (for example, truthfulness, fairness, modesty, mutual assistance, hard work), it is recommended to choose games, exercises, work assignments, activities with which children would have the opportunity to enrich their practical experience , deepen knowledge and moral understanding.
Using the methods of the second group, the teacher needs not only to acquaint children with the moral qualities and attitudes that the heroes of works of art possessed, participants in some events that were discussed in the teacher's conversation, but also to include children in the discussion and analysis of their own practical experience. For example, conversations are held: "What do you think is good to be friends?", "About hardworking adults and children," "How we played," "What is good and what is bad?" The topics of such conversations, of course, should be selected taking into account the age of the children, but in all cases, children will be guided by their practical experience (in kindergarten and at home) and the teacher should direct their statements in this way. In conversations with middle-aged and older children, the educator strives to ensure that the generalized statements of the children are combined with the description, analysis of practical situations. It is easier for children of younger ages to remember real situations and their behavior not during conversations, but, for example, when watching performances of a puppet show, table theater, when conducting special games-classes.
Both the second and the first groups of methods include well-known methods, for example, the persuasion method. After all, it can be successfully used both through the kind, intelligent word of the educator, and with the help of works of art, and through skillfully organized activity.
Reliance on a positive example is widely used in the pedagogical process. The teacher uses this method, guiding the moral upbringing of children in everyday life: an example of a polite, caring peer or adult, an example of a good performance of a role in a game or a labor assignment, a positive example of the best people of our Motherland, literary heroes.
The caregiver should make sure that a positive example becomes a role model for the child. In real life, this is not always the case: the baby sees positive examples, but imitates bad ones. In order for a positive example to become a role model, it is important to help see the most important, valuable traits of this person, see (or comprehend) his specific deeds, moral manifestations. It is necessary to help the child play or work in such a way that in activities that are still purely childish, at least to some extent the features of the model that attracts him could be embodied.
In pedagogical practice, methods of encouragement and punishment are quite widely used, and most often in the daily communication of a teacher with children. They can have a positive effect, especially, of course, rewards, but it would be wrong to exaggerate the role of these methods.
In rewards and punishments, the result of moral upbringing is most often recorded. Good behavior, good deeds deserve a positive assessment by the educator, and sometimes special approval, attracting the attention of a group of children. Encouragement must be applied without fail taking into account the importance of this act not only for the child himself, but also for others. The degree of encouragement and its frequency should correlate with the child's desire and efforts to do well. It is very important to notice the small achievements of children, especially if the child has made efforts to become better. Do not praise the same children. In older groups, the question of the achievements of individual children, whether they are worthy of approval, praise, it is advisable to discuss during a general conversation. Before encouraging a child, you need to consider how much he deserves praise. At the same time, take into account his age, the degree of personal efforts, the social significance of his good behavior, a specific act.
Punishment cannot be regarded as a mandatory method of influence. In the upbringing of preschool children, it is possible to do without punishment, provided that the age characteristics of children are taken into account, a thoughtful attitude to their individual characteristics, such an organization of the pedagogical process in which all children are engaged in meaningful, morally directed activities.
The Soviet educator is categorically forbidden to use any physical measures as punishments, to give sharply negative characteristics and to apply punishments that humiliate the child.
If, nevertheless, it becomes necessary to punish the child (to deprive him of pleasure, communication with peers or adults), then first of all it is necessary to find out the reasons for the act or bad behavior. It may turn out that the need for punishment will disappear if the teacher eliminates the reasons causing the child's bad behavior. Frequent punishment testifies to the helplessness of the educator.
Observing the pupils of their group, educators are convinced that the level of their moral development is not uniform. In any age group, there are children who delight adults with their benevolence, discipline, interest in work and hard work, the manifestation of collectivistic traits. They have a certain stability of behavior, ideas and feelings; children tend to do well on their own, etc.
There are always children, as it were, "average". Their behavior and relationships are unstable, situational, moral ideas are poor, superficial.
Some children worry teachers and parents with a number of negative manifestations of a very diverse nature, for example: rudeness in relationships with peers, disrespectful attitude towards elders, selfishness.
The reasons for the uneven development of children of the same age are diverse, they are associated with the characteristics of both family and social upbringing, with the individual differences of children. It is important for educators from the very beginning of the school year to analyze the situation in the group, find out the reasons for the shortcomings, and outline ways to improve the moral education of children.
Part of the work will be carried out on the basis of the program with all the children of the group. And at the same time, differentiated, individual work should be carried out with subgroups conditionally allocated according to the level of moral education.
So, for example, educators plan in relation to children of the first subgroup (the highest level) to deepen the ability to overcome difficulties, to develop the ability to actively influence comrades who commit bad deeds. But some children of the same subgroup lack knowledge about the right actions, and this impoverishes their communication with peers and adults, so you should talk with them individually.
For children of the third subgroup (the lowest level), it is envisaged to create a calm, friendly atmosphere in the kindergarten and at home. To this end, they conduct conversations with children, include them in practical matters, in which adults have managed to arouse interest. Individual children of this subgroup may experience "moral formalism" when they are excellent at reasoning on moral topics, and behave selfishly. It is important to systematically train such children in good deeds, to include them in activities that are meaningful to other people.
The group usually includes children who are calm and excitable; just emotional and easily hurt. All this is important to take into account when solving the problems of moral education. For example, organizing child labor, the teacher includes a timid child in a group of benevolent, optimistic children.
At the end of the year, the teacher of each age group sums up the results of work with children, including moral education. For this purpose, it is necessary to analyze the child's attitude to adults, relationships with peers, as well as with older and younger children, the child's attitude to activities, as well as to personal and social things, the availability of knowledge and ideas about the moral qualities of people, about the phenomena of social life. , the child's attitude to these phenomena.
The content of each of these questions, the teacher will draw from the "Program of education in kindergarten", which presents the program objectives of moral education for each age group and in different types of activities.
The educator must determine the degree of stability of moral motives, habits of moral behavior, because this is the main criterion of the results achieved, an indicator of the moral upbringing of children. The teacher must establish how children behave not only in familiar conditions, but also in changed or even completely new ones; how they behave in the presence of adults, especially the most authoritative ones, and without them, when they think that no one sees them; whether the child seeks to comply with the norms and rules of behavior on his own accord (this especially applies to children 5-7 years old) or does it at the direction, insistent demand of adults.
The objectivity of teachers' judgments about their pupils, about each child will also be facilitated by the information they receive from their parents and other senior family members.

Moral education in kindergarten / under. ed. V. G. Nechaeva, T. A. Markova. - M: Education, 1984.

Moral education of children in a preschool educational institution.

“Morality is internal, spiritual qualities,

by which the person is guided,

ethical standards, rules of conduct,

determined by these qualities. "

S.I. Ozhogov.

“Good-natured, benevolent, well-behaved, in agreement with conscience, with the laws of truth, with the dignity of a person, with the duty of an honest and pure-hearted citizen. This is a man - moral, pure and impeccable morality. " V.I.Dal.

At present, society is facing an unusually acute problem of the moral education of children of all ages; the pedagogical community is trying to understand again how to instill moral and spiritual values in modern children. Today, a huge amount of information falls on a child from birth: the media, school, kindergarten, cinema, the Internet - all this rather contributes to the erosion of moral norms and makes us think very seriously about the problem of effective moral education of our own baby.

Features of moral education of preschoolers. A child who is able to correctly assess and understand the feelings and emotions of another person, for whom the concepts of friendship, justice, compassion, kindness, love are not an empty phrase, has a much higher level of emotional development, has no problems in communicating with others, he is much more stable stressful situations and does not lend itself to negative influences from the outside.

The moral education of preschoolers is especially important, because it is in the preschool age that the child is especially susceptible to the assimilation of moral norms and requirements. This is one of the very important aspects of the process of forming a child's personality.

Spiritual and moral education- this is the formation of a value attitude towards life, ensuring sustainable, harmonious development of a person, including the education of a sense of duty, justice, responsibility and other qualities that can give a high meaning to a person's deeds and thoughts. The problem of spiritual and moral education of the growing generation has always been and will be relevant. The task of raising the young generation to be kind, honest, hardworking was not only before our fathers and grandfathers, but also in all previous centuries and millennia. Modern Russian society is acutely experiencing a crisis of spiritual and moral ideals. Today each of us understands the need to revive and develop the spiritual traditions of our Fatherland.

In this regard, the key role of the kindergarten- creation of optimal conditions for the all-round development of the spiritual and moral potential of preschoolers through the harmonious construction of an integral pedagogical process in a preschool institution based on the ethnocultural values of the native land. In preschool age, the foundations of the personality are laid; it is preschool childhood, which is characterized by an emotional and sensory perception of reality, that is favorable for moral and aesthetic education. Nowadays, material values dominate spiritual values, therefore, children have distorted ideas about kindness, mercy, generosity, justice, citizenship and patriotism. The high level of juvenile delinquency is caused by a general increase in aggression and cruelty in society. Children are characterized by emotional, strong-willed and spiritual immaturity. Since in our country parents, by virtue of their employment, by solving urgent problems, prefer public education and from 1.5 years old, or even earlier, send their children to kindergartens, it is modern preschool institutions that are called upon to play a leading role in the formation of the foundations of spiritual orientation and the moral behavior of children. It is the younger age that is called the "golden time" of spiritual and personal development. In preschool age, an active accumulation of moral experience takes place, and the turn to spiritual life begins - also in preschool age - with moral self-determination and the formation of self-awareness. Systematic spiritual and moral education of a child from the first years of life ensures his adequate social development and harmonious personality formation. An adult in the course of his later life expands and deepens what has developed in his soul over the period of the first seven years. It is at this age that the main traits of a person's personality and character are formed.

In other words, the spiritual and moral upbringing of schoolchildren and young children can be viewed as a continuous process of assimilation of the patterns of behavior established in society, which will further regulate its actions. As a result of such moral education, the child begins to act not because he wants to earn the approval of an adult, but because he considers it necessary to comply with the very norm of behavior, as an important rule in relations between people.

At a young age, the pivot that will determine the moral education of the child's personality is the establishment of humanistic relations between children, reliance on their feelings, emotional responsiveness. Emotions play a very important role in a child's life, they help to react to the surrounding reality and form their attitude towards it. As the baby grows, the world of his emotions develops, becomes more diverse and richer.

The moral education of preschoolers is determined by the fact that during this period the baby learns the language of emotions and feelings, he masters the forms of expressing his experiences accepted in society with the help of all kinds of verbal and non-verbal means. At the same time, the child learns to restrain himself from expressing his feelings too violently or abruptly. Unlike a two-year-old, a five-year-old can already hide his fear or hold back tears. He masters the science of managing his emotions, learns to clothe them in the form accepted in society. Use your feelings consciously.

The formation of the emotional environment of a preschooler is closely related to his moral upbringing and has its own dynamics. So the baby, based on examples from experience, develops an understanding of what is good and what is bad, forms his attitude to greed, friendship, etc. Such an attitude to the fundamental concepts of our life continues to form in the future as he grows up. The main helper of the child on this path is an adult who, with specific examples of his behavior, lays in the child the basic moral norms of behavior. So, moral education in preschool age is determined by the fact that the child forms the very first moral assessments and judgments. He begins to understand what a moral norm is, and forms his attitude towards it, which, however, does not always ensure compliance with it in real actions.

The moral upbringing of children occurs throughout their life, and the environment in which he develops and grows plays a decisive role in the formation of a child's morality. Therefore, it is impossible to overestimate the importance of the family in the moral education of preschoolers. The family's behavior patterns are very quickly learned by the child and, as a rule, are perceived by him as a generally accepted norm. The primary task of parents is to help the preschooler determine the objects of his feelings and make them socially valuable. Feelings allow a person to feel satisfaction after doing the right thing, or make us feel remorse if moral standards have been violated. The basis of such feelings is just laid in childhood, and the task of parents is to help their child in this. Discuss moral issues with him. To achieve the formation of a clear system of values so that the baby understands what actions are unacceptable, and what are desirable and approved by society.

Effective moral education is impossible without discussing with the baby the moral side of the actions of other people, characters of works of art, expressing their approval of his moral actions in the most understandable way for the baby. Children in communication form the ability to express their feelings, evaluate them, develop the ability to empathize and sympathy, which is very important in the moral education of the baby.

The inability to express their emotions, to understand the feelings of others can lead to the formation of "communicative deafness", which can cause conflicts between a child and other children and negatively reflect in the process of forming his personality. Therefore, another very important direction in the moral education of children is to develop their abilities for empathy (sympathy). It is important to constantly draw the child's attention to what experiences he is experiencing, what the people around him feel, to enrich the baby's vocabulary with various words that express experiences, emotions, feelings.

As he develops, the child tries on various social roles, each of which will allow him to prepare for various social responsibilities - student, team captain, friend, son or daughter, etc. Each of these roles is of great importance in the formation of social intelligence and presupposes the development of his own moral qualities: justice, responsiveness, kindness, tenderness, care, etc. And the more diverse the repertoire of the baby's roles, the more moral principles he will get acquainted with and the richer his personality will be.

The strategy of moral education in kindergarten and at home should be aimed not only at understanding one's feelings and experiences, at mastering socially significant rules and norms of behavior, but also at developing a sense of community with other people, and forming a positive attitude towards people in general. And such a task of moral education of children in preschool age can be solved by play. It is in the game that the child gets acquainted with different types of activities, develops new social roles for himself, improves communication skills, learns to express his feelings and understand the emotions of other people, finds himself in a situation where cooperation and mutual assistance is needed, accumulates an initial bank of moral ideas and tries to correlate them with their actions, learns to follow the learned moral norms and independently make moral choices.

Victoria Proshkina
Spiritual and moral education of children in kindergarten

SPIRITUAL AND MORAL EDUCATION OF CHILDREN IN KINDERGARTEN.

Сl1 Russia, Motherland, native land .... Painfully familiar words to every person. But lately, these necessary and expensive words for every Russian person began to fade into the background. In our turbulent time, full of contradictions and anxieties, when familiar words have become "violence", "immorality", « lack of spirituality» , we seriously think about how today's preschoolers will grow up. The dominance of foreign words, songs, films, games contribute to a decline in interest in the history of their country, traditions and customs, and national culture. Do we get in the face of modern preschoolers "Lost generation" that has no moral values?

Preschool childhood- this is an important period in a child's life, when feelings of their own capabilities, the need for independent activity, basic ideas about the world around, good and evil in it, ideas about the family structure and native land are formed.

Upbringing feelings of a child from the first years of life is an important pedagogical task. A child is not born evil or kind, moral or immoral. What moral qualities a child will develop depends primarily on parents, teachers and adults around him, on how they educate what impressions they will enrich with. sl2

Let the child feel the beauty and admire it,

may images be forever preserved in his heart and memory,

in which the Motherland is embodied.

V. A. Sukhomlinsky

Childhood- the time of development of all human forces, both mental and physical, the acquisition of knowledge about the world around, the formation of moral qualities and habits.

Systematic spiritual and moral education a child from the first years of life ensures his adequate social development and harmonious personality formation. cl3

Targets and goals spiritual and moral education in a preschool educational institution:

The main purpose spiritual and moral education is education spiritually-moral personality of the child, assistance in acquiring a moral demanded spiritual experience based on the traditions of Russian Provoslavia.

Considering age characteristics children preschool age, we have identified the following:

Introduction children to traditional for Orthodox Russia spiritually-moral values.

Formation of civic consciousness, love for the Motherland and the Russian people.

Formation of initial ideas about spiritually-moral values (honor, family. love, kindness, loyalty)

Formation of moral skills and habits (to fairly evaluate the actions of people, to be obedient, friendly, polite, benevolent)

I am working educator at MKDOU"Kurtamyshsky d / kindergarten No. 1 of general developmental type".sl 4-8

In my work I use a variety of forms of work in different types activities:

1) Play is a natural companion of a child's life, a source of joyful emotions, which has great educational force... Therefore, in our work, we always turn to the game: both didactic and folk. Folk games are an integral part of spiritual and moral education of preschoolers... They reflect the way of life of people, their work, way of life, national foundations, ideas of honor. The joy of movement is combined with spiritual enrichment of children... The peculiarity of folk games is that, having a moral basis, they teach the kid to find harmony with the world around him. Children develop a stable, interested, respectful attitude to the culture of their native country, an emotionally positive basis for development is created. spiritual and moral feelings... In terms of content, folk games are laconic, expressive and accessible to a child. They cause an active work of thought, contribute to the broadening of horizons, clarification of ideas about the world around. Folk games in combination with others educational means are the basis for the formation of a harmoniously developed, active personality, combining spiritual wealth and physical perfection. Before the game, we talk about the culture and life of this or that nation (Russian folk games "Geese-Swans", "At the Bear's Forest", etc.) cl 9

It would be unfair if we do not note the importance of didactic games in the formation spiritually-moral qualities of a preschooler. Feelings of respect and pride instill didactic games with the national color: “Decorate the clothes with the national pattern”, “Fold the clothes”, “Sort the patterns”, “Correct the mistake” (national dolls are dressed incorrectly for this people. We use a lot of word games when education of spiritual and moral feelings... For example, the games “Tasty words” (a child with closed eyes determines who said a polite word, “Flower of beautiful words” (children insert their petals while saying the magic word, “Share a smile”, “Glade of goodness”, “Praise a neighbor”, “My the toy tells about me "," I love my loved ones " (the child only shows with movements how much he loves his loved ones).

2) Productive activity gives great opportunities for: sl 10-14

Making crafts for relatives and birthday people (postcards for mothers and grandmothers for March 8, for mother's day) postcards for dads by February 23, collective work for Victory Day, applications for Orthodox holidays (Palm Sunday, Easter).

Exhibitions children's creativity as a result of artistic activities: drawing, applications, modeling.

Last year for review children with the diversity of the surrounding the world: together with children and their parents collected and designed the collection "In the world of postcards"., mini-museum "Russian hut".sl 15 I plan to continue this work, because I believe that the work on creating mini-museums arouses in the child an interest in creating a composition, educates a sense of belonging to the life of the team, and encourages parents to participate in business kindergarten.

I devote a lot of time and attention raising children to love the Motherland.

Optimal for spiritual and moral education in kindergarten is the seasonal holidays: sl 16-23 in autumn - "Fair"; in winter - "New Year", "Christmas", "Christmastide", "Defenders of the Fatherland", "Pancake week"; spring- "Our beloved ones", "Festival of birds", "Easter", "Nobody is forgotten and nothing is forgotten", "Birthday birches"(Trinity, significant calendar dates, including Mother's Day, Defender of the Fatherland Day, March 8 and Victory Day. Family Day. I spend a lot of previous work for each holiday, this is viewing illustrations, reading fiction, various exhibitions, preparing gifts for guests, exhibitions drawings "My mommy", "Let's give mom flowers", photo gallery "These are our mothers", exhibition of works "Mom has golden hands", "Portrait of my dad" .

3) Theatrical activity allows you to embody moral feelings in simulated situations "Let's make it up", "How to act for a hero"

A striking feature of the work of shaping spiritual and moral education to cultural heritage and a sense of belonging to it is the introduction children to folk culture and life, folklore.

Reading folk and author's tales, literary works about maternal love, her wisdom, sacrifice for the sake of her child, teaches the child to be attentive to the mother "Cuckoo" Nenets fairy tale, Ayoga-nanai fairy tale….

-conversations: "There is no sweeter friend than mother" "Tell about your mom"

Memorizing poems about mom

Joint activities children and mothers.

The Russian cultural tradition sacredly preserves the images of the heroes-defenders of the Fatherland. Baby consciousness copes with them easily and naturally, i.e. to. these are real historical figures, many character traits. From the teacher's stories, literature, videos, children learn about the epic Russian Muromets as a real historical person, about Dmitry Donskoy, a young Moscow prince who defeated Mamai's huge army on the Kulikovo field ....

From the first years of life, a child must love his native land and culture with his heart and soul. what is called "Put down roots in the native land". Preschool age, according to psychologists, is the best period for the formation of love for a small homeland.

In our kindergarten developed a draft sl 24 on civil-patriotic education“Getting to know your hometown as a means of patriotic kindergarten education»

Target: to form at children preschool age patriotic attitude and a feeling of love for their family, city, nature. Upbringing self-dignity as a representative of their people, respect for the past, present, future of the native land.

In the process of project implementation, we solve the following tasks:

Formation of moral qualities of personality in preschoolers through familiarization with the city.

-upbringing preschoolers have feelings of respect and care for the Defenders of the Fatherland

Formation of the foundations of ecological culture, humane attitude to all living things.

Formation of artistic taste and love for beauty, development of creative abilities.

The project is long term. Implementation period 4 of the year: 2016-2019. And covers four ages children(junior, middle, senior, preparatory group) SL 25

The project is divided into four sections

1. My family (A family, Kindergarten, profession)

2. This street, this house. (Streets, houses)

3. Particle of small Russia. (Kurtamysh city)

4. Our pantry (The wealth of the native land)

The project contains a description of each section and a thematic plan for groups.

The expected result of the project has been determined.

I organize targeted walks, city tours. SL 26 27 Purposeful observations and a short story of an adult contribute to the fact that the child, without being overloaded with unnecessary information, gets vivid ideas about the object, about the history of our city. Most recently, we were on an excursion to the fire department. SL 28 The group has a corner "My beloved Kurtamysh" depicting the sights of the city, a stand with state symbols.

An important role in development spiritually-moral sphere of the child playing classical music, listening to bells. SL 29. We have the opportunity to listen to bells ringing, i. K. our child the garden is located next to the Peter-Pavlovsky temple.

I believe that moral work education helps to create the foundation for the formation of moral qualities in the future and prevents the accumulation of negative experiences by the child, prevents the development of undesirable skills and behavioral habits.

In a group children's garden, there are three required regulations:

You cannot beat and offend people;

You cannot break and spoil the results of the labor of others;

You cannot take other people's personal belongings without permission.

In our kindergarten children live in a cozy world of warmth and kindness, in peace spirituality and fontasia... After all, all the best that will begin to form in kindergarten, will be reflected in later life and will have an exceptional impact on the future and spiritually- moral achievements of a person.

Childhood always looking forward to the future, no matter how bad the present is. And children are waiting for adults to show them the path that determines the right, dignified life for them.

Will we call them to the Light or will we leave them in the darkness of ignorance? Our tomorrow depends on it.

What prospects for the development of a preschooler should we strive for? СЛ 31

In conclusion, I propose to compose "Model kindergarten pupil» .

self-confident;

inquisitive, active;

capable of volitional efforts;

independent;

initiative;

ready to answer for their actions;

friendly, emotionally responsive

respectful of family and society;

physically developed, having mastered the basic cultural and hygienic skills;

communicative;

mastered the prerequisites of educational activity.

We are responsible for childhood of our children was happy.

The content of moral education is the formation of such moral qualities of a preschooler as: respect for elders, friendly relations with peers, the ability to respond appropriately to the grief and joy of other people, to achieve an effective manifestation of humane feelings and attitudes, their social orientation, education of the principles of responsibility. Among them, two areas can be distinguished: the creation of conditions for practical experience and the formation of correct moral assessments. As a result of this moral education child begins to act not because he wants to earn the approval of an adult, but because he considers it necessary to adhere to the very norm of behavior, as an important rule in relations between people. The formation of the child's personality occurs initially in the family. After all, a family is a small team based on the principles of cooperation and mutual assistance, where children learn the art of living among people, loving them, feeling on themselves and showing attention to others and a kind attitude. An important role in the upbringing of children is played by the general way of life of the family: equality of spouses, organization of family life, correct relationships between family members, a general tone of goodwill, mutual respect and care, an atmosphere of patriotism, hard work, general order and family traditions, the unity of adults' requirements for a child. Family life should be organized in such a way that not only material needs, but also spiritual needs are more fully satisfied and developed.

There are several types of families and models of family relationships. There are dysfunctional families, incomplete families. Often in these families, unfavorable conditions have been created for the development of the child, his moral qualities, and therefore, a preschool educational institution takes over most of the functions of raising and educating children in this family. The kindergarten, replacing the family, or rather, instead of the family, began to solve the problems of the socialization of the individual. At the present time, even complete, harmonious, organized families, prosperous, with material prosperity, cannot always devote proper time to their child. To foster moral qualities in a child, it is necessary to work closely and cooperate with the family. Cooperation between an educational institution and a family is one of the most important tasks of a child's socialization in society. It is necessary to create such conditions so that, based on examples from experience, the child develops an awareness and understanding of what is good and what is bad, so that he can independently form and have ideas about moral qualities, such as greed, friendship and many others. This attitude towards the fundamental concepts of our life continues to form in the future as we grow up. The main helper of the child on this path is an adult who, with specific examples of his behavior, lays in the child the basic moral norms of behavior. If examples from the experience of a child, his close environment are negative, then one should not expect from him developed high moral qualities. The primary task of parents is to help the preschooler determine the objects of his feelings and make them socially valuable. Feelings allow a person to feel satisfaction after doing the right thing, or make us feel remorse if moral standards have been violated. The basis of such feelings is just laid in childhood, and the task of parents is to help their child in this. Discuss moral issues with him. To achieve the formation of a clear system of values so that the baby understands what actions are unacceptable, and what are desirable and approved by society. Effective moral education is impossible without discussing with the baby the moral side of the actions of other people, characters of works of art, expressing their approval of his moral actions in the most understandable way for the baby.

One of the important tasks of a kindergarten in social and moral education is to establish a close relationship with the family. Family and preschool are two important institutions for the socialization of the child. And although their educational functions are different, their interaction is necessary for the all-round development of the child (Appendix No. 1 "Algorithm of interaction with the family"). The need to involve the family in the process of familiarizing preschoolers with the social environment is explained by the special pedagogical capabilities that the family possesses and which cannot be replaced by a preschool institution: love and affection for children, the emotional and moral richness of relationships, their social and not selfish orientation. All this creates favorable conditions for the education of higher moral feelings.

In its work with the family, a kindergarten should rely on parents not only as assistants of the children's institution, but as equal participants in the formation of a child's personality. Therefore, the close relationship of the teaching staff, children and parents is so important. It is from joint work, from the unity of opinion on the main issues of raising children that the child will grow up. Only under this condition is it possible to educate an integral personality.

Since, as he develops, the child tries on various social roles, each of which will allow him to prepare for various social responsibilities - a student, team captain, friend, son or daughter. Each of these roles is of great importance in the formation of social intelligence and involves the development of their own moral qualities: justice, responsiveness, kindness, tenderness, caring for loved ones. And the more diverse the repertoire of the baby's roles, the more moral principles he will get to know and the richer his personality will be.

Joint forms of work of the kindergarten and parents on the formation of moral qualities

Working with the family is an important and difficult aspect of the activities of the educator and other employees of the preschool institution. It is aimed at solving the following tasks:

Establishing unity in the upbringing of children;

Parenting education;

Study and dissemination of advanced experience in family education;

Familiarization of parents with the life and work of a preschool institution.

Unity in the upbringing of children ensures the development of the correct behavior of children, accelerates the process of mastering skills, knowledge and skills, contributes to the growth of the authority of adults - parents and educators in the eyes of the child. The basis of this unity is the pedagogical knowledge of parents, their awareness of the work of preschool institutions.

The family is the institution of primary socialization. Kindergarten is part of the system of mediated, or formal, environment of the child and is an institution of secondary socialization. All stages of the socialization process are closely related to each other.

At present, no one doubts the need for public preschool education. The relationship of the preschool institution with the family should be based on cooperation and interaction, provided that the kindergarten is open inward (involving parents in the educational process of the kindergarten) and outward (cooperation of the preschool institution with social institutions located on its territory: general education, music, sports schools, libraries).

Involve parents in activities that promote joint activities between parents and children. It is necessary to widely apply both group and individual forms of work with parents:

conversations;
consultations: "Education of independence and responsibility", "How to organize the work of children at home";
joint contests: "Gifts of Autumn", "My Herbarium" handicrafts made from natural materials, handicrafts from vegetables, seasonal exhibitions of joint works "New Year's toys";
joint work of children and parents on the themes: "My family", "Sports family", "How I spent my summer." A photo album is being drawn up, to which the guys then constantly turn, show each other photographs of their family. Children share their impressions, learn to listen to each other, show interest in the interlocutor. This can be reinforced in the form of family project activities on the theme “Me and My Whole Family”. This child-parent project is long-term and includes: "My pedigree", "The tree of my family", "Family coat of arms", "Family motto", family customs and traditions. The main goal is to foster love for their relatives, family;
leisure, holidays: "Mother's Day", "Dad, Mom, I am a close-knit family", "Merry Starts";
assignments to parents;

For the collective of parents, general consultations, group and general parent meetings, conferences, exhibitions, lectures, circles are organized; information and thematic stands, photomontages are drawn up; evenings of questions and answers, meetings at a round table are held.

In older groups, perhaps, the organization of a variety of joint activities of teachers, children and parents. In folklore festivals and entertainment, where parents are also happy to participate. Thanks to such holidays and entertainment, both children and parents become familiar with the origins of folk art, the history of their people, their traditions. Perhaps the creation of mini museums, for example, "Russian hut", "Museum of dolls", where children can get acquainted with national costumes, antique furniture, dishes, tools, and thereby become familiar with the origins of folk culture.

According to the results of the year, the most active parents at parent-teacher meetings are to hand over letters of gratitude and letters of thanks from the administration of the preschool institution.

Also to promote knowledge about social and moral education through a system of visual agitation:

Information and introductory: through information stands to familiarize parents with the preschool institution itself, the peculiarities of its work, with teachers involved in raising children. Information and educational: is aimed at enriching the knowledge of parents about the peculiarities of the development and education of preschool children.

In groups to design "Corners for parents", to place advisory materials.

Appendix No. 1

"Algorithm for interacting with the family"

Search for contacts at the first meeting. The teacher must show high pedagogical tact, sincere respect for parents, delicacy, restraint, it is important not to push away with an ill-considered question.
Discusses what needs to be developed and educated in the child, to emphasize his individuality, originality. At this stage, you can already carefully talk about undesirable manifestations in the child's behavior.
Establishing general requirements for the upbringing of a child. The educator encourages parents to express their views on the upbringing of the child, listens to the opinion of the parents about the methods they use, even if it is wrong. Do not refute, but suggest your methods of influence, calls for joint efforts to develop common requirements.
Strengthening cooperation towards a common goal. By agreeing to joint cooperation, the parties clarify each other's educational opportunities, set common goals and objectives. Disputes, disagreements are possible. It is important not to interfere with further cooperation.
Implementation of an individual approach. The teacher does not demonstrate his omnipotence, but confidentially informs about his doubts, difficulties, asks for advice from parents and listens to them. At this stage, a number of coordinated measures are developed, aimed, among other things, at re-educating the child.
Improving pedagogical cooperation. Ready-made recipes are not offered, the process of joint activities is carefully analyzed. This is the stage of development of pedagogical cooperation, where the implementation of uniform pedagogical influences is taking place. The initiator of the contact is the teacher.