Moral education of secondary children preschool age in the conditions of preschool
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 mind. This is a physically healthy, educated creative person, capable of purposeful social work, building his own life, habitat and communication, in accordance with fundamental moral principles. Therefore, the problem of moral education in kindergarten at the present stage of society's life is of particular relevance and significance.
Preschool childhood is a period of assimilation of moral norms and social ways of behavior. When a child begins an active life in human society, he encounters many problems and difficulties. They are connected not only with the fact that he still knows little about this world, but must and wants to know it. And for this it is important to understand how people communicate with each other, what they value, what they blame, for what they praise, and for what they scold or even punish. And in the process of this complex cognition, the child himself becomes a personality, with his own worldview, with his own understanding of good and evil, with his own reactions to the actions of others and his own behavior.
The new political concept of society has strengthened the social significance of education and upbringing, and has necessitated its qualitative renewal. The source of the latter is the moral orientation of education
One of the significant problems of our time is the lack of morality, the rupture of communication between generations, the education of young people outside the cultural and historical traditions, the system of values and the mentality of their people.
The most susceptible to negative influences due to the lack of formation of worldview positions turned out to be children, adolescents, and youth. 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, Helvetii, F.M. Dostoevsky, Socrates, Plato, I. Kant, A.F. Losev, V.S. Solovyov, Spinoza, F. Schiller, F. Schelling, Shefstsbury, F. Hutcheson, N. Chernyshevsky and others. , B. T. Likhachev, B. M. Nemensky, L. N. Stolovich, V. A. Sukhomlinsky, M. P. Yakobson, etc.); studies on the humanization of education (Sh.A. Amonashvili, M.N. Berulava, I.V. Bestuzhev-Lada, A.A. Bodalev, E.V. Bondarevskaya, B.S. Gershunsky, V.P. Zinchenko, V.V. Kraevsky, Z. A. Malkova, N. S. Rozov and others.
The formation of the foundations of a person's 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 a 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 the initial experience of behavior, relationships with loved ones, peers, things, nature, and learns the moral norms of society.
The relevance of the study determined the choice of this topic: "The moral education of children of middle preschool age in a preschool educational institution."
The purpose of the work: to analyze and empirically test the effectiveness of the psychological and pedagogical support of the conditions for the moral education of children of middle preschool age.
Object of study: the process of moral education in a preschool educational institution.
Subject of study: psychological and pedagogical conditions for the moral education of children of middle preschool age in a preschool educational institution.
To achieve our goal, we have identified the following work tasks:
1.study and analyze the literature on the research topic;
2.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 the 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 level 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 preschool age, the task of forming elementary moral ideas about the rules of behavior, about good and bad deeds, etc. is being solved.
The 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 deeds, practically learn to establish positive relationships with peers. Valuable for the moral development of the child, the desire to be useful to the surrounding adults, to show attention and care for peers is formed. The main direction of work in 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 to make moral tendencies prevail in his relations to the world around him.
An educational system based on free education presupposes the 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 unsuccessful (K.N. Wentzel, L.N. Tolstoy), however, the ideas of free education excite teachers in many countries, and today many of its modifications have been created.
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. These include the humanistic direction, personality-oriented pedagogy, "education in the spirit of the world", the pedagogy of S. Frenet, etc.
Each educational system has its own methods of education. An analysis of the modern system of education in our country testifies to the confusion in the systems of education: we set democratic goals, but we still implement them in an authoritarian manner. Hence the many miscalculations in the upbringing of children.
Morality is an integral part of the personality, ensuring its voluntary compliance with existing norms, rules and principles of behavior. They find expression in relation to society, the collective, individual people, 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 performs a social function. Its task has always been to pass on the moral experience accumulated by society to the younger generations. In this sense, education has always been and will be its permanent function.
In modern pedagogical theory The most widely used are two approaches to building a system of moral education: intellectualistic, which attaches paramount importance to the formation of knowledge in the younger generation, and behavioral, when the main attention is paid to the development of behavioral skills in students, the accumulation of experience of life in a team. However, each of these approaches separately cannot be taken as approaches in building a system of moral education.
In modern theories of moral education, the emphasis is on the predominant role of the individual. Thus, the position on moral relations and their influence on the moral formation of the child's personality was deepened by I.S. Maryenko. Moral relations, in his opinion, can be objective and subjective. “Objective moral relations,” the scientist noted, “are formed and exist in the conditions of social and family life, in the conditions of the collective activity. The child, entering into these relationships, develops his views and beliefs on the reality surrounding him ... ".
Morality (from Latin moralitas - tradition, folk custom, temper-character), 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 regulate people's behavior. The sphere of morality includes both good and evil, both fair and unjust. Therefore, from a philosophical point of view, the moral is that which is related to morality. The moral is opposed by the extramoral - it 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 consist of.
Considering morality as a form of social consciousness, as a reflection in the minds of people of their social relations, B.T. Likhachev noted that “if moral norms are a reflection of real life relationships, then it is easy to understand that the assimilation of moral rules by people, their transformation into convictions, 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 relationship of the child with the outside world and 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 the relations that he enters into 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 determined 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 personal approach, according to which moral education is considered as a purposeful process of formation of moral qualities in children. The idea of moral qualities as psychological formations of the inner sphere of the child 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 education, 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 activity.
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 the theory of moral education, it is necessary to take into account that the essence of an educated person is knowledge, skills and habits of behavior and relationships that a person enters into and develops independently in the process of activity, communication and accumulation of experience in social behavior.
The complexity of the process of moral education, its vital importance requires not only an understanding of its modern, current tasks, but also the disclosure of trends in its development.
The moral education of the younger generation makes it possible to ensure development that is somewhat ahead of the general level of the moral development of society. If new generations in their behavior reproduced the achievements of previous generations, the progress of society would stop. Moral education is an activity aimed at the future. Forming the consciousness, feelings and behavior of the 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 main content of educational activities are usually determined ahead of time. The design of new moral qualities, to a certain extent, ahead of the achieved level of moral development of the people, the tendencies of the moral progress of our society, the moral development of the individual are taken into account.
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 independently. It opens the way to personal development. Self-education, in turn, complements education, reinforces it. It activates the personality and influences the results of education. There is a close connection and interdependence between education and self-education.
The moral formation of the teenage generation occurs in constant communication and interaction with adults. The nature of the relationship of children with other people 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 parents, take care of the upbringing in the younger generation of truly social activity, morality, which is not limited to personal self-improvement, but requires mandatory participation in the improvement of all life around, in the dissemination and implementation of morality.
Major changes have taken place in our country in recent years. Russia is striving to become a democratic society open to the world, building a market economy and a state governed by the rule of law, in which a person who has a much greater measure of freedom and responsibility than before should be put in the first place. These processes unfold 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. Orientation to this trend objectively requires pedagogical science to develop a conceptual system of views that integrates the value bases of traditional and innovative processes.
Morality is the defining aspect of culture, its form, which gives the general basis 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 hidden threats, which makes it vulnerable to unexpected dangers and moral decay.
At present, people are striving 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 upbringing of everyone. Morality in society is supported by the power of public opinion, the expression of public assessment of the moral and immoral acts of the individual. Of great importance in the moral development of the individual is his 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 attraction 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 education of the child's personality.
Morals are those standards and norms that guide people in their behavior, in their daily actions. Morals are not eternal or immutable categories. They are reproduced by the force of habit of the masses, supported by the authority of public opinion, and not of legal provisions. At the same time, moral requirements, norms, rights receive a certain justification in the form of ideas about how one should behave in society.
Moral norms are an expression of certain relations prescribed by the morality of society to the behavior and activities of an individual in various fields.
The main function of moral education is to form moral consciousness, stable moral behavior and moral feelings in the younger generation, corresponding to modern image life, to form an active life position of each person, the habit of being guided in their actions, actions, relationships by feelings of public duty.
Pedagogy, in the field of moral education, distinguishes such pedagogical concepts as moral consciousness and moral behavior. The system of historically established and continuously updated knowledge, refracted through personal experience man, is the content of human consciousness. One of the characteristics of consciousness is given in its very name as a body of knowledge about the surrounding world (consciousness). Without knowledge there is no consciousness. "The way in which consciousness exists, and in the way that something exists for it, is knowledge."
Social experience is reflected in the public moral consciousness: moral ideas, theories, concepts reflect the real relations 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 actions, actions of a person. The moral stability of the individual depends on them. Persuasion is characterized by a strong assimilation of a system of moral concepts, the development of moral feelings, and the generalization of the experience of behavior and relationships.
What are the main guidelines for moral education in the modern education system should be singled out, what integrative concepts and characteristics should be designated as ideal foundations to which one should strive. The most significant, as pedagogical practice and its analysis shows, should be considered:
· Humanism, which is based on respect and benevolence towards another person, kindness as a source of feelings, actions and attitudes towards the world around.
· Responsibility as a moral readiness to take responsibility for one's thoughts and actions, to correlate them with possible consequences.
· Duty as awareness and readiness to manifest one's obligations to the state, society, people and oneself.
· Conscience as a regulatory basis of all human life.
· Feeling dignity as a moral self-affirmation based on an emotionally reflexive and positively colored attitude towards self-respect and respect for another person.
· Citizenship as a sense of the Motherland, an inextricable connection with the fatherland, involvement in its fate.
The emphasis on these characteristics allows children to comprehend, join in the process of education and master, in relation to their manifestations, such collective and figurative concepts as:
· The culture of feelings is the ability and desire for emotional self-manifestation in the horizon of measure and morality.
· The ability to moral effort, "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, the commensuration of one's behavior in accordance with the state of another person. On the basis of the ability to empathy, tolerance develops as tolerance for dissent, religion and the corresponding manifestation in connection with this.
The principles of moral education in modern pedagogy are called:
The interrelation 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. Of essential importance here is the emotional "living" of moral knowledge as an emotional factor in the personal development of children, stimulating their inclusion in the experience of behavior. Psychologists have proved that the humanization of education 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 worldview, the parameters of the psychological and pedagogical ways of forming an emotionally colored moral climate of the team, building student relationships as the most important condition for a full-fledged development.
Dialogue, dialogic interaction between teachers and pupils as the main principle of the entire educational policy of the education system. It acts as an incentive basis for the self-determination of the child, a source of moral understanding of human 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 that involve the involvement of cognitive, ethical and aesthetic abilities of consciousness, reflective reactions of pupils, which makes them an indispensable tool for building a productive educational pedagogy.
All this contributes to the transfer of modern education from "an educated person" to "a person of culture", 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 specific actions; rather, it can be called the ultimate, highest goal, a kind of goal of goals that makes possible the existence of all other goals and is not so much ahead of, but at the basis of human activity itself. More precisely, morality can be called not a goal, but an ideal - a regulative 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 personality. The moral formation of a person begins at birth. Preschool age is of particular importance.
At preschool age, the most favorable conditions for the moral development of children are created. During this period, the system of relationships between the child and adults and peers expands and restructures, activities become more complicated, and joint activities with peers arise. A preschooler comprehends the world of human relations, discovers the laws by which the interaction of people is built, that is, the norms of behavior. In an effort to become an adult, a preschooler subordinates his actions to social norms and rules of behavior.
The leading type of activity is a role-playing game, where the child models the ways of behavior, actions, relationships between adults. It highlights the relationship between people and the meaning of their work. Performing roles, the child learns to act in accordance with the moral standards accepted in human society.
The process of assimilation by the child of the rules and norms by which he is guided in managing his behavior was studied in the work of V.A. Gorbacheva. Based on 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 consciously single out the rules themselves and begin to be guided by them. Behavior becomes more free and stable. Children influence the actions and actions of each other, 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 shortcomings, is not aware of his qualities. And, despite the presence of all the obvious prerequisites for understanding the personality, children are not able to establish connections between their actions and qualities, they explain 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 shortcomings or virtues appear, according to L.I. Ruvinsky, indicate that children only formally repeat the opinions of adults, do not establish a connection between actions and personality traits, and are not aware of the latter.
In other works, psychologists S.L. Rubinstein, L.I. Ruvinsky found that preschool age is characterized by susceptibility to external influences, faith in the truth of everything that is taught, what they say, in the unconditionality and necessity of moral standards.
Moral education is a pedagogical activity to form a system of moral knowledge, feelings and assessments, correct behavior among 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 public moral consciousness, and above all, an 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 in impunity. Thus, having mastered moral behavior, the child is able to make the right 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, the child develops humanistic, altruistic feelings and attitudes, for example, attention to the needs and interests of others, the ability to take them into account, sympathy for other people's troubles and joys, as well as the experience of guilt when norms are violated.
All moral norms are characterized by the fact that they reinforce the social mode of behavior, which preschoolers “express as follows: “You must not deceive adults”, “You must not offend little ones”, etc. That is, children state what can be done and what cannot be done. We can talk about the formation of an understanding of a moral norm if the child explains why the norm must be observed.
The moral upbringing of children is determined by their conscientious attitude to learning, to 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 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. 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 himself must 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. We can assume 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:
- high - knowledge, emotions, will are combined;
- medium - 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;
- low - children are indifferent to relatives, peers.
Among the actions of children, a special group is made up of joint actions by two or three. 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 we have general positive results in the field of moral education of preschool children, 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 education and development of children, actively influence all the conditions of their life and upbringing, activate the entire educational process.
In the process of a child's moral development, we distinguish the following groups of contradictions:
First, internal contradictions between the established and emerging needs and capabilities of the child. This is expressed, for example. in constant clashes "I want" and "I can"; "I want but I can not"; "I can, but I do not want".
Secondly, the contradictions between needs, opportunities. the child and the system of education as a purposeful organization of his entire life and activity (“must” and “don’t want”). These contradictions are daily manifested in the relationship between the child and his educators, the children's team and the child.
Thirdly, between the existing capabilities of the child, the aspirations of educators and the influence of the environment. And among them, influences should be singled out that contribute to the achievement of the tasks of education and oppose this by virtue of both unintended and intentional influences.
Thus, combining everything listed in the studies, we can say that at preschool age, children have significant reserves of development. Their identification and effective use is one of the main tasks of pedagogy.
Proper upbringing prevents the child from accumulating negative experiences, 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, a great place is occupied by the formation of moral feelings. In the process of communication 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 grief or dissatisfaction with his prank, oversight, rejoices at a smile in response to his positive deed, experiences 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 the remark, discontent of an adult. Responsiveness, sympathy, kindness, joy for others are also formed in preschool childhood. Feelings encourage children to take action: help, show care, attention, calm, please.
It should be emphasized the sincerity of children's feelings and actions caused by them. So, the kid looked at the picture, which depicts a child taking the ball from a peer and waving his fist at him. Seeing then a crying peer, he pats him on the head (as his mother does, consoling him himself) and gives the toy with which he himself had just played.
In middle preschool age, moral feelings become more conscious. Children develop a sense of love for their native land, feelings of respect and appreciation for working people.
At preschool age, on the basis of emerging moral feelings, self-esteem, the beginnings of a sense of duty, justice, respect for people, as well as responsibility for the assigned work are brought up. A feature of preschool children is a pronounced ability to imitate. At the same time, insufficiently developed arbitrariness of behavior, the 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, which develop into moral habits in the process of accumulating experience, a paramount task. The teacher forms in children a variety of behavioral skills that reflect respect for adults, a positive attitude towards peers, a careful attitude to things that, turning into habits, become the norm of behavior: the habit of saying hello and goodbye, thanking for the service, putting any thing in its place, culturally leading himself in public places, politely make a request .
An urgent task at present is to educate preschoolers of moral and volitional qualities: independence, organization, perseverance, responsibility, discipline.
The formation of the moral-volitional sphere is an important condition for the comprehensive education of the child's personality. How a preschooler will be brought up morally and volitionally depends not only on his successful schooling, but also on the formation of a life position.
Underestimation of the importance of educating volitional qualities from an early age leads to the establishment of incorrect relationships between adults and children, to overprotection 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 strength, and strive to patronize. Often, children who show independence in kindergarten, in the presence of their parents, become helpless, insecure, and get 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 parents do not attach much importance to the education of such qualities as independence, perseverance, responsibility, organization.
It is known that the family plays a leading role in moral education. A normal prosperous family is characterized by an atmosphere of family emotional ties, saturation, immediacy and openness of their manifestations of love, care and experience. The influence of this atmosphere on the child at preschool age is greatest. The kid especially needs the love and affection of his parents, he has a huge need to communicate with adults, which is most fully satisfied by the family. The love of parents for the child, their concern for him evokes a response in the baby, makes 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 sense of security, a sense of emotional well-being, he realizes the value of his own "I". All this makes him open to good, positive influence.
Respect for the personality of the child, recognition of the value of his inner world, his needs and interests contribute to the development of his self-esteem. A person deprived of this feeling will allow both himself and the other to be humiliated, to allow injustice. Self-esteem helps the child to correctly evaluate 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 for another.
Self-respect, self-respect or disrespect, i.e. self-esteem, are formed in the child in the process of communicating with adults who evaluate him positively or negatively. Of particular importance for the baby is the assessment by those adults who treat him with trust and respect. Evaluation should fix the child's attention not only on how he acted - good or bad, but also on what consequences this has for other people. So gradually the child learns to focus in his behavior on how his act will affect others.
Great attention to the development of the child's moral feelings is given by reading fairy tales, stories, which describe the struggle of positive and negative characters. The child empathizes with the successes and failures of the hero and his friends, fervently wishes them victory. This is how his idea of good and evil, his attitude to moral and immoral is formed.
Children who, by the beginning of schooling, have not developed the ability to actively act to achieve the goal, independently fulfill daily requirements and solve new problems, and persevere in overcoming difficulties, often cannot organize themselves to fulfill the tasks of the teacher. This negatively affects the academic work and behavior of the first-grader, becomes the reason for his poor progress, 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 execution 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 themselves. The child does not yet understand that by doing so he takes care of them. Such a motive for the work of a child of middle preschool age is formed only under the influence of adults. Mastering the skills of self-service allows the child to provide real help to other children, requires him to make certain efforts to achieve desired result and promotes resilience.
Thus, the mastery of self-service skills by preschoolers is effective remedy education of such moral and volitional qualities as independence and perseverance
.3 Formation of moral concepts of children of middle preschool age in a preschool educational institution.
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 develops intensively 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 transition of the child from activities carried out jointly with adults to activities carried out independently is completed.
There is a growing desire to imitate an adult in their behavior. 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 arbitrarily subordinate his actions to certain moral requirements increases. At the same time, it should be borne in mind that at this age only elements of arbitrariness of 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 by an adult.
The organization of a joint lifestyle of children in the middle group of the kindergarten is aimed at forming friendly and benevolent relations, which involve friendly, polite treatment of children to each other, the ability to show responsiveness and sympathy for peers, provide the necessary assistance, and enter into cooperation for joint activities. Such relations create the basis for further education of humane, collectivistic relations between children. The upbringing of relationships is associated with the formation in each child of self-awareness 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 the team.
The basis of children's lives is a variety of meaningful collective activities in which children practically learn to negotiate and give in 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 part of the formation of the foundations of collective relationships. There is a complication of the content of children's activities. Play, 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 the cultivation of restraint and organization.
Children show an active desire for collective games. In plot-role-playing - they model the activities of adults, the relationships they enter into, moral norms. Techniques for managing children's games are aimed at enriching their moral content and 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 game team in an “ordinary” role, helping children to correctly conduct a “collusion” on the game, enrich the plot, and establish the right relationships.
The experience of friendly cooperation with peers is also acquired by children of 5 years in the process of joint duty, the performance of common labor assignments, in collective labor activity. The educator consistently teaches children to set a common goal of activity or follow the set goal, helps to carry out elementary planning, shows specific ways of cooperation in joint work. After completing the general task, the teacher evaluates the quality of the result and the ability of children to establish friendly relationships, gradually forming in children the idea that only through friendly cooperation can a good result be achieved in common activities.
Throughout middle age, the need for communication with peers is steadily increasing, forms of communication become more diverse. There are quite stable relationships between children based on personal sympathy. By the age of 5, collective games begin to occupy a predominant place in the game communication of children. In the process of joint activities, children independently unite in small groups, get used to coordinating their actions with each other in order to achieve a common goal, to help their peers.
The emotional sphere is actively developing. The feelings of the child begin to acquire 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 learn the rules of behavior, which gradually leads to increasing organization and discipline. The tasks of the moral education of preschoolers provide for the comprehensive development of moral feelings, behavior, and moral ideas.
Emotional responsiveness of children of middle preschool age is one of the important features that determine their moral development. The task of forming the moral feelings of children is given paramount attention during this period. 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, the habit of fulfilling his requirements is formed, which ensures the formation of respect for elders and obedience as behavioral traits by the age of 5. The development of responsiveness, 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 native city, for kindergarten - an important condition for educating love for the motherland. The implementation of this task can be carried out through an event with an environmental, local history orientation, organization and conduct of excursions, organization of the labor activity of children. The main methods will be example methods, demonstrations.
It is necessary to give the emerging feelings of children 4-5 years old 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 the moral feelings of children is inextricably linked with the task of forming the foundations of moral behavior, moral habits. From the age of 4, the task of educating friendly, benevolent relationships between children and peers is actively solved. By the age of 5, children have a fairly stable friendly disposition towards each other, the ability to reckon with the interests and ideas of their comrades, to help them, the desire to play and work together.
The main tasks of the moral education of preschoolers include the formation of moral feelings in children, positive skills and habits of behavior, moral ideas and motives for behavior.
Much attention is paid to the task of educating preschoolers of moral behavior towards adults: obey their elders (follow the requirements and rules of behavior), be polite, be able to express their affection to adults (bring a chair and offer to sit down, affectionately address loved ones, please them with a gift for the holiday: drawing, crafts, etc.). This task is implemented in the form of requirements, organizing joint events, cooperation, doing crafts for the elders, etc.
The task of mastering the basics of a culture of behavior is put forward, the habits of a polite attitude towards others are formed. In the middle preschool age, children develop the skills of everyday culture, courtesy, and joint play. In middle preschool age, a habit is developed to constantly follow these rules (greeting, saying goodbye, thanking for services, etc.). Some rules of the culture of behavior in public places are also mastered (do not interfere with others, behave calmly, speak quietly, be friendly), the rules of a collective game and work, the habit of taking care of things, maintaining cleanliness and order is fixed. This direction can be implemented in the organization of role-playing games, in the process of organizing labor activity.
The experience of behavior in 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 the implementation of individual techniques and simple processes in the middle preschool age to more complex and varied independent activities in the middle preschool age and to the formation of independence as a dominant feature of behavior and activity in the future.
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 teacher uses the specific manifestations of children in play and work activities to reveal the moral meaning of their behavior: whether they played together, whether they shared toys, whether they gave in to each other, whether they helped their comrades. Reading stories and poems, looking at pictures, watching dramatizations, 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 guided by humanistic motives for caring for others.
The educational 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, when involving children in preparing an album of drawings to send to a sick friend, the teacher emotionally tells the children how badly the sick child is alone, how he wants to meet his comrades, how happy he will be to send children, etc. Having evoked an emotional response in the children, the teacher discusses with each child what kind of drawing he should draw so that it turns out well and would please a sick peer. This ensures the personal acceptance of the humanistic goal of the activity and the 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 remains relevant 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 attenuation of a valuable motive, even if the child accepts it emotionally at the beginning of the activity, for example, if the children give a friend a craft that is too difficult for them as a gift or if the teacher emotionally encourages children to help each other, but at the same time does not show them specific ways of its manifestation.
Thirdly, by involving children in activities, the educator ensures the children's emotional experience of satisfaction from the results of the activity. Children rejoice, presenting their gifts to the birthday man on his birthday, listen with excitement to the teacher's story about how a sick friend was delighted with an album with drawings, etc.
In the middle preschool age, the formation of the first ideas about the work of people, about public holidays about people's lives. The 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 deeds, practically learn to establish positive relationships with their peers. Gradually, a child of 4-5 years old learns to subordinate his desires to the requirements of an adult, to the ideas of the children's team. The beginnings of a sense of responsibility for the task assigned, the result of which is important for others, appear. Valuable for the moral development of the child, the desire 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 4-5-year-old children are aimed at the gradual formation of the elements of moral behavior, feelings and consciousness of the child and affect different areas of his interaction with the environment: the child's relations with adults, peers, with the objective world. The main direction of work in 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 to make moral tendencies prevail in his relations to the world around him.
2. Study of the psychological and pedagogical support of the conditions for the moral education of children of middle preschool age
To study children's awareness of moral norms, the technique of G.A. Uruntaeva and Yu.A. Afonkina. The situations were modified according to the research topic and the age of the children. In our study, 3 unfinished situations were used that describe the fulfillment and violation of moral standards. Each of the situations involves 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 himself needs with close relatives;
Diagnostics was carried out according to the methodology “What is good and what is bad”, “Finish the sentence”.
Data processing, analysis, as far as children are aware of moral norms, took place according to 3 parameters:
- Situation - whether in all the proposed situations the child acts the same,
- Availability
- motivation:
- High level - in all three situations, the child does the right thing and motivates his action (motives are social in nature);
- Average level - motivation does not correspond to this situation, or is not expressed in all cases;
- Low level - there is no motivation and there is no manifestation of this quality.
- 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 conceptsHonestyKindnessJusticeRudenessBenevolence1Lena+++++2Sasha++3Ilya+++4Artem+++5Danila+++++6Vasilisa+++7Anya+++8Vova+++9Yan+++10Nazar+++Total:80%70 %60%60%70%
The data is visualized in Diagram 1.
Diagram 1. Analysis of the level of formation of moral concepts (in the order of designation honesty, kindness, justice, rudeness, goodwill)
Thus, it can be noted that the concept of honesty is formed most of all among children of middle preschool age - 80%. Slightly less children understand the essence of kindness, benevolence and friendship, only 60% of all respondents identified the essence of the concepts of "fairness" and "rudeness".
If we analyze the answers of each child, then Lena and Danil have formed moral concepts to the greatest extent (100% of correct answers each), Yan gave slightly fewer correct answers (80%), the predominant part of preschoolers (60% of the total) correctly noted only 3 concepts (60% of formation), a low level of formation of Narrative concepts in Sasha (40%).
Analyzing the data obtained, we can say about the level of upbringing of children middle group.
- Higher results in the manifestation of qualities in two situations:
1 situation - 64%,
situation - 28%
situation - 80%
The data is visually 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 visually presented in Diagram 3.
Diagram 3. Assessment of the level of motivation for the manifestation of moral qualities in a specific situation
Diagnosing the level of a child's moral development, ascertaining the level of upbringing for each age group, makes it possible to more or less correctly judge 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 - 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 and 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 became the most accessible to children: kindness, honesty, justice, benevolence; The categories of sympathy, tolerance, conscientiousness caused difficulty.
To improve morality, we have selected and proposed to educators recommendations on creating educational situations for preschool children that contribute to the formation of moral behavior.
Methods that ensure the creation of practical experience in social behavior in children include:
Education of moral habits;
An example of an adult or other children;
Purposeful observations of the work of adults or the play of children;
Organization of joint activities;
Joint game.
The moral education of children is proposed to be carried out in a variety of conditions: in household 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 includes: a teacher's conversation on ethical topics; reading fiction; looking at and discussing pictures; 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 the assumption that moral 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 involves traditional and accessible pedagogical means: “explanation”, reading literature, giving positive examples. Apparently, because of this, this strategy remains the most common. It is generally accepted and obvious that the necessary condition for the formation of moral behavior is the awareness of moral norms. The educational impact of teachers and parents on kids should be uniform, constant and consistent. A visual demonstration and explanation of actions, ways of behavior in a form that is interesting for the child is very important. Everyday communication with children is built on the basis of goodwill. It evokes in children emotional responsiveness, reciprocal goodwill, and many other feelings based on it - cheerfulness, affection for relatives, politeness.
When educating children of middle preschool age, the attention of teachers and parents should be paid to expanding the "scope" of behavior culture skills. Children of this age are already able to show great activity, independence, not only in games and self-service, but also in a variety of work, in the classroom. They use the acquired and learned skills in new situations for them, for example, they wash their hands not only before eating and after using the toilet, but also after caring for animals, plants, cleaning group room, games with sand, and care, polite and friendly attitude is extended to everyone around, even strangers. The children take 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 moral behavior of children gradually turn into 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, they should be specially trained in moral deeds. The teacher, for example, not only takes care of the clear organization of the way of life of his group, maintaining the conditions of life familiar to 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, viewing dramatizations, 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
Education of moral qualities is the most important link in the formation of moral behavior. The emerging moral habits of the child are reflected primarily in his culture of behavior, appearance, speech, his attitude to things, the nature of communication with people around him.
When they talk about the culture of behavior of preschool children, they mean the whole sum of skills and abilities. They allow you to maintain a general order in the daily routine, the way of life of the family, at home, in establishing the correct relationship of the child with adults and peers. These skills are associated with personal neatness, accuracy, cleanliness of clothes, shoes; with the culture of food (behavior at the table, the ability to use cutlery); with a 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 towards the regime), with a culture of play, training sessions, performance of work duties; with the culture of speech (form of address, culture of 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 habit 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 - the skills to make a request, ask for a service, express one's speech intelligibly for others, etc. are developed.
In cultivating the skills of cultural behavior, it is necessary to influence the mind 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, and ethics. In Russian psychology, in accordance with its methodological principles, the moral development of a child is viewed as a process of assimilation of patterns of behavior set by society, as a result of which these patterns become regulators (motives) of the child's behavior.
The theoretical and empirical research carried out by us made it possible to achieve the goal that we defined at the beginning of the work.
List of used literature
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Nesterenko A.V.fairy world
Program
spiritual and moral education and development of preschool children
The proposed program is designed to implement the urgent task of spiritual and moral education in a preschool educational institution.
The program has been developed in accordance with federal law Russian Federation“On Education” (with subsequent amendments and additions), the Concept of Patriotic Education of Citizens of the Russian Federation of the State Program “Patriotic Education of Citizens of the Russian Federation (for 2006-2010), “The National Doctrine of Education in the Russian Federation until 2025”, “The Concept of Modernizing Russian education for the period up to 2010”; "The Concept of Spiritual and Moral Education" taking into account the Federal State Educational Standard of preschool education (2014); "Concepts of the fundamental core of the content of general education" (basic document for creating curricula, programs, teaching materials and manuals); as well as taking into account the legal norms of international documents and documents of the Russian Federation: International documents on freedom of religion, the rights of the child and his family in the field of general education, in a public school; "Convention on the Rights of the Child", ; The right to freedom of thought, belief and religion in the Constitution of the Russian Federation; Federal Law "On Freedom of Conscience and Religious Associations". Legal basis for the implementation of religious education and education of students based on the value of religious culture and morality in state and municipal educational institutions. Documents of federal educational authorities, state educational authorities in Moscow.
The program is designed for 3 years and is designed to work with children from 4 to 7 years old.
The result of the development of this program is the achievement of a social and educational effect:
disclosure of the cultural potential of the personality (moral, creative, spiritual) of a preschool child;
development of positive value orientations and moral subject position;
development of subtle spiritual feelings (kindness, compassion, sympathy, conscientiousness) and high moral qualities (honesty, dignity, fidelity, tolerance, love for the motherland, etc.);
development of ecological awareness, interest in development and desire to preserve the national and cultural heritage of Russia, to increase its national and natural wealth;
the development of a value attitude towards GOD, the traditions of Orthodox culture and moral foundations, the veneration of Orthodox shrines, worship of bright examples and examples of the life of Russian saints and the fathers of the Orthodox Church;
development of a value attitude towards work and diligence, a sense of respect for working people and a careful attitude to the results of labor, the products of the creative activity of a person, the people of his native country;
development of love for native nature, Motherland, people and culture;
development of a value attitude to the family, father, mother, clan, memory of ancestors and respectful attitude to the elders, teacher, spiritual mentor and ministers of the church.
Explanatory note
Of all holy deeds, education is the most sacred
Theophan the Recluse
Spiritual and moral education is one of the most urgent tasks of Russian education. The relevance of this task is emphasized in the "Federal Target Program for the Development of Education for 2011-2015", in amendments to the Law of the Russian Federation "On Education" (December 1, 2007), where it is legally approved that "the content of education should provide... -moral personality” (paragraph 2, article 14). Since 1993, when the "Concept of Orthodox preschool education" was first developed, which played a constructive role in the development of Orthodox-oriented preschool institutions, pedagogical practice for the spiritual and moral education of preschoolers began to develop in different regions Russia.
The close attention to the problem of spiritual and moral education, the search for effective methods, and the appeal to cultural and historical traditions are not accidental. The characteristic features of the modern era are the presence of a number of socio-economic, environmental, political and other problems associated with the global crisis of the spiritual sphere, designated by modern philosophers as an "anthropological catastrophe", bringing the country closer to the line beyond which the moral and physical degeneration of the nation begins (M .K. Mamardashvili).
The devaluation of the moral and cultural values of the former political system and the ignorance of national and cultural traditions led to the erroneous decision to turn to samples and examples of Western culture alien to the Russian mentality, formed in the depths of Orthodox culture. All the negative tendencies of destructive changes in the spirituality of Russian society, associated with the decline in morals, the breakup of families, the growth of alcoholism and drug addiction, the emergence a large number abandoned children and the elderly, overcrowded prisons, child orphanhood and homelessness, one way or another, due to the destruction of national and cultural traditions. The most unprotected from negative influences were children.
ABOUT negative impact mass culture on the upbringing of children is evidenced by the studies of V.V. Abramenkova, M.V. Osorina, O.M. Potapovskaya and others. According to the conducted research, already at preschool age there is a deformation of value orientations and a picture of the world, as a result of which children are actively involved in ways of life that dehumanize their connections with the surrounding reality. Spiritual corruption, infantilization and victimization of modern children are promoted by anti-toys (V. Abramenkova), foreign cartoons and newfangled children's literature. In them, liberal attitudes direct the actions of children not towards peacefulness, benevolence and generosity, but towards the satisfaction of their materialistic desires or thoughtless obligingness towards others who are stronger and more cruel. Another equally important fact, as studies show, is that an increasing part of mental changes in children is of a spiritual and practical nature and refers to indicators of psychological ill health: deviance, fears, aggressiveness, anger, laziness, immorality, emotional deafness, etc. The number of children with disabilities spiritual and moral sphere among the younger generation, including children of preschool age, is increasing.
In this regard, preschool children require special attention, which are characterized, on the one hand, by high emotionality, susceptibility to social influences, and, on the other hand, preschool age, when value priorities, the basis of morality and cultural potential are laid.
The spiritual and moral development of preschoolers implies a process associated with positive qualitative changes in the inner world of the individual under the influence of the system of spiritual and moral education, the social environment, one's own experience and the experience of other people, as well as a state characterized by the level of spiritual and moral education achieved by the individual at each age stage .
At present, in preschool education, the term "spiritual and moral education" is gaining more and more stable position, replacing the definitions of "social development" and "moral education". So, in the "Program of education and training in kindergarten" (edited by N.E. Veraksa, M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova) focuses on the development of spiritual and universal values, it is emphasized that that the implementation of the principle of cultural conformity educational activities"makes it possible to ensure that national values and traditions are taken into account in education, to make up for the shortcomings of spiritual and moral education." However, spiritual and moral education is implemented mainly as a cognitive process aimed at assimilating the child's knowledge of ethical norms, folk traditions, certain cultural monuments. Such a formulation of the matter affects the development of the rational sphere of children, but almost does not affect the emotional-volitional and motivational spheres. In the mass practice of preschool education, the heroic motives of patriotic education have lost their relevance, the general background of the social and moral development of a preschooler has become mundane. The tradition of educating collectivism was interrupted, priorities shifted towards individualization of development, “shaping the child’s ideas about himself as a unique, valuable individual” 1 . Such an approach, according to O. M. Potapovskaya, is associated with the risk of forming a utilitarian attitude of preschoolers to meaningful life issues, the development of moral neutrality, and the orientation of children to the priority of personal well-being.
A shift in emphasis in the development of preschoolers towards early intellectualization does not contribute to spiritual development. In pursuit of the development of the intellect, the education of the soul, moral and spiritual development a small person, without which the accumulated knowledge may be useless. And as a result of this - emotional, strong-willed and spiritual immaturity.
The tasks of spiritual and moral education were also partially solved on the basis of the traditional way of life, and this line continues now in some educational institutions, preserving the uniqueness of their educational environment with a mini-museum, where the expositions represent folk life, traditions, culture. But this experience is also criticized, as a departure from the reality of the life of modern society is noted. At the same time, studies have shown that the effectiveness of the spiritual and moral education of preschoolers is associated with the use of the pedagogical potential of the national culture, the system of spiritual and moral values, reflected in all the diversity of art, festive and ritual culture, family Orthodox traditions.
The problem of providing methodological materials, programs and manuals for teachers of preschool departments for the implementation of the requirements of the Federal State Educational Standard and the satisfaction of parents' requests for spiritual and moral education in the development of educational programs and the creation of the necessary conditions for their implementation is extremely urgent.
In this program and methodological manual - the key to solving these problems. The conceptual foundations and content of the program are built taking into account the research of V.V. Abramenkova, A.S. Alekseeva, T.I. Baklanova, A.V. Borodina, O.S. Barilo, L.P. Gladkikh, L.D. Korotkova, M.V. Osorina, O.M. Potapovskaya, A.N. Sidorova and others.
The content of the program includes the revised experience of the work of the City Experimental Sites of Moscow GBOU Kindergarten No. 1664, 1776, 1851, 2497, 2177, 1667, 1823, 633, etc., taking into account innovative programs and methodological developments of S.Yu. Afanasyeva, T.G. Feoktistova; T. Ermakova, I. Neverova, L. Sych, T.G. Kochneva "Spiritual Flower Garden", N.I. Dementieva "Pearl of quest", V.V. Utkina and A.E. Pisareva "Lad", L. Kalinkina "Golden grains of light and goodness", Shevchenko "Good world" and others.
Program goals:
increase the competence of teachers in matters of theory and practice of spiritual and moral education;
to promote the spiritual and moral development of the individual through introducing children to the values of Russian Orthodox culture based on the integration of various types of children's cognitive-speech, artistic-aesthetic, socio-cultural and play activities in cooperation with the family, socio-cultural institutions and the department of religious education.
To reveal the necessary conditions for the implementation of the program (theoretical and methodological material for the self-development of teachers, methodological literature and manuals, recommendations for creating a creative and spiritually developing subject environment in groups).
To reveal the system of work with preschoolers (complex-integrated program, pedagogical technology, planning system, notes of classes and activities) on the spiritual and moral education of preschoolers in preschool educational institutions based on the highest spiritual values and moral ideals of Russian traditional culture.
Conceptual rationale for the program:
Concept series:
- this is a multifaceted purposeful process of familiarizing a child with spiritual and moral values, ideals, emotional-sensory and moral-cognitive development, the formation of value orientations and a subjective position in relation to God, nature, society, parents, family, people, other people and oneself oneself, one's life goals, communication with the outside world on the principles of humanism and moral images - the ideals of Orthodoxy.
Spiritual and moral education preschool children - this is the disclosure of the mental strength of the child; maintaining spiritual purity; the formation of his inner freedom; encouraging the child's personality to manifest basic virtues such as mercy, compassion, empathy, love, kindness, friendship, honesty, justice in relations with the outside world; upbringing of the worldview and worldview of the child on the basis of spiritual and moral values and the need to improve the world around him with the help of his attitude to the world.
The tasks of spiritual and moral education should be solved in line with ethnopedagogy and Orthodox pedagogy:
Raising gratitude to God and people. Ingratitude distorts the life of the person himself and always prevents right relationship with neighbor.
Raising responsibility before God, people and conscience for your words, deeds, for the tears and insults of the one who is next to you.
Cultivating the ability to obey: submission, obedience strengthens goodwill. The self destroys the will of man. .
Education of the ability and desire to ask for forgiveness and forgive.
Education of mercy and compassion for the sick, orphans, poor and suffering people. Even a small but constant concern for someone will contribute to the correct formation of personality. Without compassion, a defective person is brought up.
Education of benevolence towards people, to be able to see brothers and sisters in them. From childhood, a child must understand that judging others is easy, but not harmless. Laughing at people is shameful and sinful. It is much better to help and sympathize with people. Judging and slandering others is a lack of goodness.
Raising a sense of reverence for the shrine (temple, icons, parents, people, the whole world).
Spiritual and moral education provides for the relationship of two components in a person - spiritual and moral; if spirituality characterizes the "vertical" aspirations of the individual, the pursuit of values, ideals, then morality is the sphere of "horizontal" aspirations, which is expressed in relations with people and society.
Spirituality in a generalized form, it is defined as an integral quality of a person, the need and ability to listen to one's inner voice (intuition, conscience), to aspire to the heights of being, the ideals of truth (knowledge), goodness (morality), beauty (art); unselfishly show active love (assistance, sympathy, compassion).
Moral - moral ideas and feelings, habits and motives of behavior, norms and rules of behavior that determine their attitude towards themselves, other people, things that guide a person.
soulfulness - sensitivity, the ability to understand the feelings and experiences of another person, to sympathize, empathize, sensitive attitude towards the world and people around.
Psychological and pedagogical substantiation of the program.
A preschool child is distinguished by an increased susceptibility to social influences, which is why, getting used to this multifaceted world, he absorbs everything human: ways of communication, behavior, relationships, using his own imitation, observations, conclusions and conclusions. In older preschool age, the possibilities of moral education expand. This is due to age-related changes occurring in the mental and emotional-volitional development of preschoolers, their motivational sphere, in the level of communication and interaction with others.
Spiritual and moral development and upbringing of a child is associated with the development of the emotional sphere, because no moral teaching, communication, interaction, training will be effective if its participants are not able, firstly, to "read" the emotional state of another; and secondly, to manage the corresponding emotions. The more a child knows about different emotional states, the more accurately he will understand the state of another person, and vice versa. L. S. Vygotsky wrote about this, using the phenomenon of “dried heart” (lack of feeling), observed among his contemporaries and associated with education aimed at intellectual behavior, has not lost its relevance in our time.
The emotional development of a preschool child is an important stage in spiritual and moral education. . For a child who is able to understand the feelings and emotions of another person, the concepts of friendship, justice, compassion, kindness, love are not an empty phrase. Assimilation of the language of emotions and feelings, he masters the forms of expression of 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, he hides his fear or holds back his tears. He masters the science of controlling his emotions, learns to clothe them in the form accepted in society. Learn to use your feelings consciously.
The formation of the preschooler's emotional environment is closely connected with the spiritual and moral development of the preschooler's personality. . Based on examples from his own experience and the experience of others, experiencing it, he adds up an understanding of what is good and what is bad, forms his attitude towards greed, friendship, etc. The main helper of the child on this path is an adult who provides concrete examples of his behavior and lays in the child the basic moral norms of behavior.
Moral education should not be built on the basis of formal memorization and development of behavioral habits. A preschooler can comprehend moral values only on the basis of emotional and sensory experience, in a practical way, by trial and error in real life situations, active relationships with people, animals, nature, in the process of conscious moral choice 2
The process of moral education of children of an older preschooler includes :
moral education (ideas about moral values) –
intrinsic motivation (the origin of a motive for possessing moral value);
attitude (manifestation of attitude to moral value, adequate expression of emotions);
practical implementation (expression of knowledge through one's own actions in relations with others, one's own behavior)
Strengthening the line of spiritual and moral education in preschool education is based on the construction of a semantically holistic integrated educational system "Fairytale World", the content of which reveals spiritual and moral meanings through works of art, artistic images that reflect the values and ideals of Russian traditional culture that are relevant for the solution problems of modern childhood and the revival of the best traditions of Orthodox culture in family education and secular education.
This approach is most consistent with the nature of the child's psyche: the inseparability of emotions from the processes of perception, thinking, imagination (A.N. Leontiev, A.V. Zaporozhets, etc.). On the basis of sensory experience in preschool age, "social emotions" and such qualities as responsibility, justice begin to be laid; the child becomes capable of generalizing his own experiences, understanding the feelings of other people, emotional anticipation of his own and other people's actions. Empathy is one of the important feelings experienced by preschoolers. The path to good begins with the ability to understand the feelings of another person. It is necessary to accumulate the emotional experience of "valuable experiences", on the basis of which a positive attitude towards the world is formed, which at preschool age is very strong and takes on the character of an attitude. The most fertile material that reveals the world of human feelings to children is works of art and folk art.
Emotions and feelings are formed in the process of communication of the child with peers. Emotions, feelings are a kind of personal attitude of a person to the surrounding reality and to himself. Fairy tales, legends, games based on the plots of fairy tales contribute to the emotional perception of the image; listening to or playing fairy tales, children “live” the emotions associated with the created image and try on an important personal quality - initiative. The feelings that arise in a child in relation to other people are easily transferred to the characters of fiction - fairy tales, stories. Experiences can also arise in relation to animals, toys, plants. The child sympathizes, for example, with a broken flower.
Emotions, depending on the value of experiences, cause different feelings: inciting to moral actions. Psychologists distinguish the following types of "valuable" emotions.
Altruistic emotions(experiences that arise on the basis of need and assistance, help, patronage of other people: the desire to bring joy and happiness to other people; a sense of concern for the fate of someone, caring for him; empathy for the luck and joy of another; a sense of reliability or tenderness; a feeling of devotion; feeling of participation, pity).
Communicative emotions arising on the basis of the need for communication: the desire to communicate, share thoughts and experiences, find a response to them; feeling of sympathy, location; feeling of respect for someone; feeling of gratitude, gratitude; a feeling of adoration for someone; the desire to earn approval from close and respected people.
Gloric emotions associated with the need for self-affirmation, in glory: the desire to win recognition, honor; a feeling of wounded pride and a desire to take revenge; pleasant tickling of pride; a sense of pride; feeling of superiority; a feeling of satisfaction that, as it were, he grew up in his own eyes, increased the value of his personality.
Praxic emotions caused by activity, its change in the course of work, its success or failure, the difficulties of its implementation and completion: the desire to succeed in work; feeling of tension; enthusiasm, work engagement; admiring the results of their labor, its products; pleasant fatigue; a pleasant satisfaction that the deed is done, that the day was not in vain.
Punic emotions originating from the need to overcome danger, interest in the fight: thirst for thrills; intoxication with danger, risk; feeling of sports excitement; determination; sports anger; feeling of volitional and emotional tension; limiting mobilization of their physical and mental ability. 6. Romantic emotions: desire for everything unusual, mysterious; striving for the extraordinary, the unknown; expectation of something unusual and very good, a bright miracle; alluring feeling given; an exciting feeling of a strangely transformed perception of the surroundings: everything seems different, unusual, full of significance and mystery; a sense of special significance of what is happening; a feeling of ominous mystery.
Gnostic emotions associated with the need for cognitive harmony: the desire to understand something, to penetrate into the essence of the phenomenon; a feeling of surprise or bewilderment; a feeling of clarity or vagueness of thought; an irresistible desire to overcome contradictions in one's own reasoning, to bring everything into a system; a sense of conjecture, the proximity of a solution; the joy of discovering the truth.
Aesthetic emotions associated with lyrical experiences: the thirst for beauty; enjoying the beauty of something or someone; feeling of grace, grace; a feeling of the sublime or majestic; enjoyment of sounds feeling of exciting drama; a feeling of light sadness and thoughtfulness; poetic-contemplative state; feeling of spiritual softness, touching; feeling dear, dear, close; the sweetness of memories of the past; a bittersweet feeling of loneliness.
Hedonistic emotions related to satisfying the need for bodily and spiritual comfort: enjoyment of pleasant physical sensations from delicious food, heat, sun, etc.; feeling of carelessness, serenity; bliss (sweet laziness); feeling of fun; pleasant thoughtless excitement (at dances, parties, etc.); voluptuousness.
Akisitive emotions arising in connection with interest in accumulation, collecting: the desire to repeatedly acquire, accumulate, collect something; joy on the occasion of increasing their savings; a pleasant feeling when reviewing your savings.
Interest-excitement is a positive emotion that motivates learning, development of skills and abilities, and creative aspirations. In a state of interest, a person's attention, curiosity and dedication to the object of interest increase. The interest aroused by other people facilitates social life and promotes the development of emotional interpersonal relationships.
2. Joy is the maximum desired emotion. It is more a by-product of events and conditions than the result of a direct desire to obtain it.
3. Surprise appears due to a sharp increase in nervous stimulation arising from some sudden event. Surprise contributes to the direction of all cognitive processes to the object that caused surprise.
4. Woe-suffering - an emotion, experiencing which a person loses heart, feels loneliness, lack of contact with people, self-pity.
5. Anger. When angry, the blood "boils", the face begins to burn, the muscles tense up, which causes a feeling of strength, a feeling of courage or self-confidence.
6. Disgust often occurs with anger, but has its own motivational attributes and is otherwise subjectively experienced. It causes a desire to get rid of someone or something.
7. Contempt. Often the desire to feel superior in some way can lead to some degree of contempt. This emotion is "cold", leading to the depersonalization of the individual or group to which contempt refers, so it can motivate, for example, "cold-blooded murder". In modern life, this emotion does not have any useful or productive function.
8. Every person must have experienced fear in his life, his experience is very harmful. Fear is caused by the news of a real or imagined danger. Intense fear accompanies uncertainty and foreboding. Sometimes fear paralyzes a person, but usually it mobilizes his energy.
9. Shame motivates the desire to hide, disappear; it can also contribute to a sense of mediocrity, can be the basis of conformity, and sometimes, on the contrary, require the violation of group norms. Although a strong and persistent sense of shame can hinder a person's development, this emotion often contributes to maintaining self-esteem.
. Guilt often turns out to be associated with shame, but shame can appear due to any mistakes, and guilt arises from a violation of a moral or ethical nature, moreover, in situations in which the subject feels personally responsible.
Love occupies a special place in the life of every person, it is a source of enrichment of life and joy. There are many types of love, and each of them has unique characteristics and each is a special complex of affects. Common in all types of love: it connects people with each other, and this connection has an evolutionary-biological, socio-cultural and personal significance.
Every person must have experienced fear in his life, his experience is very harmful. Fear is caused by the news of a real or imagined danger. Intense fear accompanies uncertainty and foreboding. Sometimes fear paralyzes a person, but usually it mobilizes his energy.
Shame motivates the desire to hide, to disappear; it can also contribute to a sense of mediocrity, can be the basis of conformity, and sometimes, on the contrary, require the violation of group norms. Although a strong and persistent sense of shame can hinder a person's development, this emotion often contributes to maintaining self-esteem.
Hostility is the interaction of the fundamental emotions of anger, disgust and contempt, sometimes leading to aggression. When combined with a specific set of knowledge about the objects at which hostility is directed, it develops into hatred.
The priority of the spiritual and moral values of the national culture at the stage of preschool education is justified by the position that the fundamental human values (Man, Family, Fatherland, Labor, Earth, etc.) are not absolute and do not contain an unambiguous moral assessment. That is why it is necessary to turn to the system of spiritual and moral values of Russian traditional culture.
Modeling the system of spiritual and moral education is based on the principle of integration at three levels:
Level 1: integration at the level of a single goal: educational activities and interaction with the family, public and religious organizations are carried out at the level of a single goal: the formation and development of the spiritual and moral sphere of the individual, the disclosure of cultural potential and the improvement of children.
Level 2: integration at the level of generality of the topics of organized educational activities: different types of cognitive-speech and communicative, artistic, creative, playful and productive children can be carried out through a common (cross-cutting) theme.
Level 3: integration at the level of interconnection of value-semantic meanings (words, concepts, ethical norms, artistic images, proverbs, fairy tales, biblical stories, holidays) used in educational activities.
This approach to the modeling of educational activities makes it possible to comprehensively solve the problems of spiritual and moral education. When planning and organizing the pedagogical process, the following methodological principles are taken into account:
The principle of cyclic self-stimulation of neoplasms, which is the most important mechanism for self-motion, self-development of the child's personality;
The principle of the unity of the impact of various activities on the inner world of the child;
The principle of organic connection of communicative, cognitive and artistic-aesthetic, productive activities with the personal development of the child;
The principle of integrating art with different directions educational work and types of children's activities (musical, visual, game, artistic and speech, theatrical). The integration mechanism is precisely the image created by means of different types art and contemplated by children in different ides artistic activity: in literature - the word (figurative representations, definitions, epithets, comparisons, metaphor, rhythm); theatrical activities - movements, gestures, facial expressions, voice, intonation, postures; fine arts - drawing (shape, size, color, composition, rhythm); music - melody, rhythm, harmony, dynamics, intonation, etc.
The most important components of integrated classes are an artistic image, problem posing, conversation, play and productive activities (visual, musical, theatrical, etc.).
Preview:
Passport | 3 p. |
Explanatory note | 5 pages |
Main goals and objectives of the Program | 6 p. |
Main directions of the Program | 7 p. |
System of program events | 7 p. |
Terms and stages of the Program implementation | 10 pages |
Expected Results | 11 p. |
Application No. 1. |
Program Passport
Program name
The program "Spiritual, moral and patriotic education of preschool children" of the municipal preschool educational institution of the kindergarten of the combined type No. 7 of the city of Yeysk municipality Yeysk district
Basis for program development
The state program "Patriotic education of citizens of the Russian Federation for 2011-2015" (approved by Decree of the Government of the Russian Federation of 05.10.20 Yugoda No. 795). Decree of the Administration of the Municipal Formation of the Yeysk District dated May 20, 2011 No. 441 “On Approval of the Municipal Target Program “Development of the System of Preschool Education in the Municipal Formation of the Yeysk District” for 2011-2015” No. 47-7427 / 10-14 "On the spiritual and moral education of preschool children."
The program "Spiritual, moral and patriotic education of preschool children in the municipality Yeysk district" for 2011-2015. (approved by the decision of the Council of the Education Department of the Administration of the Moscow Region Yeysk District Protocol No. 2 dated 12.05.2011)
Program developers
Municipal preschool educational institution combined type kindergarten No. 7 of the city of Yeysk, municipality Yeysk district
Purpose of the program
Program objectives
Coordination of the activities of MDOU DSKB No. 7 of the city of Yeysk MO Yeysk district in matters of patriotic and spiritual and moral education of preschool children:
- introduction into the activities of modern forms, methods and means of patriotic and spiritual and moral education;
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Implementation timeline | 2011-2015 |
Performers of program events | Municipal preschool educational institution combined type kindergarten No. 7 of the city of Yeysk, municipality Yeysk district; Deanery; Other social structures. |
Expected results of the program implementation | As a result of the implementation of the program, it is expected:
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Program implementation control | Control over the implementation of the program and the plan of main activities is carried out by MDOU DSCV No. 7 of the city of Yeysk MO Yeysk district. |
1. Explanatory note
The program "Spiritual, moral and patriotic education of preschool children" of the municipal preschool educational institution of the kindergarten of the combined type No. 7 of the city of Yeysk, the municipality of the Yeysk district for 2011-2015 (hereinafter referred to as the program) was developed in accordance with the Convention on the Rights of the Child (November 1989 ), with the Law of the Russian Federation "On Education" dated July 10, 1992 No. 3266-1 (with amendments and additions), with the Federal Law of June 24, 1998 No. 124-FZ "On Basic Guarantees of the Rights of the Child in the Russian Federation" (with amendments of July 20, 2000, August 22, December 21, 2004), the Concept of spiritual and moral development and education of the personality of a citizen of Russia (2009), the State program "Patriotic education of citizens of the Russian Federation for 2011-2015." , approved by Decree of the Government of the Russian Federation (dated October 5, 2010 No. 795), the Federal Law "On Freedom of Conscience and Religious Associations", an agreement on joint social, cultural and educational activities of the Department of Education and Science of the Krasnodar Territory and the Yekaterinodar Eparchy of the Russian Orthodox Church, an agreement on joint social, cultural and educational activities of the education department and the Yeysk deanery.
The basis for the development of the program is the Decree of the Administration of the Municipal Formation of the Yeysk District dated 20.05.2011. No. 441 “On approval of the municipal target program “Development of the system of preschool education in the municipality of the Yeysk district” for 2011-2015”, information and methodological letter of the Department of Education and Science of the Krasnodar Territory dated 05.07.2010 No. 47-7427 / 10-14 "On the Spiritual and Moral Education of Preschool Children", the program "Spiritual, Moral and Patriotic Education of Preschool Children in the Yeysk District Municipality" for 2011-2015. (approved by the decision of the Council of the Education Department of the Administration of the Moscow Region Yeysk District Protocol No. 2 dated 12.05.2011)
The implementation of the program will contribute to solving the problems of forming the spiritual, moral and patriotic education of preschool children of the MDOU, ensuring the continuity of educational activities at various levels of the education and culture system, coordinating the pedagogical and educational activities of various institutions at the municipal level: the family, educational and social institutions: the family, educational and social institutions.
The program defines the main ways of developing the municipal system of spiritual, moral and patriotic education of children, outlines a set of measures to ensure interaction in the process of spiritual and moral education at the municipal level of various social institutions. When clarifying and adjusting the program, it is necessary to take into account the existing practical experience in implementing programs for spiritual and moral education in the Yeisk region, as well as cultural, historical, socio-historical features of regional and municipal development.
In recent years, the system of spiritual education of the younger generation has been significantly deformed as a result of the crisis of social institutions of cultural continuity, the most important of which is the institution of education. Comprehension of the contradictory experience of reforms in Russia leads to the need to raise the question of the spiritual security of the country, since without a person, his spiritual health, mental and moral strength, the very concept of "life" loses its meaning.
The problem of spiritual and moral improvement of society: the restoration of the values of traditional culture is so difficult that the effectiveness of its solution can only be ensured by large-scale actions, subject to a systematic approach within the framework of the municipal program and the MDOU program.
The scale of the MDOU is optimal in the implementation of the whole range of measures for spiritual and moral education and enlightenment. It is at the level of MDOU that organizational and environmental factors and opportunities are combined, thanks to which social, socio-educational and socio-pedagogical tasks are solved.
In this regard, work on spiritual, moral and patriotic education includes: improving preschool education, a system of measures addressed to the family, children of preschool age.
Given the special role of the Russian Orthodox Church in the process of historical and cultural development and the formation of the spiritual and moral potential of Russia, the implementation of the process of spiritual and moral education involves observing the principle of separation of secular and religious education, as well as combining the efforts of representatives of the Deanery in restoring the spiritual and moral potential of society. This factor explains the need for close cooperation between MDOU and representatives of the Church in solving the program tasks of the spiritual and moral education of preschool children.
2. Purpose, objectives and main directions of the program
The purpose of the program is the spiritual and moral education of preschool children through the creation of a socio-pedagogical environment focused on traditional cultural values.
To achieve this goal, the following tasks are solved:
- coordination of the activities of MDOU DSCV No. 7 of the city of Yeysk MO Yeysk district in matters of patriotic and spiritual and moral education of preschool children:
- organization of systematic propaganda of spiritual and patriotic values;
- introduction into the activities of modern forms, methods and means of patriotic and spiritual and moral education;
- formation of basic national values, national and spiritual traditions;
- the formation of civil and patriotic consciousness and self-awareness of preschool children;
- creation of a system of interaction with the family in the field of spiritual and moral education;
- implementation of a system of measures for the training, education and advanced training of teaching staff in the field of spiritual and moral education.
3. Main directions of the program
- Study, generalization and dissemination of experience gained in the field of spiritual and moral education in MDOU.
- Information and educational and cultural and educational activities.
- Pedagogical support of the family in matters of spiritual and moral education of preschool children.
- Spiritual, moral and patriotic education in MDOU.
- Participation in social and charitable events.
- Improving the training and advanced training of personnel on the issues of spiritual, moral and patriotic education of preschool children.
4. System of program activities
4.1. Regulatory, organizational and methodological support for the implementation of the program.
The program activities provide for the preparation and adoption of regulatory documents, including issues of spiritual, moral and patriotic education of preschool children.
One of the most important areas of the program is the formation of scientific, theoretical and methodological foundations of spiritual, moral and patriotic education. This direction involves the mobilization of the creative potential of teachers in solving the problems of spiritual, moral and patriotic education, the development of methodological materials and recommendations with the rationale for effective ways to familiarize preschoolers with spiritual and moral values, patriotism, the formation of positive behavior and attitude to the world (Appendix No. 1).
The system of organizational measures to ensure the implementation of the program assumes the creation of a creative group in the MDOU according to this program "Spiritual, moral and patriotic education of preschool children" of the municipal preschool educational institution of the kindergarten of the combined type No.
The creative team is supposed to carry out analytical work, clarify and refine the content, as well as manage the program.
4.2. Information and educational and cultural and educational activities.
The program involves information and educational activities to familiarize parents with the program, its goals, objectives, content and implementation.
Among the educational activities planned: the organization of consultations on patriotic education, the involvement of teachers, clergy, members of the public in the discussion of problems.
The cultural and educational direction of the program involves holding events and holidays of a spiritual, moral and patriotic orientation in MDOU.
4.3. Pedagogical support of the family in matters of spiritual, moral and patriotic education of children
Among the measures to solve this problem of the program, it is planned to carry out work at the MDOU to educate families on issues of spiritual, moral and patriotic education, to revive the traditional way of life of the family and to develop family relations based on Russian spiritual and cultural and historical traditions.
The implementation of the program involves two stages in working with families:
educational;
The stage of organizing joint activities of families.
Educational stageinvolves holding separate consultations, lectures for parents on the spiritual, moral and patriotic education of preschoolers with the involvement of doctors, teachers, and clergy as lecturers.
Parent education involves the publication of printed materials.
The stage of organizing joint activities of families suggests:
- organization of family living rooms;
- holding family holidays of the secular and church calendar with the joint participation of parents and children in their preparation and conduct;
- enrichment of joint leisure of parents and children with excursions.
4 .4. Social and charitable actions
The section "Social and charitable actions" provides for a number of activities aimed at the development of mercy and charity. Among these events, participation in various actions and decades of mercy: "There are no other people's children", "Veterans", "Our Roots", "Hurry to do good", etc.
4.5. Improving the training and advanced training of personnel on the issues of spiritual, moral and patriotic education of preschool children.
At the first stages of the program implementation, it is planned to determine measures for the training, education and advanced training of personnel on the issue of spiritual, moral and patriotic education of preschoolers, aimed at developing common approaches to the organization of spiritual and moral education.
MDOU is planned to participate in city scientific and practical pedagogical conferences, seminars, round tables on the spiritual, moral and patriotic education of preschoolers with the involvement of representatives of the clergy, parental community, public organizations. MDOU is planned to participate in a number of open events on spiritual, moral and patriotic education of preschool children.
4.6. Program Implementation Mechanism
The program implementation mechanism takes into account the forms and methods of spiritual and moral education and upbringing in MDOU.
The following structures are involved in the implementation of the program:
- Deanery of the Yeysk region,
- UOA MO Yeysk district,
- IMC of the education system Yeisk district,
- MDOU DSKV No. 7 Yeysk MO Yeysk district,
- creative associations of teachers.
To achieve the goal of the program, it is necessary to fulfill the tasks set through the implementation of the main program activities for the period from 2011-2015. The list of main program activities is given in the action plan.
The direct executor of the program is MDOU DSKV No. 7 of the city of Yeysk, Yeysk Region. MDOU provides information on the implementation of the program activities in the UAO MO Yeysk district, reflects in public reports of MDOU, covers on the website of MDOU, in the media.
4.7. Terms and stages of the program implementation
The program will be implemented in three stages.
At the first stage (2011) it is planned to create and approve the regulatory framework.
The second stage (2012-2014) is the development of innovative technologies that ensure the systematization and promotion of spiritual and patriotic values.
The third stage (2015) provides for the completion of the implementation of program activities, an assessment of the effectiveness of the implementation of the program and the activities of the MDOU.
4.8. Expected results of the program implementation
Each of the directions of the program should ensure the formation and acceptance of appropriate values by preschoolers, the experience of emotional and valuable comprehension of reality, the need for empathy, and responsibility for their actions.
The content of the program contributes to the expansion of a single educational space, which provides ample opportunities for the implementation of innovative approaches to building the educational process, the formation of social positive qualities in children that contribute to the moral and cultural development of the individual. As a result of the implementation of the program, it is expected:
- awareness of oneself as a citizen of Russia on the basis of the adoption of common national moral values;
- the development of a sense of patriotism and civic solidarity;
- the formation among preschoolers of respect for their homeland, the Kuban;
- expanding children's knowledge of state Kuban traditions;
- introducing preschoolers to the origins of Orthodox culture;
- spiritual, cultural and social continuity of generations;
- strengthening the institution of the family;
- revival and preservation of spiritual and moral traditions of family education;
- formation in children of knowledge about the value of physical and spiritual health;
- raising the spiritual and moral level of preschoolers.
Application No. 1.
The specificity of the national-cultural, demographic, climatic conditions in which the educational process is carried out.
The educational program of the preschool educational institution takes into account the climatic conditions of the Krasnodar Territory - the southern region of the country, demographic features - the demand of the population for the services of preschool educational institutions exceeds the offers of the educational market, the national, cultural and historical values of the Kuban. The geographical location of the city of Yeysk on the coast of the warm Sea of Azov and in the northeastern part of the Krasnoda Territory puts teachers in front of the need to adjust the program content of the teaching aids recommended by the exemplary basic general education program "From Birth to School" in educational areas " Physical Culture”, “Knowledge is a holistic picture of the world”, “Labor”, “Safety”.
Patriotic and spiritual and moral education should be comprehensive, carried out in everyday life and integrated into all educational areas. At the same time, the educational process should be carried out in an appropriately organized developmental environment. When creating a mini-museum in our institution, it is necessary to think over (with a limited number of rooms) where original samples will be placed and stored - exhibits of paredmets of ancient Kuban life, children's work. The emerging interest of children in collecting "objects of beauty" is one of the indicators of the child's aesthetic activity.
The main directions of the work of the mini-museum: collection of exhibits, materials on local history; study of the collected material, its placement, storage; creation of stationary and traveling exhibitions;
conducting classes - gatherings, classes - travels in the history of individual things and traditional life in general, classes - dramatizations, excursions for children, parents and guests of a preschool institution.
initial ideas of a social nature and the inclusion of children in the system of social relations through the solution of the following tasks:
- the formation of primary ideas of cultural - historical and spiritual - moral values, customs and traditions in the Kuban;
- familiarization with the traditions of folk festivals, holidays: Christmas time, Easter, Trinity, Apple Savior, Intercession.
To implement the local history content of the Program, a scheme of work in the preschool educational institution on local history and spiritual and moral education was developed.
Program goal:
Tasks:
- To give children knowledge about their hometown: history, symbols, sights, industrial facilities, their harm and benefit, the ecological situation in the city, the resort city.
- Introduce the names of those who founded and glorified the city.
- To expand the knowledge of children about the flora and fauna of the city of Yeysk, Krasnodar Territory. Become familiar with the phenomena that occur in the environment.
- Learn to work with a map of the Krasnodar Territory, determine the rivers, the Black and Azov Seas by conventional signs,
mountains, find the cities of Yeysk, Krasnodar and 4-5 cities of the Krasnodar Territory.
- To acquaint children with the Black and Azov seas, their location on the map, uniqueness.
- To cultivate love for the native city, the region, the ability to see the beautiful, be proud of it.
- To acquaint with the work of the Yeysk, Kuban poets, writers, artists, composers.
- To form an ecological culture among children and their parents, the desire to take part in environmental protection activities.
Hypothesis: living in the city of Yeysk, on the territory of unique places, we not only do not visit them, but also know little about them. During the implementation of the program, children will gain knowledge about the history of the city and the region, symbols, sights, they will know the names of those who founded and glorified the city, they will begin to show interest in life events and reflect their impressions in productive activities, that is, we can assume that the goal and the objectives of our program will be accomplished.
The specifics of national-cultural, demographic, climatic conditions,
in which the educational process takes place.
The educational program of the preschool educational institution also takes into account the climatic conditions of the Krasnodar Territory - the southern region of the country, demographic features - the demand of the population for the services of preschool educational institutions exceeds the offers of the educational market, the national, cultural and historical values of the Kuban. The geographical location of the city of Yeysk on the coast of the warm Sea of Azov and in the north-eastern part of the Krasnodar Territory puts teachers in front of the need to adjust the program content of the teaching aids recommended by the exemplary basic general education program "From Birth to School" in the educational areas "Physical Education", "Cognition – a holistic picture of the world”, “Labor”, “Safety”.
Patriotic and spiritual-moral education should be comprehensive, carried out in everyday life and integrated into all educational areas. At the same time, the educational process should be carried out in an appropriately organized developmental environment. When creating a mini-museum in MDOU, it is necessary to think over (with a limited number of rooms) where original samples will be placed and stored - exhibits of objects of ancient Kuban life, children's work. The emerging interest of children in collecting "objects of beauty" is one of the indicators of the child's aesthetic activity.
The main directions of the work of the mini-museum:
collection of exhibits, materials on local history;
study of the collected material, its placement, storage;
creation of stationary and traveling exhibitions;
Conducting classes - gatherings, classes - travels in the history of individual things and traditional life in general, classes - dramatizations, excursions for children, parents and guests of a preschool institution.
introduction to the history of the origin of the native city, region;
acquaintance with famous countrymen and people who glorified Yeysk, the Krasnodar Territory;
formation of ideas about the sights of the native city (district), its state symbols;
fostering love for the home, family, respect for parents and their work;
formation and development of cognitive interest in folk art and the world of crafts in the native land;
formation of ideas about the animal and plant world of the native land;
familiarization with the map of the Krasnodar Territory, your city, district;
the formation of primary historical ideas about the family in the Kuban (its composition, kinship and relationships, the distribution of family responsibilities, traditions, etc.);
the formation of primary ideas about society (the nearest society and the place of the child in it);
formation of primary ideas of cultural-historical and spiritual-moral values, customs and traditions in the Kuban;
familiarization with the traditions of folk festivals, holidays: Christmas time, Maslenitsa, Easter, Apple Savior, Intercession.
To implement the local history content of the Program, a scheme of work in the MDOU on local history and spiritual and moral education has been developed.
Program goal: to give children knowledge about their native city and region, to develop a sense of pride in the region, the desire to keep it clean and beautiful.
Tasks:
1. To give children knowledge about their hometown: history, symbols, sights, industrial facilities, their harm and benefit, the ecological situation in the city, the resort city.
2. Introduce the names of those who founded and glorified the city.
3. Expand the knowledge of children about the flora and fauna of the city of Yeysk, Krasnodar Territory. Become familiar with the phenomena that occur in the environment.
4. Learn to work with a map of the Krasnodar Territory, identify rivers, the Black and Azov Seas, mountains by conventional signs, find the cities of Yeysk, Krasnodar and 4-5 cities of the Krasnodar Territory.
5. Introduce children to the Black and Azov seas, their location on the map, uniqueness.
6. Cultivate love for your native city, region, the ability to see the beautiful, be proud of it.
7. To acquaint with the work of the Yeysk, Kuban poets, writers, artists, composers.
8. To form an ecological culture among children and their parents, the desire to take part in environmental protection activities.
Hypothesis: living in the city of Yeysk, on the territory of unique places, we not only do not visit them, but also know little about them. During the implementation of the program, children will gain knowledge about the history of the city and the region, symbols, sights, they will know the names of those who founded and glorified the city, they will begin to show interest in life events and reflect their impressions in productive activities, that is, we can assume that the goal and the objectives of our project will be completed.
The structure of the educational process implies the coverage of all content, which is focused on the spiritual, moral, aesthetic education and the general development of preschool children, and knowledge, skills and abilities are only a means of education. The content of education we use provides for the child's immersion in the national culture (literature, art, way of life, traditions) with an indispensable consideration of the ethnocultural characteristics of the Krasnodar Territory.
“My home is a family” (3rd year of life);
“My home is a family, a kindergarten, the city of Yeysk” (4th year of life);
“My home is a family, the city of Yeysk, Krasnodar Territory” (5th year of life);
“My home is a family, the city of Yeysk, Krasnodar Territory, Russia” (6-7 years of life).
The above tasks are implemented in the pedagogical process of the kindergarten in organized forms (classes, conversations, studios, holidays, entertainment), as well as in the daily routine and independent activities of children. In the content of the pedagogical process, the priority is national culture(art, everyday life, communication), folk calendar holidays.
Scheme for the implementation of local history material through integration into educational areas.
Educational areas | Activities |
Integration of local history material into joint activities with a teacher. | |
"Knowledge" | Cognitive activities: "Acquaintance with the work of rural residents", "Journey to the village", "Acquaintance with the history of the Krasnodar Territory", "How a shirt grew in the field", "Gatherings with Grandma Martha", "Our Kuban region", "What is the city famous for Yeysk", "Traditions and life of the Kuban Cossacks" Conversations: “My city on the Sea of Azov”, “Along the streets of the city”, “The Sea of Azov is a health resort of the Kuban”, “The flora of the native land”, “The animal world of the Kuban”, “Enterprises of the native city”, “The seas and large rivers of the Kuban” , "Peoples of the Kuban", "Journey through the cities of the Kuban", "The Red Book of the Krasnodar Territory". Thematic entertainment about the history, traditions, culture, life and nature of the native land. Didactic games: “What tree is the leaf from?”, “Guess the taste”, “ Miraculous Pouch”, “Parts of a tree”, “Whose beak”, “Flies, jumps, swims”, “Tops are roots”, “Whose children”, “What they eat raw, what is boiled”, “Who lives where”, “ Every bird in its place”, “What is wrong”, “When does this happen”, “Whose house?”, “Food chains”, “Run to the named tree”, “What grows in your native land”, “Harvest”, “Who superfluous”, “Find the animals of our land”, “When it happens”, “Mushroom meadow”, “Who lives in the sea”, “Who needs what for work”, “We will populate the Sea of Azov”, “Find out where I am” , "Where did the bread come from?" |
"Work" | "Labor landing" of children and parents (planting trees and shrubs, pruning, working in the garden). Production of feeders and birdhouses for birds. Sand buildings (in summer). Task for the summer: to collect a herbarium of Kuban plants. Manual labor: handicrafts from natural material, accumulation of material for models "Kuban Compound", "Underwater World of the Sea of Azov", "My Steppe Territory" |
"Artistic Creativity" | Thematic creativity: "Animals, birds, plants of the Kuban", "Harvest of the Kuban", "Building a house", "In the port", "Vase with spikelets", "Basket with bread", "Our city", "Flowering gardens of the Kuban" , "Streets of my native city", "Where I rested", "Drawing national costumes of the Kuban", "I want to draw about good" Making albums and looking at illustrations, postcards about his native city and region. To acquaint with the decorative and applied art of the Kuban: Kuban embroidery, forging, basket weaving, twisted doll, Petrikovskaya painting, pottery. To acquaint with the work of Yeysk artists: Fedin, |
"Safety" | Compliance with the elementary rules of organized behavior in kindergarten, behavior on the streets of the city and in transport, traffic. Distinguish and name the types of transport common in the city, explain their purpose. Know and follow the elementary rules of behavior in nature: ways to safely interact with plants and animals; safe behavior at sea in the summer and during the freezing period. Follow the rules of conduct in public places, as well as in life-threatening situations Know and follow the methods of safe behavior in accordance with weather conditions: in winter - ice; summer thunderstorms and heavy rains with hail. |
"Health" and "Physical culture" | Games of the peoples of the Kuban "Kubanka", "Bring down the hat", "Silent", "Golden Gate", "Hot - cold", "Honey and sugar" Conversations: “Good habits”, “Acupressure”, “Healing tea”, “First aid for sun and heat stroke” Day of health, sports holidays, entertainment. |
"Socialization" | Meetings with interesting people of the city. Excursions around the native city, in the park, children's library. Visiting exhibitions of artists of the city. Organization of a corner of local history in groups of senior preschool age. Plot - role-playing games: "Firefighters", "Defenders of the Motherland", "Excursions to the museum", "Excursions around the city". |
"Communication", "Reading fiction" | Creative stories: "The city where I live", "City of the future". Drawing up an eco-tale about the city of Yeisk, the Sea of \u200b\u200bAzov, riddles about birds, plants. Word creation of children with parents: compose poems, a fairy tale about the city of Yeysk. Learning proverbs and sayings, poems. Speech games of the peoples of the Kuban. Reading the works of poets and writers of Yeysk, Kuban: E. Kotenko, N. Tsvireva, |
"Music" | Holidays: “The land of the native land of the Kuban”, “What do we know about the native land”, “Birds in the Kuban”, “Autumn in the Kuban”. Entertainment: “Acquaintance with the work of the composer, artistic director of the State Kuban Cossack Choir V. G. Zakharchenko”, “The work of the Yeysk poet A. G. Matsoyan”, “Teach me to play”, “Recognize the melody” “Voices of folk instruments”. Learning and listening to poems, songs about Yeysk, the Krasnodar Territory. Making the folder "Songs and poems about the city of Yeysk" Folk holidays in the Kuban - Christmas carols, Maslenitsa, Easter in the Kuban family, Apple Savior, Intercession. |
Holidays should be the basis for planning spiritual and moral education in a preschool institution. The holiday, being a traditional element of folk life, includes the folk, national and religious traditions of the region.
Each holiday has its own traditions, characteristic of our area. Traditions are one of the main mechanisms for the accumulation, preservation and development of culture. The best thing that people manage to create (an apt word, a new game, nice shape communication, etc.), they strive to preserve, and for this they repeat themselves over and over again, approve and support others in this, especially their growing shift.
The Krasnodar Territory has long been an agricultural region. Love for the land, the eternal feeling of devotion to it and responsibility for it, knowledge of natural phenomena, which largely reinforce the efforts of peasant hands, remain the spiritual and moral foundation without which there is no true culture of agriculture. The wisdom of the people is embedded in the Russian folk agricultural calendar, and today an interested and attentive acquaintance with the folk agricultural calendar will become a trusting dialogue of the current, emerging young generation with their distant and close ancestors, will become the spiritual axis that connects the past and the future, will ensure an organic entry baby to the world of nature and culture of his native land.
On the basis of the Russian folk agricultural calendar, a preschool institution draws up its own holiday calendar. Calendar folk holidays are a unique opportunity for children and adults to immerse themselves in the world of the same folk songs, dances, rituals, and games every year. Holidays allow in a fascinating, exciting action in accordance with the age of children to become feasible participants in a common event and preparation for it, to master a large repertoire of folk songs, chants, counting rhymes.
The "nationality" of the holiday, that is, the participation of the whole people - from small to large, allows you to naturally master the spiritual experience of your people: older children, adults pass on what they have learned to kids, take care of them, gradually moving from a spectacle to active actions, kids master more and more complex material, imitating the elders, acquire communication skills.
Children and adults prepare for a calendar holiday for a certain time: they learn songs, incantations, play round dances, get acquainted with rituals, their significance in human life, household items, etc. An important condition comprehension folk culture is a connection with modernity, with today's life of a child.
But calendar holidays are not only a kind of result of the work carried out with children on the assimilation of folklore material, a powerful factor in the positive impact on emotional sphere child, but also the opportunity to show their Creative skills in any kind of activity of choice and at any level, without excessive physical and psychological stress.
Folk calendar holidays are held annually together with adults (teachers and parents) and children, as a rule, on the street, according to a single scenario. Only the share of children in them varies depending on age. Children are introduced to a variety of styles of communication of various classes: the common people and the nobility. The foundations of polite behavior in various life situations are laid, as well as with ways to establish humane interaction with peers, with children of different ages, with adults.
Approximate children's folk calendar.
Planning an integrated work to familiarize children with Russian holiday culture
Autumn folk holidays
Purpose, program content | Target. To fix the collective image of the autumn holidays; names of autumn months; ritual actions accompanying the celebration of the autumn holidays. Program content. To acquaint children with the concepts of "Indian Summer", "Cover"; with autumn signs, proverbs and sayings of the Russian people. |
N. Sladkov "Autumn on the threshold"; I. Sokolov-Mikitov "Leaf fall-nichek"; A. Tvardovsky "Forest in autumn"; Russian folk tale "Seven Simeons - seven workers", arr. I. Karnaukhova; A. Pushkin “Already the sky was breathing in autumn” (from the poem “Eugene Onegin”), “A dull time! Charm of the eyes" (from the poem "Autumn"); A. Maykov "Autumn"; M. Mikhailov "Forest mansions"; L. Tolstoy "What is the dew on the grass"; M. Prishvin "The Last Mushrooms", "Birds and Leaves"; K. Paustovsky "Farewell to summer"; G. Skrebitsky "The Four Seasons". |
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Artistic creativity | Development of productive creativity: Drawing autumn landscapes, the image of autumn. Drawing from nature or representation of autumn vegetables and fruits, autumn flowers. Drawing by design in order to convey impressions and consolidate children's ideas about the content of autumn folk holidays. Drawing on the themes "How autumn changed nature", "Autumn still lifes". Collective work "Fantasies of autumn", "Autumn in works of art". |
A. Karneev "Charge to the crown"; K. Lebedev "Boyar wedding"; V. Rybinsky "The bride is released to the crown"; I. Pryanishnikov "Return from the fair"; K. Trutovsky "On the way to the fair"; A. Akimov "Blessing at the conspiracy of a peasant wedding"; S. Kolesnikov "Cleaning straw"; L. Popov "Late Autumn" ("For brushwood"); S. Vinogradov "On the threshing floor"; I. Levitan “Golden Autumn”, “Golden Autumn. Slobidka"; I. Shishkin "Rye". |
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Music | R. Schumann "Folk Song", "Merry Peasant", "Song of the Reapers", "Village Song" from the musical cycle "Album for Youth"; P. Tchaikovsky “September. Hunting”, “October. Autumn song”, “November. On the troika" from the series "Seasons"; A. Vivaldi "Autumn", op. 8, No. 3 (concert in F major), Rural Songs of the Italians, The Hunt, The Fleeing Beast, Guns and Dogs from the cycle Four Seasons; A. Lyadov "Rain, rain", "Calling rain"; D. Kabalevsky "Sad rain"; T. Popatenko "Leaf fall"; M. Krasev "Leaves are falling"; S. Maykopar "In Autumn", "Clouds are floating"; C. Cui "Autumn"; G. Sviridov "Rain"; T. Zakharyin "Autumn Rain". |
Listening to folk songs: “I sing a song for you”, “Golden Sickles” (stubble), “Reaped a zhito” (dzhinochnaya), “Oh, yes, my dear mother” (the bride’s cry), “We will marry a mosquito” (comic) . Autumn colors in music. Golden autumn - danceability, freshness of sound, joy, sonority. Late autumn - a dull, sad, plaintive intonation. Singing: folk songs - “Freckle-Autumn” (stubble), “Like in our workshop” (play), “Hey, guys, don’t be shy” (labor), “In the fire, in the new” (wedding). Thematic conversation-concert "Autumn", "Colors of autumn in music". Staging of folk songs: "Jump-jump", "Geese you, geese"; “Two black grouse”, “Cunning magpie”, “Cow”, “Like in a forest-forest”, “Like under our gates”, “Like we have a goat”, “Crane”, “We will marry a mosquito”, “ Oh, yes, we are nesting dolls”, “Mahonya”, “Like our Dunya”. Round dances: "Rowan-beauty", "Sow, wind dew" (wedding ornamental round dance). |
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Communication | Memorizing poems: A. Pleshcheev "Autumn has come", "A boring picture"; K. Balmont "Autumn"; I. Bunin "The forest is like a painted tower"; N. Nekrasov "Green Noise"; A. Maykov "I love the path of the forest"; F. Tyutchev "Leaves"; V. Berestov "Basket". Conversation on the painting by I. Khrutsky "Flowers and Fruits". Autumn excursions into nature in order to consolidate children's ideas about the integrity of human being and nature. |
Physical Culture | Autumn games and competitions: "Pots"; "Who is stronger"; "Carousel"; "Confusion"; "Drag"; "Pull-push." Games of autumn gatherings - fun games: "Spoiled phone"; "Gardener"; "Earth, water, sky"; "Silent"; "Goat, goat, where is your mistress." Riddle games: Paints; "Grandfather Sysoy"; "The ringleader"; "Circles". Imitation games: "Monkeys"; "Stukalka"; "Mail"; "Perelyzes"; "Ship". Trap games: "Sorcerers"; "Burn in a circle"; "Hot Place"; "Tail and head"; "Traps"; "Golden Gate"; "Grandfather"; "Flashers". |
Winter folk holidays
Purpose, program content | Target. To give children ideas about folk winter holidays: Christmas, Christmas time, Epiphany, Seeing off winter - Maslenitsa. Software content.To give children the knowledge that much in life has a beginning; the year also has a beginning, it is a kind of birthday that people celebrate together; it is a common joy, fun, a common hope for a prosperous life in the new year. Introduce the concept of Christmas Eve and the content of the holiday Christmas, its meaning. Introduce children to the ritual of caroling. Tell how fun they used to spend the time between Christmas and Epiphany, called Christmas time. January 18 - last Christmas divination. To acquaint children with the last winter holiday Shrovetide - one of the most fun, noisy, mischievous folk holidays. It is dedicated to the Sun and completes the winter period of holidays. |
Reading fiction | A. Maykov "Lullaby"; V. Odoevsky "Moroz Ivanovich"; S. Marshak "Twelve months"; S. Yesenin "Winter Sings"; F. Tyutchev "The Enchantress in Winter"; L. Tolstoy "We walked through the forest"; A. Fet "What an evening"; M. Klokova "Santa Claus" (abbreviated); D. Mamin-Sibiryak "The Tale of the Brave Hare"; "Grey neck"; P. Bazhov "Silver Hoof"; A. Pushkin “Winter! The Peasant Triumphant" (from the poem "Eugene Onegin"); Russian folk tale "At the command of the pike"; N. Marihin "Sunny glade"; G. Skrebitsky "Four Seasons"; V. Bianchi "January"; S. Marshak "After the holiday" (verses about the New Year tree); A. Men "Light of the World" (chapter "Christmas"); L. Medvedev "On Christmas Eve"; N. Khvostov "Christmas Eve in the Forest"; G. Heine "God's Tree"; A. Pleshcheev "Christmas tree at school"; B. Pasternak "Christmas Star"; O. Efremov "Christmas"; N. Gogol "Kolyada". |
Artistic creativity | Children's productive creativity: Manufacturing New Year's toys. Object drawing from nature sprigs of spruce with Christmas decorations. Drawing on the themes "Winter Evening", "First Snow". Acquaintance with various ways of composing shades of a cold "winter" scale. Performance of collective work on the theme "Winter fun". Making puppets for the theater "Christmas "Nativity scene"". Making masks for the rite of caroling. Thematic drawing based on acquaintance with Palekh lacquer miniatures on subjects related to winter holidays. Making gifts for parents and friends. Teamwork collage " Maslenitsa festivities". Drawing, applique according to the idea "What is most remembered from the winter folk holidays." Making holiday greeting Christmas cards. |
Introduction to the fine arts: N. Pimonenko "Christmas divination"; K. Bryullov "Fortune-telling Svetlana"; S. Scircello “Christmas divination. Divination with a mirror"; A. Vasnetsov "Fortune-telling on the cards"; S. Ivanov "Shrovetide"; A. Kivshenko "Carols" (ill. to Gogol's story "The Night Before Christmas"); I. Kramskoy "Christmas divination"; B. Kustodiev "Fair", "Balagany", "Carousel", "Shrovetide"; N. Leonov "Shrovetide"; V. Makovsky "Balagans on the Admiralty Square during Shrovetide"; V. Surikov "The Capture of the Snow Town"; S. Zhivotovsky "Christmas divination in the old days"; K. Trutovsky "Carols"; P. Kaverznev "The Mummers"; "Riding on the ice from the mountain"; E. Solntsev "Divination"; P. Sokolov "Troika in winter"; A. Ryabushkin "Riding on a wheel on Maslenitsa"; V. Maksimov "Grandmother's Tales"; I. Aivazovsky "In winter, a carriage in the steppe"; V. Polenov “Winter. Imochentsy"; "Gray day. Maslenitsa"; A. Savrasov "Winter Landscape". |
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Music | Hearing: P. Tchaikovsky "Morning Prayer", "Winter Morning", "Kamarinskaya" from the cycle "Children's Album"; "January. At Kamenka”, “February. Shrovetide", "December. Christmas time” from the cycle “Seasons”; A. Vivaldi "Winter", op. 8, No. 4 (concert in F minor); “Terrible wind”, “Run and knock from the cold”, “Winds”, “Ride on ice”, “Ride quietly and carefully” from the cycle “Four Seasons”; N. Rimsky-Korsakov, music from the opera The Snow Maiden; "Seeing Shrovetide", "Dance of buffoons"; M. Glinka "Kamarinskaya"; I. Stravinsky music from the ballet "Petrushka": "Russian", "At Petrushka", "People's festivities on Shrovetide"; S. Prokofiev "Morning"; R. Schumann "In Winter", "Santa Claus"; W. Mozart "The bells are ringing"; C. Cui "Winter"; V. Agafonnikov "Sled with bells"; V. Suslin "Minuet of Christmas decorations"; A. Khachaturian "Evening Tale"; M. Krutitsky "Winter". P. Tchaikovsky "Dance of the Snowflakes" from the ballet "The Nutcracker". Folk songs: “Zimushka, Zimushka, you have come”, “Ah yes, Maslenitsa”, “Goat-Dereza”, “In the upper room” (dance), “Brooms” (comic). Learning carols. |
Spring folk holidays
Purpose, program content | Target. To acquaint children with the spring agrarian period in the life of the Kuban people. Software content.To acquaint children with the first spring folk holiday "Magpie" (arrival of birds). Give ideas about the spring Orthodox holidays the Annunciation, Palm Sunday, Easter. Introduce children to the tradition of making "pysanky" (painting Easter eggs). To acquaint children with the traditions and rituals that take place on Palm Sunday. |
Reading fiction | F. Tyutchev "Spring Waters"; V. Zhukovsky "Lark"; S. Yesenin "Good morning"; A. Pushkin "Lenten Prayer", "For the Spring, the Beauty of Nature" (from the poem "Gypsies"), "Pursued by Spring Rays" (from the poem "Eugene Onegin"); Russian folk tale "The Snow Maiden"; S. Aksakov "The Scarlet Flower"; N. Nekrasov "Grandfather Mazai and hares"; N. Sladkov "The Bear and the Sun"; N. Bayramov "Bird Song"; A. Pleshcheev "Spring"; V. Bianchi "Young Crow", "Santa Claus and Spring"; G. Skrebitsky "Four Seasons"; A. Onegov "In a forest clearing"; M. Prishvin "Spring of sound"; I. Sokolov-Mikitov "Sounds of Spring"; L. Tolstoy "Bird cherry", "Trees breathe", "Apple trees", "Swan". |
Artistic creativity | Introduction to the fine arts: P. Alexandrov “Riding on a wooden swing. Easter"; V. Bashkeev "Blue Spring"; A. Venetsianov “On arable land. Spring"; M. Claude "On arable land"; B. Kustodiev "Peasant move"; I. Levitan "Blossoming Apple Trees", "Sunny Day", "Spring"; V. Makovsky "Prayer at Easter"; N. Plakhov "Consecration of seeds"; K. Savitsky "Meeting of the icon"; A. Savrasov "Rooks have arrived"; 3. Serebryakov "Ozimi"; P. Sokolov "Plowman"; N. Fokin "March Night"; G. Frentz "Cold Spring"; K. Yuon "March Sun"; A. Sukhov "Green". |
Development of children's creativity: Painting Easter eggs in the style of Petrikorvskaya, Khokhloma, Gzhel painting. Drawing from nature willow twigs. Image of the sun and sunny days. Drawing an illustration for the fairy tale by S. Marshak "Twelve months" - a snowdrop. Making baskets, stands for Easter eggs. Making gifts for parents, grandparents. Making holiday greeting Easter cards. Creation of a collective work of birds, made in the technique of origami. Modeling of larks from clay and salt dough with their further painting in the style of Gzhel, Khokhloma, Filimonovo and Kargapol toys. Interior decoration of a group room for the Easter holiday. Making paper flowers to decorate the Easter cake. |
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Music | Hearing: P. Tchaikovsky "Spring" from the cycle "Children's Songs"; "March. Song of the Lark”, “April. Snowdrop", "May. White Nights" from the cycle "Seasons"; "Mom", "Sweet Dream", "Song of the Lark" from the cycle "Children's Album"; "Legend" to the words of A. Pleshcheev; Fragment from the first concerto for piano and orchestra "Vesnyanka"; A. Vivaldi: "Spring", op. 8 No. 1 (concert in E major); "The Coming of Spring", "Song of the Birds", "Streams Overflow", "Thunder", "Rustle of Foliage and Plants" from the cycle "Four Seasons"; N. Rimsky-Korsakov, music from the opera "The Snow Maiden": "Prologue", "Aria of the Snow Maiden", "Lel's Song", "Procession of Tsar Berendey", "Games around the Campfire", "Final Chorus"; A. Borodin "Glory to the red sun!" from the opera "Prince Igor"; S. Maikopar "Spring"; A. Grechaninov "Snowdrop"; G. Sviridov "The bells rang"; R. Glier, ate. A. Blok "Verbochki"; music by an unknown author on the verses of M. Lermontov "Prayer"; V. Motov "Sunny Bunny". Listening to bells in audio recordings: crimson, Easter chimes. N. Rimsky-Korsakov overture " Holy holiday»; V. Filatov "The Resurrection of Christ". Voices of birds in nature (audio recording). Vocal exercises - “What they saw in the forest”, “Drops”, “Thawed patches”, “Everything grows and blossoms”. Learning spring nicknames: “Sun”, “Beetle-hook”, “Mother Spring is coming”, “Willowlash”, “Mother had twelve daughters”, “Like a viburnum in a field”. Musical and rhythmic movements: folk round dances of spring themes - “Weave, wattle”, “Grass-ant”, etc. |
Communication | Conversations about spring folk holidays and their meaning - the people have a tradition to celebrate spring three times: on February 15 - on Candlemas, on March 22 - on the day of the Forty Martyrs (arrival of birds), on April 7 - on the Annunciation. The Annunciation is a turning point in the everyday habits of the peasants: gatherings ended, field work began. Show children how different artistic means (prose, poetry) can talk about the same natural phenomena. A conversation about the symbol of the Sun in the pagan culture of the ancient Slavs is warmth, life, harvest. Symbols of the Sun - a circle, pancakes, round dances. An ancient pagan rite of worship to the god of the sun - Yarila. Memorizing poems: A. Pushkin "Bird", A. Maykov "Christ is Risen!"; A. Pleshcheev “The snow is already melting”; A. Fet “The willow is all fluffy”; S. Yesenin "Bird cherry"; 3. Alexandrova "Salute to spring"; F. Tyutchev "Winter is angry for a reason"; S. Marshak "Snow is not the same now" (abridged); E. Serova "Snowdrop"; P. Solovyov "Snowdrop"; P. Voronko "Cranes"; A. Blok "In the Meadow", E. Blaginina "Bird Cherry". |
Physical Culture | Folk outdoor games of spring holidays and entertainment: "Blind Man's Bluff", "Paints"; “Burners”, “Pyatnashki”, “For-rya-lightning”, “Bees and Swallows”, “Wolf”, “Wolf in the Den”, “Birdcatcher”, “Herd”, “Owl”, “Bird Flight”. Musical and folklore games: “Geese”, “Drema”, “Molchanka”, “Sit, sit, Yasha”, “Verbochka”, “And we sowed millet”, “Golden Gate”, “Carousel”. |
Summer folk holidays
Purpose, program content | Target. To acquaint children with the summer rituals of folk festive culture. Software content.To acquaint children with the ritual and attributes of decorating a summer birch. To give an idea about the features of the ancient Kupala rites, their meaning. To form in children a caring attitude towards nature based on the preservation of Russian folk traditions of communication with nature. Contribute to the revival of the traditions of the celebration of the Trinity, the three Spas. |
Reading fiction | Fairy tale "Sister Alyonushka and brother Ivanushka" (arr. M. Bulatova); Fairy tale "Havroshechka" (arr. A. Tolstoy); Russian folk tale "Vasilisa the Beautiful" (arr. A. Afanasyeva); Russian folk tale "The Frog Princess" (arr. A. Afanasyeva); A. Pushkin "The Tale of Tsar Saltan"; P. Ershov "Humpbacked Horse"; V. Bianchi "Sinichkin calendar", "Tails"; N. Nekrasov "Before the rain"; A. Fet "A wonderful picture"; A. Blok "In the Meadow"; M. Prishvin "Golden Meadow", "Children and ducklings"; N. Nekrasov “Like drenched in milk” (from the poem “Green Noise”); E. Blaginina "Fly away, flew away"; K. Paustovsky "Dense Bear"; I. Tokmakova "The conversation of the old Willow with the Rain"; K. Ushinsky "Morning Rays"; E, Permyak "Swallow, swallow"; N. Teleshov "Krupenichka"; G. Skrebitsky "Four Seasons"; L. Tolstoy "Girl and Mushrooms", "Bird", "Three Bears", "Hedgehog and Hare", "Squirrel and Wolf", "How Trees Walk", "Sparrow and Swallows", "What is the dew on the grass." |
Artistic creativity | Introduction to the fine arts: V. Vasnetsov "Gusliary", "Bayan"; A. Venetsianov “Threshing floor. Reapers"; A. Kuindzhi “Noon. Herd of cows in the Steppe"; 3. Serebryakov "Peasants" (lunch in the field); I. I. Shishkin "Road in the forest", "Apiary in the forest"; S. Shchedrin "Milking a cow"; Graim B. "Return of the Reapers from the Field"; B. Kustodiev “Bonfire. Night"; K. Kolman "Summer" from the series "View of the Russian Village"; A. Kuindzhi "Birch Grove"; I. Levitan “Silence”, “Twilight. Moon", "Twilight. Haystacks”, “Summer Evening”, “Evening Ringing”, “Village”, “Savvinskaya Sloboda”; A. Savrasov "Landscape with oaks"; Y. Dudov "Evening Dawn"; N. Dubovsky "After the Thunderstorm". Productive activities of children: Making attributes for birch decoration (garlands, lanterns, bows, flowers, gift boxes). Drawing a festive birch, summer landscapes, creating a collective work on the theme "Summer games and fun." Creation of creative works on the theme of the holiday (drawing, appliqué, origami). Making a decorative panel "Apple Orchard" or "Sunny Day" (collage). Making various amulets: boxes of birch bark; beads from peas and dense berries; Kuban dolls - twists of fabric or straw. |
Music | Listening to classical works: P. Tchaikovsky "Russian Dance", "Nanny's Tale", "A Man Plays the Harmonica" from the cycle "Children's Album"; "July. Song of the mower”, “August. Harvest" from the cycle "Seasons"; dance melodies to Russian folk songs “Tangle, wattle fence”, “We brewed beer on the mountain”; A. Vivaldi "Light breaths", "Different winds", "Lament of the peasant", "Mushki and Cornflowers", "Summer Thunderstorm" from the cycle "Four Seasons"; N. Rimsky-Korsakov, music from the opera "The Tsar's Bride": round dance "Yar Hop"; R. Shchedrin, music from the ballet "The Little Humpbacked Horse": "Ivan's Dance", "Russian Dance"; V. Kikta “Voiced harp”, “Guslyar Sadko”; S. Maykopar "Shepherd"; S. Prokofiev "Rain and Rainbow", "Moon walks over the meadows"; E. Tilicheeva "Birch"; A. Grechaninov "In the field"; P. Bulakhov "My bells, flowers of the steppe." Listening to folk music: “Like Ivan da Marya” (kupala), “You, doggy, don’t cry” (lullaby), “Along the grass”. Singing: “Summer is bright in a red shirt”, “You mow, my scythe”, “Kupala, bathed”, “Oh, we sting, sting” (stubble), “Forged, the wheel raged” (dance). Learning songs for round dances and dramatizations - “The baby walked along the forest”, “I walk with a loach”, “There was a birch in the field”, arr. N. Rimsky-Korsakov or arr. G. Lobacheva, “I went up the hill”, “And I am in the meadow”, “I drove the geese home”. Musical and rhythmic movements: round dance games - “Cabbage”, “Hare”, “Cap”, “Birch”, “We will go to green meadows”, “A mosquito sat on an oak tree”, “Tell everyone, Nadyusha”, “Goat” ; round dances - "Mlada", "Viburnum on the mountain"; pair dances - “Will I blow out on the river”, “On the mountain there is flax”, “Over the mountains, behind the valleys”, “I will go, I will blow”, “Along the pavement street”; games - "Sparrow", "Ringer", "Nikonorikha", "Burn, burn clearly", "Brook". |
Communication | Ecological conversations about folk traditions of behavior in nature, the relationship between man and nature. Retelling of literary texts recommended for children's reading. Learning poems by heart: 3. Aleksandrova "Rain"; E. Serov "Forget-Me-Nots", "Lilies of the Valley"; I. Tokmakova "Rowan", "Aspen", "Apple Tree", "Firs", "Willow", "Pine", "Oak", "Birch"; V. Zhukovsky "Know, the sun is tired" (from the poem "Summer Evening"), "Bird"; L. Kvitko "Brook"; E. Blaginina "Rain, rain." vocabulary work; coast, amulet, Bereginya, amulet, talisman, specific names and semantic meanings of summer folk holidays. |
Physical Culture | Trap games: "Talki and Fifteen"; "Salki with a house"; "Salk with captivity"; "Circular balls". Figurative games: "Cunning Fox"; "Bees and Bear"; "Kite"; "Dawn-dawn"; "Shoemaker". Story games: "Wolf and Children"; "At the bear in the forest"; "Grandfather Bear"; "Swan geese"; »; "Hunters and Ducks". Games-competitions: "Lapta"; "Towns"; "Pebbles". Riddles games: "Guess what we are showing"; "Owl or birds"; "Ivan the Mower and the Beasts"; "Into the handles". |
Recommendations for teachers:when working with children, do not forget that MDOU is a secular type of institution, so the main work should be directed to familiarization with the traditions of the Russian people living in the Kuban. When designing holidays, it is necessary to use the results of the productive activities of children in folk arts and crafts. When compiling festive morning performances and entertainment, give an ecological orientation to their content, emphasize the relationship between nature and people's lives.
When introducing children to the holidays of the seasonal cycle, it is necessary to begin acquaintance with the traditions of the Russian people, with proverbs and sayings about the season; use and consolidate them in the daily life of the kindergarten. To consolidate children's knowledge of various styles of folk painting based on the study of murals of paraphernalia of Orthodox holidays with a display the best products folk craftsmen. To bring children closer to understanding the relationship between natural changes and the ritual calendar and festive culture of the Russian people. Pay attention to the phased work to familiarize children with spring holidays Orthodox culture.
Interaction with parents
Particular attention in the work on spiritual and moral education and the formation of love for the native land must be paid to strengthening ties with parents. Parents should not be outside observers, but active participants in the pedagogical process; they should take part not only in holidays where they play roles, read poems, participate in games, but also conduct classes together with the educator, actively discuss education issues at pedagogical councils, parent meetings, seminars.
Integration of local history material into joint activities with the family:
Involving parents in the preparation and holding of folk holidays and entertainment; "Kuban Mother's Day" - gatherings with mothers.
Photo album "My family", "Traveling around our native city (region, country)", "Symbols of the city, region".
Consultations: "Education of love for the Motherland", "Pharmacy at the edge", "Poisonous plants", "Medicinal cooking", "Alone with nature", etc.
Help parents in organizing excursions to historical places.
To acquaint parents with the content of familiarizing preschoolers with folk holidays, fortune-telling rituals, the ability to create a fabulously festive atmosphere at home (interior design, table etiquette, presenting gifts to children). Involve parents in celebrating folk holidays with their children.
View illustrations; to have conversations about what they have read; find out what you liked, what motivates the choice of books; form moral qualities child on the basis of respect for nature.
To acquaint with the folk culinary of Great Lent and holidays: baking larks from dough, Easter cake, egg dyeing technology, table decoration. On walks with children, use the incantations, sentences, teasers, fables, spring round dance games learned in kindergarten. Repeat with children at home poems, literary and musical works recommended by preschool teachers.
Social interaction
MDOU works in close contact with the cultural and educational institutions of the society: we have established contact with the Children's School of Arts, with the House of Culture; theater studios, in the local history museum, where children learn the history of their native city, district, region; to acquaint the art museum with decorative and applied art, the work of artists of the city of Yeysk.
Creation of a micro- and macro-developing environment for the moral and patriotic education of children
In the kindergarten, it is necessary to create a "Corner of the Kuban life", where household items of the Kuban people, antiquities and, for comparison, modern items will be collected. Each kindergarten group has a small corner of patriotic education (state symbols, literature, demonstration material), Kuban life (somewhere a model of a Kuban hut, somewhere a samovar, etc.). The props are constantly replenished. Teachers, together with parents and children, prepare manuals for works, small folklore forms, in the corners for parents, material according to the folk calendar is constantly placed.
Planned final results of development in local history:
Having primary ideas about his family, native land (nearest society), the nature of the Krasnodar Territory:
Shows concern for his family;
He has primary ideas about the history of his native land, clothing and life of the Cossacks; about people who glorified the Krasnodar Territory, the city;
Can talk about his hometown, name it;
Knows the state symbols of his native land, city;
Shows interest in folk art, recognizes and names handicrafts of the Krasnodar Territory (Petrikovskaya painting, a toy made of straw and talash, a twisted doll, forging, basket weaving, pottery, etc.);
Knows representatives of the flora and fauna of the Krasnodar Territory;
Has an idea about the map of his native land;
Emotionally, responsively participates in the preparation and holding of folk holidays, ritual traditions.
Methodological support:
- E.K. Rivina, Introducing family and pedigree to preschoolers, Moscow, Mosaic - synthesis, 2008
- M.B. Zatsepina, T.V. Antonova, Folk holidays in kindergarten, Moscow, Mosaicak - synthesis, 2008
- E.Yu. Alexandrova, E.p. Gordeeva, The system of patriotic education in kindergarten, Volgograd, "Teacher", 2007
- DON of the Krasnodar Territory, You, Kuban, you are our Motherland, Krasnodar, World of Kuban, 2004
- V.A. Markova, L.M. Danilina, Z.G. Prasolova, educating preschoolers of love for their small Motherland, Krasnodar, Tradition, 2007
- E.A. Kotenko, Remarkable people of Yeysk, Yeysk, Yugpolygraph, 2004
- Encyclopedic dictionary on the history of the Kuban (from ancient times to October 1917), Krasnodar, 1997
- I.I. Stepanov, Krasnodar Territory, Moscow, Soviet Russia, 1985
- A.V. Orlova, Russian folk art and ritual holidays in kindergarten, Vladimir, 1995
- O.L. Knyazeva, M.D. Makhaneva, Introducing children to the origins of Russian folk culture, St. Petersburg, "Childhood - Press", 1999
- E.V. Solovieva, Heritage, Moscow, Hoop, 2011
- ON THE. Ryzhova, L.V. Loginova, A.I. Danyukov, Mini-museum in kindergarten, Moscow, Linka-press, 2008
- I.A. Pankeev, Russian Folk Games, Moscow, Yauza, 1998
Preschool age is that period in a child's life when parents and educators can make a significant contribution to the formation of the moral traits of his character, moreover, numerous studies have shown that at the age of 4-6 years, with purposeful education, the foundations of the moral qualities of the individual are laid.
By the first trip to school, the child may well have formed stable forms of behavior and attitude towards the surrounding reality in accordance with the moral norms and rules he has learned.
Due to the psychophysiological characteristics of preschool children, moral education in preschool educational institutions and families becomes the basis that develops throughout their lives and becomes a measure of the child's actions.
Child aged 4-6 years younger age is characterized by high susceptibility to information coming from outside and easy learning, since their nervous system plastic and able to actively respond to signals coming from the environment. Everything that the child sees and hears is amenable to his understanding and awareness, any actions of parents or other close adults are amenable to careful analysis and, according to their pattern, the child’s behavior is subsequently built. However, the lack of life experience, increased emotionality and bias prevent the child from distinguishing good from bad and choosing the right behavior and reaction to the situation. That is why it is so important that moral education be systematically carried out in the preschool educational institution and in the families of preschool children.
Features of the moral education of preschoolers
In the process of a child's communication with parents and other adults who are included in his circle of communication, the first experience of the moral behavior of a preschooler is formed. As you know, the need for communication is the most important social need of a person, and the people around the child are the necessary source that can satisfy it. An important feature of the moral education of preschoolers is that the content of their communication with adults should be pedagogically valuable, only in this case it can have the necessary moral impact on the child.
Moral education in the preschool educational institution is carried out in the conditions of a children's society, where for each child an opportunity is formed to deepen and accumulate positive experience and relationships with children and adults.
The main tasks of moral education in preschool educational institutions include the following:
- Humane relations between children and adults through the implementation of the elementary rules of the hostel, caring attitude towards others and loved ones, goodwill and responsiveness;
- Education of a culture of behavior and diligence;
- Formation of collectivistic relationships of children;
- Raising patriotic love for the motherland.
Achieving the fulfillment of the above tasks allows the teacher to influence the sphere of feelings of children, educate them in the habits of moral behavior, gradually develop the ability to evaluate and mutually evaluate, and also form a correct idea of the moral qualities of people and phenomena of social life.
By developing the simplest habits in children through moral education in a preschool educational institution, the educator achieves their conscious and willing fulfillment of social norms and rules of behavior in society. As a result, by instilling the simplest positive habits in children, the employees of the preschool educational institution make a valuable contribution to the moral development of the wards. From a very young age, through moral education in a preschool educational institution, a child develops the ability to empathize and the ability, thanks to which he can find a response in his inner world to the sadness and joy of other people. Parents, together with educators, can teach the child at this age to overcome obstacles that arise, to be responsible for committed actions, to show initiative and, which is very important, to bring the work started to the end.
Fairy tale as a means of moral education
The formation of moral values, which are the most important indicator of the integrity of the individual, is a rather difficult task. Any society is directly interested in preserving and transferring the experience accumulated over the centuries, otherwise its existence and development simply become impossible. The preservation and transfer of this experience directly depends on the system of education and upbringing, which is formed in the conditions of the socio-cultural development of this society and the characteristics of its worldview. To solve the problems of the development of society, a fairy tale acts as a necessary effective tool as a means of moral education of the younger generation.
Regardless of gender and age, fairy tales are of great psychological importance for children, since it is they who are able to answer a number of questions and problems that arise in children's minds. Reading fairy tales together with the child, parents see how simply the baby tries on the role of positive characters, whether it be Ivan Tsarevich or the Swan Princess, at the same time clearly understanding that the fairy tale is unreal, but at the same time assuming that the events taking place in it may also occur in real life.
Thanks to fairy tales, the baby develops a craving for goodness and justice, a tendency to fantasize and believe in miracles. In addition to the craving for the magical and unusual, the children's imagination also has a need to imitate adults who seem so smart and dexterous to the baby. It is in a fairy tale that a child can realize all his unconscious desires, defeat all the villains and find himself in a magical world.
Carrying out moral education in a preschool educational institution, educators use fairy tales to develop in children such concepts as compassion, humanity, faith in goodness and justice.
Principles and features of the organizationspiritual and moral education in the preschool educational institution
The principle of orientation to the ideal. An ideal kept in the history of our country, in the cultures of the peoples of Russia, in the cultural traditions of the peoples of the world. Educational ideals support the unity of the way of life in the institution, give it moral dimensions, provide the opportunity to coordinate the activities of pupils, teachers, and all institutions of the social space of the orphanage.
Axiological principle . Values determine the main content of the spiritual and moral development and education of the child's personality. Any content of education, communication, activity can become the content of education if it is related to a certain value.
The principle of following a moral example. Following the example is the leading method of moral education. An example is a possible model for building a child's relationships with other people and with himself, an example of a value choice made by a significant other. The content of the educational process, extracurricular and extracurricular activities should be filled with examples of moral behavior. Example. as a method of education, allows you to expand the moral experience of the child, encourage him to an internal dialogue, awaken moral reflection in him, provide the opportunity to choose when building his own system of values.
The principle of personification . In childhood, the figurative-emotional perception of reality prevails, the mechanisms of imitation, empathy, and the ability to identify are developed. At this age, an orientation towards personified ideals is expressed - bright, remarkable, advanced people.
The principle of dialogic communication . Dialogic communication of the child with peers, teachers and other significant adults plays an important role in the formation of value relations. The presence of a significant other in educational process makes it possible to organize it on a dialogic basis.
The principle of polysubjectivity of education . The pupil is included in various types of social, informational, communicative activity, the content of which contains different, often conflicting values and worldviews.
The principle of system-activity organization of education . Education aimed at the spiritual and moral development of children and supported by the entire way of life of the orphanage includes the organization of educational, extracurricular, socially significant activities of pupils. The integration of the content of various types of children's activities within the framework of the program of their spiritual and moral development and education is carried out on the basis of educational ideals and values.
To solve educational problems, pupils, together with teachers, turn to the content:
general education disciplines;
works of art;
periodical literature, publications, radio and television programs reflecting modern life;
spiritual culture and folklore of the peoples of Russia;
history, traditions and modern life of their homeland, their region, their family;
life experience of their parents (legal representatives) and grandparents;
socially useful and personally significant activities within the framework of pedagogically organized social and cultural practices;
other sources of information and scientific knowledge.
