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Moral education of children of middle preschool age in preschool conditions

Introduction

In our time, a generalized image of a person who meets the requirements of the twenty-first century has already emerged in the public consciousness. He is a physically healthy, educated creative person, capable of purposeful social work, building his own life, the sphere of living and communication, in accordance with the fundamental moral principles. Therefore, the problem of moral education in kindergarten at the present stage of the life of society acquires special relevance and significance.

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

The new political concept of society has strengthened the social significance of education and upbringing, necessitated its qualitative renewal. The source of the latter is the moral orientation of education.

One of the essential problems of our time is the lack of morality, breaking the bond between generations, educating young people outside the cultural and historical traditions, the value system and mentality of their people.

Children, adolescents, and young people turned out to be the most susceptible to negative influences due to the lack of formation of their worldview positions. Obviously, in such a situation, the importance of moral and aesthetic education especially increases, including through the comprehension and implementation of moral ideals and values.

The philosophers Aristotle, A. Baumgarten, H.A. Berdyaev, Hegel, Helvetia, F.M. Dostoevsky, Socrates, Plato, I. Kant, A.F. Losev, V.S.Soloviev, Spinoza, F. Schiller, F. Schelling, Shefstsbury, F. Hutcheson, N. Chernyshevsky, etc. The theoretical basis of the study was the works on the problems of moral education (Yu.B. Aliev, V.V. , B. T. Likhachev, B. M. Nemensky, L. N. Stolovich, V. A. Sukhomlinsky, M. P. Yakobson and others); research on the humanization of education (Sh.A. Amonashvili, M.N. Berulava, I.V. Bestuzhev-Lada, AA Bodalev, E.V. Bondarevskaya, B.S.Gershunsky, V.P. Zinchenko, V.V. Kraevsky, Z.A. Malkova, N.S. Rozov and others.

Formation of the foundations of human moral qualities begins in preschool childhood. The further moral development of children largely depends on how successfully this process is carried out. It is important from the very beginning to educate the child in the spirit of the high principles of the moral code, to form in him the necessary moral feelings, ideas, concepts and, on their basis, actions that correspond to the norms of behavior of a citizen of society.

In the preschool years, under the guidance of adults, the child acquires an initial experience of behavior, attitudes towards loved ones, peers, things, nature, and learns the moral norms of society.

The relevance of the study determined the choice of this topic: "Moral education of children of middle preschool age in preschool conditions."

Purpose of the work: to analyze and empirically check the effectiveness of psychological and pedagogical support of the conditions for moral education of children of middle preschool age.

Object of research: the process of moral education in a preschool educational institution.

Subject of research: psychological and pedagogical conditions for the moral education of children of middle preschool age in preschool educational institutions.

To achieve the goal we have defined, we have identified the following work tasks:

1.study and analyze the literature on the research topic;

2.to reveal the theoretical foundations of moral education in modern science;

.to study experimentally the level of moral education of children of middle preschool age;

Research methods: literature analysis, generalization and systematization of data on the topic of work, testing, modeling, observation, questioning.

1. Theoretical foundations of moral education of preschool children

1.1 Modern psychological and pedagogical theories about the moral education of preschool children

pedagogical educational preschool education

Preschool age is a period of active development of moral norms, the formation of moral habits, feelings, relationships. Independence, elements of self-awareness are actively developing, the system of relations between the child and adults that has developed at the previous age stage is changing.

Primary ethical ideas arise on the basis of the assimilation of the rules of behavior and the corresponding moral assessments of adults. Along with the tasks of forming the foundations of moral behavior and feelings of children at the stage of preschool age, the task of forming elementary moral ideas about the rules of behavior, about good and bad deeds, etc. is being solved.

Moral education of children of primary and secondary preschool age is carried out primarily in the process of activity, in the conditions of a collective way of life in kindergarten. In games, classes, in work under the guidance of a teacher, children gradually learn to follow the rules of behavior, practice moral actions, practically learn to establish positive relationships with peers. A striving, valuable for the moral development of the child, is formed to be useful to the adults around him, to show attention and care for his peers. The main direction of work on moral education is to give these relations a positive, humanistic character, to instill in the child the habit of fulfilling the requirements of an adult and gradually make moral tendencies prevailing in his relationship to the world around him.

An upbringing system based on free upbringing presupposes freedom of the individual, the mediation of pedagogical influences, and equal relations between adults and children. The first attempts to implement this educational system in preschool institutions were not crowned with success (K.N.

The democratic system of education is an attempt to combine all the best that has been created by supporters of authoritarian pedagogy and free education. This includes the humanistic direction, personality-oriented pedagogy, "education in the spirit of peace", the pedagogy of S. Frene, etc.

Each educational system has its own educational methods. An analysis of the modern education system in our country testifies to the mixing of accents in education systems: we set democratic goals, but we still implement them in an authoritarian manner. Hence, many mistakes in the upbringing of children.

Morality is an integral part of a person, ensuring voluntary compliance with existing norms, rules and principles of behavior. They find expression in relation to society, the collective, individuals, to work, to oneself and the results of labor.

In pedagogical literature, it is customary to understand moral education as one of the forms of reproduction, inheritance of morality in society.

Moral education is a purposeful and systematic impact on the consciousness, feelings and behavior of pupils in order to form their moral qualities that meet the requirements of public morality.

Moral education as a social phenomenon fulfills a social function. Its task has always been to transfer the moral experience accumulated by society to the younger generations. In this sense, education has always been and will be its constant function.

In modern pedagogical theory, two approaches to building a system of moral education are most widespread: intellectualistic, which attaches paramount importance to the formation of knowledge in the younger generation, and behavioral, when the main attention is paid to developing students' behavioral skills, accumulating life experience in a team. However, each of these approaches in isolation cannot be taken as approaches in building a system of moral education.

In modern theories of moral education, emphasis is placed on the predominant role of the individual. Thus, the provisions on moral relations and their influence on the moral formation of a child's personality were deepened by I.S. Maryenko. Moral relations, in his opinion, can be objective and subjective. “Objective moral relations,” the scientist noted, “develop and exist in the conditions of social and family life, in the conditions of collective activity. A child, entering into these relationships, develops his views and beliefs on the surrounding reality ... ".

Morality (from Lat. Moralitas - tradition, folk custom, character) is the same as morality. Live, i.e. In ordinary language, moral is most often understood as good, kind, right, and immoral - bad, evil, wrong. In a philosophical sense, morality is the values ​​and norms (rules) that govern the behavior of people. Both good and evil, both just and unjust, fall into the sphere of morality. Hence, from a philosophical point of view, moral is what has to do with morality. The moral is opposed by the extramoral, which has nothing to do with morality. This means that in order to understand what morality is, it is important at least to know what good and evil, justice and injustice, virtue and vice are.

Considering morality as a form of social consciousness, as a reflection of their social relations in the consciousness of people, B.T. Likhachev noted that "if the norms of morality are a reflection of real life relationships, then it is not difficult to understand that the assimilation of moral rules by people, their transformation into beliefs occurs not as a result of verbal exercises, but as a result of participation in these real life relationships themselves."

The totality of moral relations that characterize the child's relationship with the world around him and with other people constitutes the social content that is objectively assigned to him in the process of education and determines the moral essence of his personality. Therefore, according to I.S. Maryenko, “when analyzing the real process of upbringing, one should pay attention to the study of moral relations, since the social essence of a child is determined by those relations into which he enters in the process of activity and communication. In the system of moral education, such an approach should be fundamental. "

The formation of the moral qualities of a person and their moral manifestation, according to L.A. Vysotina, occurs in the process of direct or indirect relationships with people, as well as in the system of collective relations and is conditioned by the objective conditions of the external environment and pedagogical influences. As a result of the influence of external (objective and subjective) factors on the basis of their internal processing, qualitative changes occur in the consciousness, feelings and behavior of schoolchildren, which, in turn, ensure the formation of certain moral qualities.

The modern personality-oriented concept is based on a personal approach, according to which moral education is viewed as a purposeful process of forming moral qualities in children. The idea of ​​moral qualities as psychological formations of the child's inner sphere allows us to determine the main general theoretical approach to the scientific development of the theoretical foundations of the concept of personality-oriented education and the solution of its practical problems. “This approach, - notes V.T. Chepikov, - shows that personal qualities act as the goal and result of upbringing, and those individual psychological changes that occur in the internal psychological sphere of the child's personality are the main indicators of his upbringing, determine the nature of his social relations, the direction of behavior and activities. "

Questions of the theory of modern moral education based on a personality-oriented approach were considered in the works of S. Belova, M.V. Beniaminova, Z.I. Vasilyeva, V.I. Lesnyak, A.V. Zosimovsky, V.M. Korotkova.

In constructing a theory of moral education, it is necessary to take into account that the essence of a well-bred personality is knowledge, skills and habits of behavior and attitudes, into which a person enters and which he develops independently in the process of activity, communication and accumulation of experience of social behavior.

The complexity of the process of moral education, its vital importance requires not only an understanding of its current, current tasks, but also the disclosure of the tendencies of its development.

Moral education of the younger generation allows for development that is somewhat ahead of the general level of moral development of society. If new generations in their behavior reproduced what was achieved by previous generations, the progress of society would stop. Moral education is an activity aimed at the future. When shaping the consciousness, feelings and behavior of a child today, it is important to take into account the moral requirements that will be presented to them tomorrow and the day after tomorrow. The tasks and the main content of educational activities are usually determined ahead of time. The design of new moral qualities, to a certain extent, outstripping the achieved level of moral development of the people, takes into account the tendencies of the moral progress of our society, the moral development of the individual.

Moral education achieves its goal, provided that it is combined with self-education, supplemented by it. Properly organized upbringing usually stimulates self-education, encourages children to work on themselves on their own. It opens the way to personal improvement. Self-education, in turn, complements education, reinforces it. It activates the personality and influences the results of upbringing. There is a close connection and interdependence between parenting and self-education.

The moral formation of the adolescent generation takes place in constant communication and interaction with adults. The nature of children's relationships with people around them leaves a serious imprint on their consciousness and behavior.

The moral formation of a person begins in the family, in kindergarten it becomes even more systematic and purposeful. Teachers, in close alliance with their parents, take care of upbringing in the younger generation of truly social activity, morality, which are not limited to personal self-improvement, but require obligatory participation in the improvement of the entire surrounding life, in the dissemination and implementation of morality.

Serious changes have taken place in our country in recent years. Russia strives to become a democratic society open to the world, building a market economy and a rule of law, in which a person who has a much greater measure of freedom and responsibility than before should be placed in the first place. These processes are unfolding in the global context of the transition of civilization to a new state.

One of the leading trends in education today is the transition to a humanistic paradigm. Focusing on this trend objectively requires pedagogical science to develop a conceptual system of views that integrates the value foundations of traditional and innovative processes.

Morality is a defining aspect of culture, its form, which gives a general foundation for human activity, from the individual to society, from humanity to a small group. The destruction of morality leads to the disintegration and disintegration of society; a change in morality leads to a change in social relations. Morality is formed through various kinds of social institutions (family, educational institution, national traditions, additional educational institution, etc.), through the protection of cultural values. The absence or weakness of these mechanisms deprives society of the ability to protect morality from distant and latent threats, which makes it vulnerable to unexpected dangers and moral decay.

Currently, people strive to create a legal society with a high culture of relations between people, which will be determined by social justice, conscience and discipline. Such a society necessitates the moral education of everyone. Morality in society is supported by the power of public opinion, the expression of public assessment of the moral and immoral actions of the individual. Of great importance in the moral development of the individual is her own attitude to the actions and deeds performed, to the observance of the moral requirements established in society. It is necessary that the personality itself strives to be moral, so that it observes moral norms and rules by virtue of its own inner drive and a deep understanding of their necessity.

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.

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.

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.

Pedagogy, in the field of moral education, distinguishes such pedagogical concepts as moral consciousness and moral behavior. The system of historically formed and continuously updated knowledge, refracted through a person's personal experience, constitutes the content of a person's consciousness. One of the characteristics of consciousness is given in its very name as a body of knowledge about the surrounding world (consciousness). There is no consciousness outside of knowledge. "The way in which consciousness exists and how something exists for it is knowledge."

Public moral consciousness reflects social experience: moral ideas, theories, concepts reflect the real relationships of people that develop in the process of activity and communication. Beliefs are the highest level of formation of moral consciousness. They become regulators of human actions, deeds. The moral stability of the individual depends on them. Conviction is characterized by a strong assimilation of the system of moral concepts, the development of moral feelings, the generalization of the experience of behavior and relationships.

What are the main guidelines of moral education in the modern education system need to be identified, what integrative concepts and characteristics should be designated as ideal foundations to strive for? The most significant, as the pedagogical practice and its analysis show, should be considered:

· Humanism, which is based on respect and benevolence towards another person, kindness as a source of feeling, action and attitude towards the world around us.

· Responsibility as a moral readiness to hold accountable for one's thoughts and actions, to correlate them with possible consequences.

· Duty as awareness and readiness to manifest their responsibilities to the state, society, people and oneself.

· Conscientiousness as a regulatory basis for all human life.

· Self-esteem as a moral self-affirmation based on an emotionally reflective and positively colored attitude towards self-esteem and respect for another person.

· Citizenship as a sense of the Motherland, inseparable connection with the fatherland, involvement in its fate.

The emphasis on these characteristics allows children to comprehend, join in the process of upbringing and master, in relation to their manifestations, such collective and figurative concepts as:

· The culture of feelings is the ability and striving for emotional self-manifestation in the horizon of measure and morality.

· The ability for moral effort, “the human effort to be” (Mamardashvili) as a basis for self-esteem, self-determination and self-improvement.

· The feeling of empathy is the emotional "feeling" of another, comparing one's behavior in accordance with the state of the other person. On the basis of the ability to empathy, tolerance develops as tolerance for dissent, religion and the corresponding manifestation in this regard.

The principles of moral education in modern pedagogy are called:

The relationship and interaction of knowledge - feelings - behavior as the most important principle of correlating assimilation with the development and appropriation of meaningful meanings of human life. Emotional "living" of moral knowledge as an emotional factor in the personal development of children, stimulating their inclusion in the experience of behavior, is of essential importance here. Psychologists have proved that the humanization of upbringing is impossible without the emotional component as the most important psychological and pedagogical parameter of the child's personal development and the formation of semantic meanings in their subjective definition of the picture of the world; development.

Dialogue, dialogical interaction of teachers and pupils as the main principle of the entire educational policy of the education system. It acts as an incentive basis for the child's self-determination, a source of moral understanding of a person's life in society, self-understanding. The form of dialogue is an effective tool for developing independent, non-dogmatic thinking.

Actualization of the problematic nature of educational situations, suggesting the involvement of cognitive, ethical and aesthetic abilities of consciousness, reflexive reactions of pupils, which makes them an indispensable tool for building productive educational pedagogy.

All this contributes to the transfer of modern education from an "educated person" to a "cultured person", which also determines the psychological and pedagogical parameters of moral education.

Morality is not an ordinary goal that can be achieved in a certain period of time with the help of a certain set of concrete actions; rather, it can be called the last, highest goal, a kind of goal of goals that makes possible the existence of all other goals and is not so much ahead as at the basis of human activity itself. More precisely, morality can be called not a goal, but an ideal - a regulatory principle and a scale for assessing human behavior.

.2 Psychological and pedagogical mechanisms of moral education of preschool children

Moral education is the most important aspect of the formation and development of a personality. The moral formation of a person begins at birth. Preschool age is of particular importance.

In preschool age, the most favorable conditions are created for the moral development of children. During this period, the system of the child's relationship with adults and peers is expanded and rebuilt, the types of activities become more complex, and joint activity with peers arises. The preschooler comprehends the world of human relations, discovers the laws by which the interaction of people is built, that is, the norms of behavior. Striving to become an adult, the preschooler submits his actions to social norms and rules of behavior.

The leading type of activity is the role-playing game, where the child models the ways of behavior, actions, relationships of adults. It highlights the relationship between people and the meaning of their work. By performing roles, the child learns to act in accordance with the moral norms accepted in human society.

The process of assimilation by a child of the rules and norms by which he is guided in managing his behavior was studied in the work of V.A. Gorbacheva. On the basis of long-term observations, analysis of the behavior of children and their statements, she came to the conclusion that seven-year-old children clearly differentiate both the behavior of their comrades and their own. They deliberately identify the rules themselves and begin to be guided by them. Behavior becomes more free and stable. Children influence each other's actions and actions, demanding the implementation of the rules, and can accept the rules given by the teacher in a generalized form.

The same point of view is shared by L.I. Ruvinsky. But, supplementing, he believes that the child has not yet established a connection between behavior and his own shortcomings, is not aware of his qualities. And, despite the presence of all the obvious prerequisites for personality awareness, children are unable to establish connections between their actions and qualities, explaining their behavior only by external circumstances. The inability of children to transfer the established connections between actions and personality traits to other situations in which the same disadvantages or advantages are manifested, according to L.I. Ruvinsky, indicate that children only formally repeat the opinion of adults, do not establish a connection between actions and personality traits, and do not realize the latter.

In his other works, psychologists S.L. Rubinstein, L.I. Ruvinsky established that preschool age is characterized by the susceptibility of external influences, belief in the truth of everything that is taught and said, in the unconditionality and necessity of moral norms.

Moral education is a pedagogical activity aimed at developing a system of moral knowledge, feelings and assessments, and correct behavior in pupils.

The moral development of a preschooler includes three interrelated areas. In the sphere of moral knowledge, judgments, ideas, that is, the cognitive sphere, children master various aspects of social moral consciousness, and above all the understanding of moral requirements, criteria for moral assessment. The child learns to voluntarily follow the norms of morality, even if its violation is associated with personal gain and the child is confident of impunity. Thus, having mastered moral behavior, the child is able to make the correct moral choice not in words, but in action. In the sphere of morally valuable experiences, the child develops morally valuable and morally approved relationships with other people. Thus, a child develops humanistic, altruistic feelings and attitudes, for example, attention to the needs and interests of others, the ability to reckon with them, sympathy for other people's troubles and joys, as well as feelings of guilt when norms are violated.

All moral norms are characterized by the fact that they consolidate the social mode of behavior, which preschoolers "and express in the following way:" You must not deceive adults, "" Little ones must not be offended, "and so on. That is, the children state what can and cannot be done. It is possible to speak about the formation of understanding of the moral norm if the child explains why the norm must be observed.

The moral upbringing of children is determined by their conscientious attitude towards learning, towards work for the common good; concern for the overall success of the group; strong friendship and mutual assistance; exemplary behavior in an educational institution and in the family.

In modern conditions, when forming the worldview and moral convictions, attitudes of students, it is reasonable, obviously, to accept the principle of tolerance, tolerance for the views of children, the principle of self-determination of the individual, i.e. to provide free choice and responsibility for their decisions and actions.

For the development of views in children, the position of the teacher is very important. He must himself have convictions, live in accordance with them, be able to talk about them with children, without imposing them and at the same time not abandoning them for opportunistic reasons. It can be considered that in the domestic education system, the teacher traditionally acts as the bearer of certain norms, ideals and worldview positions.

Three levels of moral development are distinguished in their studies by T.A. Markova and L.A. Penkov:

1. high - knowledge, emotions, will are combined;
2. average - unstable behavior of children: they cannot constantly show goodwill and responsive attitude towards their comrades and relatives, they are insensitive, rude, their behavior depends on the specific situation;
3. low - children are indifferent to relatives and peers.

Among the actions of children, a special group is made up of joint actions together, three together. Most often, the "leaders" of such groups are older guys. In this case, one should distinguish between intentional and unintentional actions; random, but uniting the whole team. A typical example is "mass" pranks.

The general line of behavior and each individual act of the child have their own motivating forces. Without knowing them, it is impossible to correctly judge the true relationship of the child to the environment. Although in the field of moral education of preschoolers we have general positive results, the negative phenomena in the level of their moral education are still significant. Their manifestation can and should be prevented and overcome. And for a more successful management of the process of moral upbringing and development of children, to actively influence all conditions of their life and upbringing, to activate the entire educational process.

In the process of a child's moral development, we distinguish the following groups of contradictions:

First, the internal contradictions between the existing and emerging needs and capabilities of the child. This is expressed, for example. in constant collisions "I want" and "I can"; "I want but I can not"; "I can, but I do not want".

Secondly, the contradictions between needs and opportunities. the child and the system of upbringing as a purposeful organization of his entire life and activity ("must" and "do not want"). These contradictions are daily manifested in the relationship between the child and his caregivers, the children's collective and the child.

Thirdly, between the existing capabilities of the child, the aspirations of the educators and the influence of the environment. And among them it is necessary to single out the influences that contribute to the achievement of the tasks of education and counteract this due to both unintentional and intentional influences.

Thus, combining all of the above in the research, we can say that in preschool age children have significant developmental reserves. Their identification and effective use is one of the main tasks of pedagogy.

Proper upbringing prevents the accumulation of negative experiences by the child, prevents the development of undesirable skills and behavioral habits, which can adversely affect the formation of his moral qualities.

In the upbringing of a child from the first years of life, the formation of moral feelings occupies an important place. 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 feelings 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.

The sincerity of children's feelings and actions caused by them should be especially emphasized. So, the kid looked at the picture, which depicts a child taking the ball away from a peer and swinging his fist at him. Seeing then a crying peer, he strokes him on the head (as his mother does, comforting him) and gives the toy he had just played with.

In the middle preschool age, moral feelings become more conscious. Children develop a sense of love for their native land, a sense of respect and gratitude for working people.

In preschool age, on the basis of developing moral feelings, self-esteem, the rudiments of a sense of duty, justice, respect for people, as well as responsibility for the task entrusted are brought up. A feature of preschool children is a pronounced ability to imitate. At the same time, insufficiently developed arbitrariness of behavior, inability to control one's actions, to be aware of their moral content can lead to undesirable actions. These circumstances make the task of forming moral habits of behavior that grows in the process of accumulating experience into moral habits of paramount importance. The teacher forms in children a variety of behavioral skills, reflecting respect for adults, a positive attitude towards peers, a respectful attitude towards things that, turning into habits, become the norm of behavior: the habit of greeting and saying goodbye, thanking for a service, putting any thing in its place, cultural news yourself in public places, make a request politely.

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

The formation of the moral and volitional sphere is an important condition for the comprehensive education of the child's personality. How a preschooler will be 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.

Underestimation of the importance of developing volitional qualities from an early age leads to the establishment of incorrect relationships between adults and children, to excessive care 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 their children, distrust their strengths, and tend to take care of them. Often, children who show independence in kindergarten, in the presence of their parents, 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 - teaching reading, counting, writing, and the upbringing of such qualities as independence, perseverance, responsibility, organization, parents do not attach much importance to.

It is known that the family plays a leading role in moral education. 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 a 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 susceptible to the moral attitudes and requirements of the 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". 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 the education of his self-esteem. A person deprived of this feeling will allow both himself and the other to humiliate, to admit injustice. Self-esteem helps the child to correctly assess his own actions and the actions of others from the point of view of their humanity: he himself acutely feeling humiliation or injustice, he can imagine how painful it will be to another.

Self-image, respect or disrespect for oneself, i.e. self-esteem, formed in a child in the process of communication 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. Evaluation should fix the child's attention not only on how he did - 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.

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

Children who, at the beginning of schooling, have not 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 academic work and behavior of the first grader, becomes the reason for his academic failure, indiscipline.

The desire of preschoolers for independence is known. It acquires a 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 child of middle preschool age 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, the mastery of self-service skills by preschoolers is an effective means of educating such moral and volitional qualities as independence and perseverance.

.3 Formation of moral concepts of children of middle preschool age in preschool conditions.

Preschool age is a period of active development of moral norms, the formation of moral habits, feelings, relationships.

The average preschool age covers the period from 4 to 5 years of a child's life. During this time, the child intensively develops not only mentally, but also physically.

In the middle preschool age, the need for "business" communication, cooperation with an adult develops. In the fifth year of life, the child's transition from activities carried out jointly with an adult to activities carried out independently is completed.

The desire to imitate an adult in their behavior increases. Gradually, the behavior of an adult becomes a model for a child of 4-5 years old, which he more and more consciously follows. Primary ethical ideas arise on the basis of the assimilation of the rules of behavior and the corresponding moral assessments of adults. By the age of 5, the child's ability to voluntarily subordinate his actions to certain moral requirements increases. At the same time, it should be borne in mind that at a given age only elements of arbitrary behavior are formed. Children of middle preschool age are still quite impulsive, their behavior is often determined by external circumstances, mood and requires constant guidance and reasonable control from an adult.

The organization of a joint lifestyle for children in the middle group of the kindergarten is aimed at the formation of friendly, benevolent relations, which imply a friendly, polite appeal of children to each other, the ability to show responsiveness and sympathy to their peers, provide the necessary assistance, and enter into cooperation for joint activities. Such relationships create the basis for further education of humane, collectivist relations between children. The upbringing of relationships is associated with the formation of each child's awareness of himself as an equal member of the children's team; with the development of children's social feelings - sympathy for each other, sensitivity, responsiveness; with the practical development of ways to cooperate with peers in joint activities; mastering the rules of the culture of behavior in a team.

The basis of children's life is a variety of meaningful collective activities, in which children practically learn to negotiate and yield to each other, coordinate their actions, provide mutual assistance, and achieve a common result. This leads to the further development of friendly, benevolent relations as an important component of the formation of the foundations of collective relationships. There is a complication of the content of the activities of children. Play and work acquire a collective character, children actively learn new forms of cooperation.

The ability to arbitrarily control one's behavior increases. This creates the prerequisites for fostering restraint and orderliness.

Children show an active desire for group games. In plot-role-playing - they model the activities of adults, the relationships in which they enter, moral norms. The methods of guiding children's games are aimed at enriching their moral content, ensuring the establishment of fair, friendly relations between the players. In the middle group, the educator uses methods of indirect influence on the game more widely or is included in the play group in an “ordinary” role, helping children to correctly carry out a “conspiracy” to play, enrich the plot, and establish correct relationships.

5-year-old children also gain experience of friendly cooperation with their peers in the process of joint shifts, fulfillment of common labor assignments, and in collective labor activity. The teacher consistently teaches children to set a common goal of the activity or follow the set goal, helps to carry out elementary planning, shows specific ways of cooperation in joint work. After completing the common task, the educator assesses the quality of the result and the ability of children to establish friendly relationships, gradually forming in children the idea that only with friendly cooperation can a good result in common activities be achieved.

Throughout middle age, the need for communication with peers steadily increases, the forms of communication become more diverse. Rather stable relationships arise between children based on personal sympathy. By the age of 5, collective games begin to occupy a predominant place in children's play communication. In the process of joint activities, children independently unite in small groups, get used to coordinate their actions with each other in order to achieve a common goal, to help their peers.

The emotional sphere is actively developing. The child's feelings begin to take on a social orientation. By the age of 5, feelings become more stable and manageable, the role of the word in their regulation increases. Children show interest in classes, actively master the rules of behavior, which gradually leads to an increasing organization and discipline. The tasks of moral education of preschoolers provide for the complex development of moral feelings, behavior, moral ideas.

The emotional responsiveness of middle preschool children is one of the important features that determine their moral development. During this period, primary attention is paid to the task of forming the moral feelings of children. There is a further development of a feeling of love for loved ones, attachment to the educator. On this basis, the recognition of the authority of an adult is formed, the habit of fulfilling his requirements, which ensures by the age of 5 the development of respect for elders and obedience as a trait of behavior. The development of responsiveness and caring attitude towards peers continues. This becomes the basis for the gradual formation of collectivism, a humane attitude towards others. The task is to form a feeling of love for nature, for the hometown, for kindergarten - an important condition for fostering love for the Motherland. The implementation of this task can be carried out through events with an environmental, local history orientation, the organization and conduct of excursions, the organization of the labor activity of children. The main methods will be methods of example, demonstration.

It is necessary to give the developing feelings of 4-5 years old children an active, effective character, to ensure their embodiment in real actions: caring for plants, maintaining order in the group, etc. Therefore, the task of developing children's moral feelings is inextricably linked with the task of forming the foundations of moral behavior, moral habits. From the age of 4, the problem of fostering friendly, benevolent relationships between children and peers is actively being solved. By the age of 5, children have a fairly stable friendly disposition to each other, the ability to reckon with the interests and plans of their comrades, to help them, the desire to play and work together.

The main tasks of moral education of preschoolers include the formation of moral feelings in children, positive skills and habits of behavior, moral ideas and motives of behavior.

Much attention is paid to the task of educating preschoolers in moral behavior in relation to adults: to obey their elders (fulfill the requirements and rules of behavior), be polite, be able to express their affection to adults (bring a chair and offer to sit, affectionately address loved ones, please with a gift for the holiday: drawing, crafts, etc.). This task is implemented in the form of requirements, organization of joint events, cooperation, crafts for elders, etc.

The task of mastering the foundations of the culture of behavior is put forward, the habits of a polite attitude towards others are formed. In the middle preschool age, children are taught the skills of everyday culture, politeness, and joint play. In the middle preschool age, a habit is developed to constantly follow these rules (say hello, say goodbye, thank for services, etc.). Some of the rules of the culture of behavior in public places (do not interfere with others, behave calmly, speak quietly, be friendly), the rules of collective play and work are also mastered, the habit of taking care of things, maintaining cleanliness and order is consolidated. This direction can be implemented in the organization of role-playing games, in the process of organizing labor activities.

The behavioral experience of preschoolers 4-5 years old is only developing, therefore, the task of timely formation of independence as a factor in the development of children's relationships and moral behavior is of particular importance. Under the influence of the educator, there is a transition from elementary independence in performing individual techniques and simple processes in middle preschool age to more complex and varied independent activity in middle preschool age and to the formation of independence in the future as a dominant feature of behavior and activity.

Along with the tasks of forming the foundations of moral behavior and feelings of children at the stage of middle preschool age, the task of forming elementary moral ideas about the rules of behavior, about good and bad deeds, etc. is being solved. The educator uses the specific manifestations of children in play and work activities in order to reveal the moral meaning of their behavior: did they play amicably, did they share toys, did they give in to each other, did they help their comrades. Reading stories and poems, looking at pictures, watching performances, talking with children on moral topics - all this contributes to the formation of the first moral ideas.

In the middle group, children are involved in collective labor activity of a humanistic content - an activity directed by the humanistic motives of caring for others.

The upbringing role of this activity is fully revealed if the educator, firstly, ensures that each child personally accepts the humanistic goal of the activity. This is achieved with the help of pedagogical techniques aimed at creating appropriate emotional experiences and feelings in children. For example, involving children in preparing an album of drawings to be sent to a sick comrade, the teacher emotionally tells the children about how badly ill the child is alone, how he wants to meet with his comrades, how happy he will be to send the children, etc. Having evoked an emotional response in children, the teacher discusses with each child which drawing to draw so that it turns out well and pleases a sick peer. This ensures personal acceptance of the humanistic goal of activity and personal participation of everyone in its implementation.

Secondly, the educator ensures the active functioning of the humanistic motive throughout the entire activity. The humanistic motive of activity adopted by the child retains its relevance if the child has the means to achieve the result. Otherwise, the difficulties experienced by the child, the lack of the necessary skills will lead to the fading of a valuable motive, even if the child emotionally accepts it at the beginning of the activity, for example, if the children make a handicraft that is too difficult for them as a gift, or if the teacher emotionally encourages the children to help each other, but at the same time does not show them specific ways of its manifestation.

Thirdly, by involving children in the activity, the educator ensures the emotional experience of the children of satisfaction from the results of the activity. Children rejoice, presenting their gifts to the birthday boy on his birthday, listen with excitement to the teacher's story about how the sick comrade rejoiced at the album with drawings, etc.

In the middle preschool age, the first ideas about people's work, about public holidays, about people's life are formed. Moral education of children of middle preschool age is carried out primarily in the process of activity, in the conditions of a collective way of life in kindergarten. In games, classes, in work under the guidance of a teacher, children gradually learn to follow the rules of behavior, practice moral actions, practically learn to establish positive relationships with peers. Gradually, a child of 4-5 years old learns to subordinate his desires to the requirements of an adult, to the plans of a children's collective. The beginnings of a sense of responsibility for the assigned task appear, the result of which is important for others. A striving, valuable for the moral development of the child, is formed to be useful to the surrounding adults, to show attention and care for peers.

Thus, the tasks and content of the moral education of children 4-5 years old are aimed at the gradual formation of elements of moral behavior, feelings and consciousness of the child and affect different areas of his interaction with the environment: the child's relationship with adults, peers, with the objective world. The main direction of work on moral education is to give these relations a positive, humanistic character, to instill in the child the habit of fulfilling the requirements of an adult and gradually make moral tendencies prevailing in his relationship to the world around him.

2. Research of psychological and pedagogical support of the conditions for moral education of children of middle preschool age

To study children's awareness of moral norms, the method of G.A. Uruntaeva and Yu.A. Afonkina. The situations were changed according to the research topic and the age of the children. In our study, we used 3 unfinished situations describing the fulfillment and violation of moral norms. Each of the situations presupposes some manifestation of the studied moral qualities:

· The child shares something unimportant to him personally with a stranger or friend;

· The child shares what he needs with close relatives;

The diagnostics was carried out according to the method “What is good and what is bad”, “Complete the sentence”.

Data processing, analysis, - to what extent the children are aware of moral norms, passed according to 3 parameters:

1. Situational - does the child act the same in all proposed situations,
2. Availability
3. motivation:
4. High level - in all three situations, the child does the right thing and motivates his action (the motives are of a social nature);
5. Average level - motivation does not correspond to the given situation, or is not expressed in all cases;
6. Low level - there is no motivation and there is no manifestation of this quality.
7. The circle of distribution - how this quality manifests itself in relation to friends and relatives.

The data obtained are presented in table 1.

Table 1. Analysis of the level of formation of moral concepts

No.F.I. childMoral concepts HonestyKindnessJusticeRudenessKindness1Lena +++++ 2Sasha ++ 3Ilya +++ 4Artem +++ 5Danila +++++ 6Vasilisa +++ 7Anya +++ 8Vova +++ 9Jan ++++ 10Nazar +++ Total: 80% 70 % 60% 60% 70%

The data is clearly presented in diagram 1.

Diagram 1. Analysis of the level of formation of moral concepts (in the order of designation honesty, kindness, fairness, rudeness, benevolence)

Thus, it can be noted that most of all children of middle preschool age have formed the concept of honesty - 80%. Slightly less children understand the essence of kindness, benevolence and friendship, only 60% of all respondents defined the essence of the concepts of "justice" and "rudeness".

If we analyze the answers of each child, then Lena and Danil have formed the most moral concepts (100% correct answers each), Yang gave a little less correct answers (80%), the overwhelming majority of preschoolers (60% of the total) correctly noted only 3 concepts (60% formed), a low level of formation of narrative concepts in Sasha (40%).

Analyzing the data obtained, we can say about the level of education of children in the middle group.

• Higher results on the manifestation of qualities in two situations:

1 situation - 64%,

situation - 28%

situation - 80%

The data are clearly presented in diagram 2.

Diagram 2. Manifestation of moral qualities in a specific situation

• Differences in the number of children with medium and low levels of motivation:
• high level - 24%
• average level - 40%
• low level - 36%

The data is clearly presented in diagram 3.

Diagram 3. Assessment of the level of motivation for the manifestation of moral qualities in a specific situation

Diagnostics of the level of moral development of the child, clarification of the level of education for each age group allows more or less correct judging of the real results of upbringing. The complexity of solving this problem lies not only in the versatility of influences that determine the development of the child (external factors - the environment, kindergarten, family and internal factors - real life experience, attitudes, needs, motives formed in children), but also in the complexity of the development process itself, its versatility, inconsistency.

The study of the understanding of concepts by children of preschool age, the lexical meanings of words in children's perception was carried out by determining the lexical meanings of words. The generally accepted moral categories have become the most accessible to children: kindness, honesty, justice, benevolence; the difficulty caused by the categories of sympathy, tolerance, conscientiousness.

To improve morality, we have selected and offered educators recommendations for creating educational situations for preschool children that contribute to the formation of moral behavior.

Methods for creating practical experience of social behavior in children include:

Education of moral habits;

An example of an adult or other children;

Purposeful observation of the work of adults or the play of children;

Organization of joint activities;

Cooperative play.

The moral education of children is proposed to be carried out in a variety of conditions: in everyday and everyday activities, in the game and in specially organized classes.

The second group of methods aimed at the formation of moral ideas, judgments and assessments include: a teacher's conversation on ethical topics; reading fiction; viewing and discussing pictures; the method of persuasion, as well as the method of rewards and punishments.

Another method of education is the formation of moral assessments and judgments: ideas about good and evil, about the norms of moral behavior, about right and wrong actions. This method presupposes that moral and ethical ideas develop into the motives of the child's own actions and become the guarantee and source of his altruistic behavior. This method is the most understandable and attractive from a pedagogical point of view, since it presupposes traditional and available pedagogical means: "explanation", reading literature, giving positive examples. Apparently, due to this, this strategy remains the most widespread. It is generally accepted and obvious that the understanding of moral norms is a necessary condition for the formation of moral behavior. The educational impact of teachers and parents on kids should be uniform, constant and consistent. It is very important to demonstrate and explain actions, methods of behavior in a form that is interesting for the child. Everyday communication with children is built on the basis of goodwill. It evokes in children emotional responsiveness, reciprocal benevolence, and many other feelings based on it - cheerfulness, affection for relatives, politeness.

When raising children of middle preschool age, the attention of teachers and parents should be drawn to expanding the "scope" of the skills of the culture of behavior. Children of this age are already able to show great activity, independence, not only in games and in self-service, but also in various work, in the classroom. They use the acquired and learned skills in situations that are new to them, for example, they wash their hands not only before eating and after using the toilet, but also after caring for animals, plants, cleaning the group room, playing with sand, and extend their care, polite and benevolent attitude to everyone around you, even strangers. The guys take good care of nature, not only carefully use toys, things, but also repair them, put them in order.

At the age of 4-5 years, the skills of children's moral behavior gradually become a habit, become a natural need, because children have mastered elementary ideas about morality, a humane attitude towards people. Therefore, along with showing examples of children's behavior in various situations, one should specially train them in moral actions. The teacher, for example, not only takes care of the clear organization of the way of life of his group, maintaining the usual living conditions for children, games, relationships, but also teaches them to act properly in a new or partially changed environment.

It is equally important to use conversations with children, including ethical ones, watching performances where characters beloved by children participate with a mandatory assessment of their actions, reading works of children's fiction, examining and discussing reproductions of paintings, drawings, art photographs.

These techniques help children to understand the rules of moral behavior from the standpoint of generally accepted norms. Influencing the emotional and volitional effective-practical components of the child's personality, they support his desire to do the right thing, contribute to the formation of habits of moral behavior.

Conclusion

The upbringing of moral qualities is the most important link in the formation of moral behavior. The emerging moral habits of the child are reflected primarily on his culture of behavior, appearance, speech, on his attitude to things, on the nature of communication with people around him.

When they talk about the culture of behavior of preschool children, they mean the whole amount of skills and abilities. They allow you to maintain general order in the daily routine, the lifestyle of the family, at home, in the establishment of the correct relationship between the child and adults and peers. These skills are related to personal neatness, neatness, cleanliness of clothes, shoes; with the culture of food (behavior at the table, the ability to use cutlery); with the culture of relationships with adults and peers (at home, in the yard, on the street, in public places, in kindergarten, at home); with a culture of organization (attitude to the regime), with a culture of play, training sessions, performance of work duties; with the culture of speech (form of address, culture of the vocabulary, tone, rate of speech).

The culture of behavior is brought up by the whole way of life of the family.

The time when it is more expedient to instill in a child this or that skill of cultural behavior best of all suggests the beginning of one or another of his activities. So, at 3-4 years old, when children begin to take an active part in self-service, adults teach them to be clean, neat, tidy. At the same age - with the development and understanding of the speech of others - skills are developed to make a request, ask for a service, express your speech clearly for others, etc.

In developing the skills of cultural behavior, it is necessary to influence the consciousness and feelings of the child and at the same time make sure that he has the opportunity to exercise (and exercise in various ways) in these skills.

The problem of moral development, which is currently attracting more and more attention of psychologists, is important and relevant for the complex of sciences related to moral education: psychology, pedagogy, philosophy, ethics. In Russian psychology, in accordance with its methodological principles, the moral development of the child is viewed as a process of assimilation of the patterns of behavior set by society, as a result of which these patterns become regulators (motives) of the child's behavior.

Our theoretical and empirical research allowed us to achieve the goal that we defined at the beginning of our work.

List of used literature

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Moral education of children is a complex concept that unites a set of educational measures that introduce a child to the moral values ​​of humanity. During this process, qualitative changes in the human personality take place. The child reaches the level of moral education, is included in the social environment, begins to engage in self-education and interaction with other people.

Concepts of morality

Content and forms of moral education

Since ancient times, the problem of moral education of the younger generation has been of interest to writers, philosophers, scientists, teachers, parents, and officials. With each new generation, scientists and teachers, discouraged by the decline in the moral qualities of young people, developed new recommendations, the purpose of which was to improve morality and morality in the new generation.

The goal of moral education is the development of concepts of morality

In the course of this process, the state exerts a great influence, which forms the moral demand for the qualities of the individual. If we recall the times of communism, then in honor there were workers who unquestioningly fulfilled the will of the leadership, ready to come to the rescue, collectivists. Then, with the advent of capitalist relations, personality traits such as initiative, enterprise, the ability to solve problems, and find a non-standard approach are valued. All these changes could not but affect the moral education in the children's institution.

Why do you need to teach moral education?

The answer to this question is not unambiguous, there are some researchers who argue that it is not possible to teach moral qualities, you can only try to instill them. This process is associated with the characteristics of each individual child.

Raising an adult is a thankless task. Most likely, he has already identified important moral principles by which he lives. But the development of the moral qualities of children has its fruits.

In kindergarten, the child learns collectivism

Many psychologists note that there is a problem of inconsistency between moral education in the family and the children's collective. If the teacher calls for friendship and generosity, and the parents cultivate aggression and a sense of ownership in the child, then the child will have an internal contradiction over time. The child, due to age, will tend to one or another position, without having his own opinion.

The younger the children are, the more they are open to the world around them.

Already by the age of five or six, the foundations of the personality are formed, in this short period of time the baby's psyche is the most flexible, you can try to correct what is laid down by nature. The content and forms of moral education during this period of personality formation should be optimally selected gently.

Basic concepts of moral education

The study of children of different ages and their characteristics is carried out in a complex manner, it is desirable that one teacher does this for a long time. In the process of observation, it is necessary to find out the basic concepts of children about upbringing, to trace the dynamics of changes, to carry out correction if there is a problem.

Education through creativity

The goal of moral education today is not only the development of the collectivist, but also of the individual. Modern principles of life in society require such qualities. Personality-centered theory helps the child openly express his opinion and defend his position. This is how the child's own significance and self-esteem is formed.

There are different approaches to the formation of moral qualities in children - through work, play, creativity, education, literary work, and one's own example.

The forms of moral education are diverse, like life itself:

• personal qualities of the child,
• children's attitude to other people,
• spiritual values,
• vowel and unspoken rules of etiquette,
• patriotic feelings and respect for authority.

Moral education begins in the family

The institution of children's education is trying to work in all these areas, it will be an excellent base for the school. The acquired knowledge will be layered on each other, forming a complex of personal qualities.

What problems are there in moral education?

In the institution of children's education, the authority of the teacher is very important, respectively, at home - the authority of the parent. This is, on the one hand, the strength of moral education, and on the other hand, is the great responsibility of a person. Children of different ages subconsciously copy the mentor's behavior. The peak of this imitation falls on the last years in kindergarten and early school years.

Participation in the life of the country is the basis of patriotic education

During the Soviet period, the entire life of an educational institution and a particular student was brought up for public discussion. The day began with a ruler, the content of which focused on the positive and negative aspects of the previous day and the instructions for the next day. Now they try to discuss all the nuances that relate to the personality of the child individually. Publicity is perceived as punishment. The goal of a modern educator is to expose the child's negative actions to public censure, and to call on the mind and conscience of children. Close attention has begun to be riveted to the activities of a teacher of any educational institution, the parents of a child can complain about the teacher if they do not agree with the methods of his upbringing. This factor is associated with a decrease in the activity of teachers in terms of the development of moral feelings, love for the Motherland, respect for older people and teachers. It is not always possible to explain the basics of morality to a child with beautiful literary phrases, sometimes you have to give hard-hitting life examples. Such conversations can cause negativity and stress in the child, to which parents will immediately react.

Education of spirituality is one of the aspects of morality

The goal of moral education in a preschool educational institution is manifested in:

• the formation of any moral qualities, feelings, habits, ideas,
• cultivating in children of different ages a humane attitude towards other people,
• the laying of patriotic feelings, pride in their homeland,
• educating children from a young age to tolerance of other nationalities and religions,
• the ability to live and work in a team, while maintaining self-esteem,
• cultivating qualities such as diligence, ability to work together.

Moral education in relation to young children is most effective if the interaction between the subject and the object is conducted at a high level.

Means of moral education

What techniques are used by teachers to form morality in their wards?

• Creativity, literary works, music, fine arts. Means of artistic expression help to describe a person's feelings in various situations, their own attitude through words, music, drawing.
• Communication with nature. The child must be in contact with wildlife. Such interaction gives vitality, teaches the laws of interaction of living beings, shows the true feelings of the child
• The content of their own activities. Through play, learning, work, creativity, the child expresses his mental state, learns to interact with other children, and learns moral qualities.
• An important role in the education of moral qualities is played by the environment that surrounds the child. The goal of the child's environment is to raise a worthy member of society. In a children's educational institution, this role is played by educators and peers.

What forms of moral education are used by teachers in kindergarten, the mechanism of moral education?

• Interaction based on mutual trust, respect, discussion, finding a way out of a difficult life situation.
• The existence of a form of soft confidential influence.
• Formation of a positive reaction in children to competitions, contests, olympiads. Considering this part of the learning process as an incentive to new heights, and not censure and humiliation of merits.

Early childhood

• To give a child in an educational institution to feel love and affection, to teach the ability to express these feelings,
• Condemnation of aggression and ill will. It is especially necessary to be careful about the manifestation of any form of censure.

Children learn from an early age to respect others

Younger preschool child

• The goal of upbringing and the tasks of moral education of preschoolers at this stage is to create a situation of success, the ability to respond to praise.
• The example of adults is very important for young children of this age; the content of moral education should not run counter to the norms of morality and your behavior.

Middle preschool age

• For this age, the example of an adult is still very relevant.
• The solution of logical verbal problems contributes to the formation of moral qualities.
• A specific goal is for creative tasks - the development of their own emotions and the ability to "read" the feelings of other people.
• The content of joint activities should involve interaction and teaching moral principles.

Emotional parenting

Senior Preschool Age

• An analysis should be carried out, the content of all positive and negative actions of the child. The teacher in an educational institution conducts diagnostics in a short time, outlines an action plan, and gives recommendations to parents.

In a playful way, you can teach children politeness

Moral education with an emphasis on spirituality

The purpose of such upbringing is the formation of a person with spiritual values, moral character, and a sense of a clear conscience.

For children of different ages, the main values ​​are such as peace, culture, environmental preservation.

Spiritual and moral education is the main direction of the work of educators

Developing pride in belonging to a particular nation or country. Such properties are typical for religious kindergartens. Learning content for different ages is based on spiritual values. Not all countries have such kindergartens; there is a need for such an institution in multinational states.

Social and moral education

Its goal is to bring up a harmonious personality that will find its place. For this it is necessary to have a whole complex of moral qualities for a peaceful and effective coexistence.

Play is the easiest method of social education

Social studies are very popular in modern schools. Knowledge is based on the legal aspects of people's behavior in various life examples and situations, such activities always evoke a lively response from the children.

The dangerous side of stereotyped behavior is a deep conviction that one person cannot solve problems; the help of third-party organizations, third parties, is always required.

Interaction with psychologists, elaboration of difficult situations in the form of scenes or modeling is very useful in this regard. In the course of the discussion, not only the characters can participate, but also the entire children's team.

Moral education with a civic bias

There are children's educational institutions in which the concepts of morality and civic feelings are not separated from each other. Teachers are trying to instill in the younger generation unconditional love for their country. Such kindergartens are relevant for countries where there are class conflicts. To understand everything that is happening, the child needs to be familiar with the whole story, to form his own position in this direction.

Patriotic education is one of the forms of social adaptation

Moral education based on aesthetic feelings

Modern society values ​​a sense of beauty in a person. It will not be possible to form such a property out of nowhere, here you need a serious base, which is given by an oriented kindergarten. The child contemplates beauty, describes it, and after a short time is able to discern it in the surrounding objects and create it independently. So at different times in all eras, talented guys appeared who, with their creativity, changed the world.

Types of aesthetic education

Moral and ecological education

Teaching morality through communication with nature is as organic and understandable as possible for the child. In the process of learning, the child comprehends new laws in ecology, transfers them to human society.

The task of protecting the environment is one of the most difficult and priority ones, therefore the existence of kindergartens with an environmental focus is understandable and obvious. A child who has been trained in it will not become a hunter, will not litter the environment, will protect his living space. Such people in the future will save all living things from extinction. It will take time for a whole generation of educated people to grow up, so the relevance of such children's centers is steadily growing.

Communication with nature

Moral and labor education

The existence and development of modern society is impossible without an able-bodied population. Therefore, such qualities as diligence, dedication, energy, initiative are always appreciated, the development of which determines the main goal of this type of education. All these properties are laid down in deep childhood, therefore kindergartens of this orientation are very important for the common good.

Educators should offer feasible tasks so that the process does not affect the well-being of children, and a positive self-esteem remains.

Children should be given feasible tasks

Respect for human activities is formed through their own work, this side of the learning process is very important. Staying a child in such a garden simplifies the life of the parents. Upon returning home, the child is able to put away his clothes and toys, help his parents with the housework or take care of the pet.

Moral and aesthetic education

Everyone has long remembered that it is beauty that will save all living things from extinction. But the ability to see beauty is not inherent in a person from birth, it is worth learning to see the beauty around. The easiest way to develop this skill is from early childhood. When a child contemplates, hears and feels beauty, it is easier for him to discern it in the world around him, to start creating beauty himself. If your child has talents, then kindergartens with an aesthetic bias will help develop skills.

Morality is one of the qualities that distinguishes a modern humane progressive society. The formation of this quality in the previous generation is an important stage in the formation of the new generation. On this path, the kindergarten and the family are inseparable from each other.

The problems of moral education of children have always attracted the attention of teachers, scientists, writers and philosophers. There are many reasons for this:

1. Moral education in the conditions of school institutions;
2. Patriotism - as one of the directions of education in schools;
3. Age characteristics of the child, his teaching and learning, used in the organizational and educational process;

It is known that the upbringing of patriotism and morality depends on the formation of the child's personality, which in the future gives the full development of the child. That is, all the foundations of education are laid from a young age. Children's institutions of all types are the very first and most important stage in the further development of the personality. Children's institutions are faced with the serious task of organizing the educational process in such a way that the pedagogical process carries an aesthetic meaning.
Teachers, scientists, teachers and educators are faced with the enormous task of updating educational work so that moral and patriotic education is introduced in step with the times, while improving the preparation of children for self-education, self-teaching to teach the child to independence.
Modern pedagogy of raising children has taken two contradictory positions. On the one hand - the humanization of the goal, and on the other hand, early education, without taking into account the age-specific characteristics of the child.
In such a situation, there is a need to rethink the methods of moral education in children's institutions. Schools should oblige educators to maintain strict control over the resolution of contradictions, taking all measures to improve the upbringing of children in primary care:

1. Bure P.C. Educator and Children: A Handbook for the Kindergarten Educator, 1985 publication
2. Montessori M. The method of scientific pedagogy applied to child education in children's homes:
3. Samorukova P.G. and K.D. Upshnsky On nature in primary education. "Preschool Education", 1968,

Teaching morality, patriotism without fanaticism is the main task of every adult. It is not possible to teach moral actions. They, according to teachers, can only be instilled. In addition, the very process of patriotic education is associated with the personality trait of the child himself.

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.

Conclusions:

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.

Nikitina-Kryzhko I.V.

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