Education of spiritual and moral qualities in preschool children

“The child is a mirror of the moral life of the parents”

Sukhomlinsky V.A.

The problem of educating spiritual and moral qualities in the younger generation, its acuteness has never weakened. In modern society this problem acquires special relevance. Socio-economic and political changes in our country have led to changes in the sphere of moral values and norms of behavior in society. In the moral education of modern children, negative trends have appeared: books have faded into the background, their place has been taken by the TV screen and computer. The characters of fairy tales, cartoon characters that modern preschoolers watch are not always distinguished by moral purity and high spirituality. Material values in many families rise above the spiritual, so the children's ideas about citizenship and patriotism, justice and kindness, mercy and generosity are distorted. In pursuit of the development of the intellect, many parents lose sight of the need to work on the upbringing of the soul of their child, on the development of the moral and spiritual qualities of a little person. Parents do not always understand that without these qualities, the accumulated knowledge may be useless. And as a result of this - emotional, strong-willed and spiritual immaturity of an adult personality.

Preschool age is the most important stage in the development of the child. It is during this period that the child joins the world of social values. At preschool age, the foundation of a system of spiritual and moral values is laid, which will determine the attitude of an adult to the world and its manifestations in all its diversity. The preschooler forms the basis of attitude towards himself, to his close environment and to society as a whole. In the process of spiritual and moral education, concepts of relatives in the family deepen and expand, skills of friendly communication with peers are instilled, ideas are given about the immediate (house, yard, street, city) and distant environment (land, country). moral education preschooler is a purposeful pedagogical influence to familiarize the child with the moral norms of behavior in the process of various activities.

An important role in the formation of moral ideas is played by familiarity with the native language. Samples of the native language are very clearly represented in fiction, especially in the works of oral folk art (fairy tales, songs, proverbs, sayings, etc.). It is folklore that contains all the values of the native language. In the course of familiarizing children with sayings, riddles, proverbs, fairy tales in kindergarten, they are introduced to universal moral values. Proverbs and sayings are one of the genres that influence the spiritual and moral development of children. Brightness, capacity, emotionality of the image - all this affects the moral and emotional sphere of preschoolers. The contradiction, deeply embedded in the meaning of proverbs and sayings, helps the educator create a problem situation, the solution of which requires the child to make a moral choice. In proverbs and sayings, in a short form and very aptly, various life moments are evaluated, positive qualities are praised, and human shortcomings are ridiculed. All this contributes to the spiritual and moral development of preschoolers.

In the works of oral folk art, a special place is occupied by respectful attitude to labor and working people. Thanks to this, folklore works are the richest source of spiritual and moral education and development of children.

An important role in familiarizing the child with folk culture is played by folk holidays held in kindergarten. They express the national character and originality of the time. They are a bright form of recreation for teachers, parents and children, who are united by joint actions, a common experience.

In spiritual and moral education, a large role belongs not only to the preschool institution, but also to the family. All educational work should be built on the basis of the unity of knowledge, beliefs and actions of the educator and parents. Of great importance is the example of adults: the educator, parents and other close people from the environment of the child. It is on positive episodes from the life of older family members that preschoolers form the concept of "what is good and what is bad." The educator needs to help parents realize that it is in the family that the moral and spiritual customs and values created by our grandfathers and great-grandfathers should be preserved and transmitted, and that, first of all, parents are the main ones responsible for raising their children.

Forms of work on patriotic education

Creation of a developing environment for civil and patriotic education;

Thematic classes;

Conversations about the Motherland, about the native city, about the nature of the native land, about good people, reading children's books on patriotic topics, appropriate selection of songs and poems for learning, purposeful games;

Interaction with parents;

Interaction with society (excursions around the city, district, museum, exhibition hall).

Ethical Conversations

Acquaintance with calendar Orthodox and folk holidays and traditions, and holding some of them (Christmas Holy Mother of God, Christmas time, Maslenitsa, Easter, etc.)

Thematic exhibitions of children's creativity.

Widely use all kinds of folklore(fairy tales, songs, proverbs, sayings, round dances, etc.). In oral folk art, as nowhere else, the features of the traits of the Russian character, its inherent moral values, the idea of goodness, beauty, truth, courage, diligence, and fidelity have been preserved. Introducing children to sayings, riddles, proverbs, fairy tales, we thereby introduce them to universal moral values.

It is very important to familiarize children with folk decorative painting.

We carry out work on moral education in several areas: “My family”, “Native city”, “My country”, “ native nature”, “Native culture”

The world of a child begins with his family, therefore, within the framework of the “My Family” direction, in the classroom, in conversations, and play, children gain knowledge about their immediate environment, family, ideas about professions, names of loved ones, family traditions.

As part of the My Family project, parents and children provided a variety of materials about the traditions, holidays, and values of their family.

Since our kindergarten is attended by children of parents whose professions are related to the railway, career guidance work is planned in our kindergarten: excursions to the railway museum, to the railway station, to the locomotive depot. There, children get acquainted with the peculiarities of the professions of their parents. Children reflected the wealth of impressions in their play activities. In the drawings, according to the plan, the guys got the themes: “My dad is a driver”, “Ecotrain”, “My mom is a dispatcher”.

We want young residents to be proud of their small homeland. As part of the "Hometown" direction, targeted excursions are held to the local history museum, the children's library, the fire station, where the children and I are regular and welcome guests. Thanks to city tours, children receive a significant amount of information. In an accessible and visual form, they get acquainted with the history of the city, its sights, modes of transport, labor activity of people, famous fellow countrymen. As a result of the work carried out, the knowledge of the pupils became deeper, wider, their stories became meaningful, figurative, emotional.

In the classroom in the direction " Home country» children get acquainted with geographical information about the territory of Russia, its state symbols. Children learned more about the capital of our Motherland, the republic, famous Russians. The acquired knowledge is consolidated on the entertainment "Day of Russia", "Day state flag”, “City Day”, “Chir Ine”. The military theme is also touched upon in a separate direction. Within its framework, work is being done with children to learn poems, songs, familiarize themselves with works of art about the defenders of our Motherland, war, and victory. The children put on a performance based on the film “The Dawns Here Are Quiet”, with the performance of which they won first place in the city competition dedicated to the 70th anniversary of the Victory in the Great Patriotic War.

Familiarization with folk culture in kindergarten takes place in everyday classes, where children learn about oral folk art: fairy tales, epics, nursery rhymes, holidays and rituals, folk arts and crafts.

We believe that the disclosure of a child's personality is fully possible only through his inclusion in the culture of his own people. And this is not just knowledge about culture, but living in it by entering the yearly holiday circle. This helps to better navigate in temporal concepts, understand the dependence of people's activities on natural conditions, memorize names and concepts. In our kindergarten it has already become a good tradition to celebrate holidays: New Year, Christmas, Carols, Maslenitsa, Easter, Ivan Kupala, name days of children are necessarily celebrated.

Labor is one of the important factors in the spiritual and moral education of children. By introducing children to work, I form responsibility for its result. Of particular importance is the work of children in nature. Love for nature is also determined by a careful attitude towards it. The first labor skills of preschoolers later turn into strong skills that contribute to the education of important moral qualities: diligence, caring, sensitivity, and the ability to work together. In summer, the children enjoy working in our garden and flower garden. Children plant vegetables, flower seedlings, weed and water beds and flower beds, while experiencing joy and satisfaction from joint activities.

Throughout school year constantly working with parents. The result was a conviction in the need for moral education of children from the first years of life, in the ability to prevent and overcome negative manifestations in their behavior, to raise worthy citizens of our country from them. A corner for parents on spiritual and moral education has been created in the reception area, where they can get all the information they are interested in. We try to involve parents in joint activities, the results of which delight children and make them feel proud. As a result, children perceive their parents as allies, feel their constant support. After all, we all want to see our children happy, kind, smart - true patriots of their homeland.

Literature:

1. Spiritual, moral and civic education of preschool children / Comp.: Anikina T.M., Stepanova G.V., Terentyeva N.P. M.: UTs "Perspektiva", 2012.-248s.

2. Zelenova I.N., Osipova L.E. We live in Russia. Civil-patriotic education of preschool children. M.: "Publishing house Scriptorium 2003", 2010.- 96s.

3. Kovaleva G.A. Raising a Little Citizen: A Practical Guide for Preschool Workers educational institutions.- 2nd ed., corrected. and add.-M.: ARKTI, 2004.-80 p.

4. Solomennikova O.A. The joy of creativity. Familiarization of children 5-7 years old with folk and decorative art. The program of preschool education. - 2nd ed., Rev. and additional - M .: Mosaic-Synthesis, 2006.-168s.

5. Petrova V.I., Stool T.D. Moral education in kindergarten. Program and guidelines.- M.: Mosaic-Synthesis, 2006.-72p.

6. Makhaneva M.D. Moral and patriotic education of children of senior preschool age. - 2nd ed., corrected. and add.-M.: ARKTI, 2005. -72 p.

7. Folk culture and traditions: classes with children 3-7 years old / ed.-comp. V.N. Kosarev. Volgograd: Teacher, 2013.-166p.

8. Moral and patriotic education of older preschoolers: targeted creative practice-oriented project / ed. N.N.Leonova, N.V. Netochaev. - Volgograd: Teacher, 2013.-103p.

9. Rivina E.K. We introduce preschoolers to family and pedigree. A guide for teachers and parents. To work with children 2-7 years old. M.: Mosaic-Synthesis, 2008.-128s.

Modern parents often ignore the spiritual and moral education of preschoolers, while paying more attention to mental and physical development. But do not forget that a person is a social being, and one of the main tasks of adults is to educate the younger generation of moral qualities that in the future could provide him comfortable conditions life in society. For the full moral education of children, parents and educators should, from an early preschool age, acquaint children with general cultural, moral, spiritual and aesthetic values, instill a love of beauty and goodness.

Personal development in preschool age

Personal development of children is most active during preschool age. At a certain age stage, the formation of specific personality traits occurs. Personal development in preschool age can be visualized as follows:

3-4 years (younger preschool age) - development of emotional self-regulation;
4-5 years (middle preschool age) - development of moral self-regulation;
5-7 years old (senior preschool age) - development of business skills.

An integral part of the formation of a child's personality is the gradual comprehension of the world around him and awareness of his role in it. Thus, the foundations of the social and moral education of preschool children are born. At this stage, the attitude of adults (primarily parents and educators) to life and current events is of great importance. For example, if a mother is pessimistic, often shows her dissatisfaction with the surrounding reality, then it is likely that the child will develop distrust and hostility towards the world.

In children of senior school age, in the process of personal development, features of the volitional and emotional sphere are revealed. For example, a child becomes aware of a sense of beauty and harmony, opens up the possibility of analyzing everything that happens around, on the basis of which his inner world is formed.

Fundamentals of spiritual and moral education

The moral education of preschool children is a prerequisite for the harmonious development of the child's personality. It is at an early age that the accumulation of moral experience takes place, which creates the basis for the formation of spiritual and moral values among preschoolers. The problem of moral education should be solved with the help of the joint efforts of parents and educators, who must be an example to follow. As a result of the spiritual and moral education of preschoolers, a personality is formed that has certain moral and spiritual guidelines: the child learns to distinguish between good and evil, develops a positive attitude towards people, learns to sympathize with them, and shows his complacency in action.

Methods and ways of moral education of preschoolers

As mentioned earlier, the most effective way education of morality and spirituality, especially among children of older preschool age, is a personal example. In addition, there are other methods of moral education of preschoolers. These methods can be conditionally divided into three groups: visual, verbal and practical. Consider the means of moral education of preschoolers in more detail.

visual

The visual method includes walks around the city and excursions to an art gallery or zoo. Shows of cartoons and films, looking at illustrations and reproductions in books are also widely used. Various games are very popular with children. For example, the social game "Ants", in which, with the help of facial expressions and gestures, children are required to express various emotions in relation to each other without the help of words. The focus is on the image positive feelings, which is aimed at team building and the development of friendliness between the kids.

Verbal

The greatest efficiency is observed when accompanied by a visual method verbal. The means of the verbal method primarily include the moral education of preschoolers through fiction. Also valid methods are:

conversations with parents/caregivers;
answers to the child's questions;
riddles, proverbs and sayings;
commenting on illustrations, diagrams, read works;
analysis life situations.

It is especially worth mentioning the fairy tale as a means of spiritual and moral education of preschool children. The fairy tale, as an ancient folklore genre, has absorbed many motifs and plots, on the example of which children learn not only to empathize and emotionally respond to various events, but also to master the ability to figurative thinking.

Practical

No less successfully for the education of preschool children, a practical method is used, which is most suitable for younger preschoolers, because its main means is the game. The practical method includes:

dramatizations;
cooking;
needlework (sewing, modeling from plasticine, paper crafts);
performances;
contests and quizzes;
children's charity.

The most effective way to spiritually moral development preschoolers is a competent combination of methods and compliance integrated approach.

Tasks and goals of moral education of preschoolers

The development of moral qualities in a child and the development of models of correct behavior by him are the main tasks of the moral education of preschoolers.

Already in early preschool age there is a rapid formation of a wide range of feelings and emotions. They can have different directions and manifest themselves:

in relation to oneself - conscience, a sense of confidence, pride or shame, a sense of insecurity, sadness;
in relation to other people - sympathy, sympathy, love, affection or antipathy, anger, irritability;
in relation to the team - a sense of camaraderie, cohesion or detachment, loneliness.

Older preschoolers begin to show more complex feelings, for example, in relation to the state (patriotism). The feelings of children that are emerging and gaining more and more depth are sincere and pure, but at the same time they are unstable and subject to negative influence. At this stage of moral development, adults need not only to set a worthy example and try not to show negative manifestations of feelings, but also to control as much as possible the sources of information that affect the receptive psyche of the child. For example, a preschooler should not be allowed to watch TV shows and movies without adult approval.

Feelings awaken cravings for certain actions, thanks to which the child learns moral patterns of behavior, which are later formed into habits. Already at an early age, a preschooler develops certain simple skills of disciplined behavior, neatness, and independence. The kid gets the experience of relationships with other children and adults, and at the same time the ability to behave in society.

The role of the family

The task of an adult is to develop habits that will make it easier for the child to further social interaction: to teach how to greet everyone and say goodbye, to politely ask and thank for the help provided, to return things to their place, to behave decently in public places.

In middle and older preschool age, children reinforce previously developed habits and improve cultural skills: they learn to follow the rules of behavior in public places (in a clinic, for example, you can’t make noise, but you can have fun in an amusement park). They understand that telling the truth is good, but sneaking around is bad. Learn to keep cleanliness and order. In the moral ideas of older preschoolers, labor activity and mutual assistance no longer seem to be something imposed from the outside, but take root as a necessity. These are the foundations of the social and moral education of preschoolers, which must be followed for the development of a full-fledged personality in the future.

Thus, work on the spiritual and moral education of preschool children by parents and teachers should be aimed at expanding the sensory world of children, its creation and strengthening. The child should be formed criteria for good and evil, truth and lies. It should not be forgotten that in the formation of moral qualities in preschool children, it is necessary to take into account the individual and age characteristics of the child and the importance of an integrated approach to education.

Faculty of Pedagogy and Practical Psychology

Department of preschool education

Department of Preschool Pedagogy

COURSE WORK

EDUCATION OF MORAL QUALITIES IN OLDER PRESCHOOL CHILDREN BY MEANS OF FOLK PEDAGOGY

Rostov-on-Don

Introduction

1. Theoretical foundations for the education of moral qualities in children of senior preschool age

1.1 The concept of education, moral education

1.2 Features of the upbringing of children of senior preschool age

1.3 Folk pedagogy, its means and the importance of Russian folk culture in the education of generations

2. Pedagogical conditions education of moral qualities in older preschoolers

2.1 Identification of the level of formation of moral qualities in children of senior preschool age

2.2 The system of classes on the formation of moral qualities in children by means of folk pedagogy

2.3 Analysis of the dynamics of the level of formation of moral qualities in children of senior preschool age

Conclusion

Literature

Application

Introduction

The relevance of the problem of moral education in the broad sense of the word is one of the problems posed by the entire course of human development. Any era, in accordance with its specific tasks of socio-economic and cultural development, dictates the need for moral education. Questions of moral education began to excite human society for a very long time. Even in Ancient Greece, they considered the ideal person to be physically and morally beautiful, and they strove for a combination of mental, moral, aesthetic and physical education.

But in our days the problem of moral education has risen most acutely, and its manifestations stand out strikingly against the background of general social problems.

The moral ideals accumulated over the centuries by the Russian people, deeply meaningful, protecting a person from wrong thoughts, bad deeds and wrong behavior, these days have faded into the background and are gradually and steadily replaced and supplanted by the values of other cultures and nations, and more often they disappear altogether, leaving a place for cultivating immorality. The appearance of examples of immoral and immoral behavior is manifested in literature, and in feature films, on the radio, in magazines, newspapers. More global penetration of Western traditions, customs, holidays and other cultural values.

Western traditions upset and destroy long-term relationships in the Russian family, making it less favorable for the development and upbringing of children.

Since ancient times, the inhabitants of the Russian state have been known for their hospitality, cordiality, friendliness, sincerity, richness of moral qualities. Can all this be irresponsibly replaced by a foreign culture? It is necessary to protect and strengthen our morality by all means, starting not only with ourselves, but also with future adults and parents - with children, preschoolers.

This age was not chosen by chance: it is this period of a child's life that is most sensitive for the beginning of the development of a person's personality, its formation, the formation of self-awareness, for the laying of moral motives and qualities, the concept of morality. Senior preschool age is the most important stage in the development of the mechanisms of behavior and activity, in the formation of the personality of a preschooler as a whole. Active mental development the older preschooler contributes to the formation of a higher degree of awareness of behavior compared to the average preschool age. Children of this age begin to understand the meaning of moral requirements and rules, they develop the ability to foresee the consequences of their actions. Behavior becomes more purposeful and conscious.

At preschool age, children accumulate the first experience of moral behavior, they form the first skills of organizational and disciplined behavior, the skills of positive relationships with peers and adults, the skills of independence, the ability to maintain order and cleanliness of the environment, to engage themselves in interesting and useful activities.

The solution to this problem must be solved in the family and in educational institutions by all effective ways. One such method is the use of the richest baggage of knowledge accumulated in folk pedagogy, using folk tales, games, traditions, and holidays.

The problem of moral education was considered in the works and writings of Ya.A. Comenius, D. Locke, J.J. Russo, I.G. Pestalozzi, I. Herbart and R. Owen and others. Russian enlighteners A.N. Radishchev, V.G. Belinsky, A.I. Herzen, L.N. Tolstoy also paid great attention to moral education, considering it as a necessary condition for the harmonious development of the individual. The great Russian teacher K.D. Ushinsky wrote: We boldly express our conviction that moral influence is the main task of education, much more important than the development of the mind in general, filling the head with knowledge.

Modern educators and psychologists pay great attention to issues of moral education. As studies by O.S. Bogdanova, L.R. Bolotina, M.A. Besova, V.V. Popova, L.I. Romanova, the effectiveness of moral education largely depends on the correct organization of the collective activity of children, on its skillful combination with methods of persuasion, and the accumulation of positive moral experience. In their works, scientists emphasize the importance of educating the moral feelings of the child, the development of moral relations.

L.S. Vygotsky, R.I. Zhukovskaya, I.G. Yanovskaya in their studies noted the positive impact of children's play activities (in particular, role-playing, creative games) on the development of morality of pupils. The task of moral education is that universal moral values (duty, honor, dignity, etc.) should become internal incentives for the development of an emerging personality.

Based on the foregoing, we have defined the scientific apparatus.

Target: educate moral qualities in children of senior preschool age.

An object: education of moral qualities in preschool children.

Item: folklore works, folk games, songs, customs, holidays as pedagogical means of educating moral qualities in older preschoolers.

Hypothesis: the education of moral qualities in children of senior preschool age is possible when using the system of folk pedagogy in the pedagogical process: folklore, fairy tales, national customs, holidays, games.

In this work, we are faced with the following tasks:

· Consider theoretical material on the problem of educating moral qualities in children of senior preschool age.

· To consider the features of education of children of senior preschool age.

· To select practical material on the problem of educating moral qualities in older preschoolers.

folk pedagogy preschool moral

1. Theoretical foundations for the education of moral qualities in children of senior preschool age

1.1 The concept of education, moral education

The term "education" arose in Russia in the 17th century and had a different meaning than in our time. It was understood as "feeding", that is, proper nutrition of the child, ensuring its normal growth and development. Over the past century, the term has been filled with new content. First of all, this is a broad interpretation of education. In this case, it is interpreted as the formation of a personality under the influence of all factors of development (both random, spontaneous, and purposeful), as a result of which a person masters culture and becomes a member of society.

With this understanding, education is identified with the concept of "formation" and "socialization" and becomes more of a psychological or sociological than a pedagogical concept.

Education is a purposeful, controlled and open system of educational interaction between children and adults, aimed at preparing the younger generations for life, development and self-development of a person in certain cultural and socio-economic conditions.

The process of educating the younger generation is always associated with the desire to get results. Actually, for the sake of it - the final result - theories, systems, technologies of pedagogical science are developed, which are then tested and approved by practice.

Thus, the goal of education is the expected result of activities aimed at shaping a person's personality.

For a long time, a person, becoming a person, felt the need to achieve the highest results in the activity he was engaged in. And indeed, it turned out that a person is capable of such higher achievements, only one succeeds in one, and the other in another. One has only to carefully read the works of Russian folklore: fairy tales, proverbs, sayings, songs - in order to determine what the ideal of the people was, and before us there is an image of a versatile person - skillful, hardworking, kind, beautiful, strong.

In the organization of education, the complexity and interweaving of the real relationships of children predetermine considerable difficulties. To simplify the planning of work, teachers usually highlight some aspects in it, according to which the main groups of relations can be distributed. In the framework of this course work, we will consider moral education.

Moral education is the purposeful formation of a system of moral relations, the ability to improve them and the ability to act in accordance with social moral requirements and norms, a solid system of habitual everyday moral behavior. Thus, this is a purposeful process of familiarizing children with the moral values of humanity and a particular society.

Over time, the child gradually masters the norms and rules of behavior and relationships accepted in people's society, appropriates, that is, makes his own, belonging to himself, ways and forms of interaction, expressions of attitude towards people, towards nature, towards himself.

The result of moral education is the emergence and approval of a certain set of moral qualities in the individual. And the more firmly these qualities are formed, the less deviations from the moral principles accepted in society are observed in a person, the higher the assessment of his morality by those around him.

Of course, the process of becoming a personality and its moral sphere cannot be limited by age limits. It continues and changes throughout life. But there are basics without which a person cannot function in human society. And therefore, teaching these basics must be carried out as early as possible in order to give the child " guiding thread"among their own kind.

As you know, preschool age is characterized by increased susceptibility to social influences. A child, having come into this world, absorbs everything human: ways of communication, behavior, relationships, using for this his own observations, empirical conclusions and conclusions, imitation of adults. And moving through trial and error, he can, in the end, master the elementary norms of life in human society.

In modern preschool pedagogy, morality is defined as "personal intellectual and emotional beliefs, developed independently, determining the direction of the individual, spiritual exchange, lifestyle, human behavior." Moral education, to a certain extent, is combined with the socialization of the personality of a preschooler, and the mechanism for the formation of moral qualities includes knowledge, ideas about morality, motivation for behavior, relationships with adults and peers, emotional experiences, actions, behavior. Moreover, the distinctive feature of the work of this mechanism will be the irreplaceability of its components, the lack of compensatory capacity, the obligation of each component, the sequence in the formation of the moral qualities of the child, depending on his age.

The role of an adult as a "social conductor" is very important and responsible. The task of an adult is to determine what, how and when to teach a child so that his adaptation to the human world takes place and passes painlessly.

The strength, stability of a moral quality depends on how it was formed, what mechanism was put in the basis of pedagogical influence.

For the formation of any moral quality, it is important that it takes place consciously. Therefore, knowledge is needed, on the basis of which the child will develop ideas about the essence of moral quality, about its necessity and about the advantages of mastering it.

The child should have a desire to master the moral quality, that is, it is important that there are motives for acquiring the appropriate moral quality. The appearance of a motive entails an attitude towards quality, which, in turn, shapes social feelings. Feelings give the process of formation a personally significant coloring and therefore affect the strength of the emerging quality.

But knowledge and feelings give rise to the need for their practical implementation - in actions, behavior. Actions and behavior take on the function of feedback, which allows you to check and confirm the strength of the quality being formed.

This mechanism is objective. It always manifests itself in the formation of any (moral or immoral) personality trait.

The main feature of the mechanism of moral education is the absence of the principle of interchangeability. This means that each component of the mechanism is important and cannot be excluded or replaced by another.

At the same time, the operation of the mechanism is flexible: the sequence of components can vary depending on the quality of the quality (its complexity, etc.) and the age of the object of education. It is clear that it is impossible to rely on understanding, awareness of the importance of the formation of one or another quality of personality in a child of primary preschool age. It is necessary to change the sequence and start not with the communication of knowledge, but with the formation of an emotional conversation, the practice of behavior. This will serve as a favorable basis for the subsequent assimilation of knowledge.

The tasks of moral education include the tasks of forming its mechanism: ideas, moral feelings, moral habits and norms, behavioral practices.

Each component has its own characteristics of formation, but it must be remembered that this is a single mechanism and therefore, when forming one component, it is necessarily expected to influence other components.

Education is historical in nature, and its content varies depending on a number of circumstances and conditions: the demands of society, economic factors, the level of development of science, and the possibilities of the age of the educated. consequently, at each stage of its development, society solves different problems of educating the younger generation, that is, it has different moral ideals of a person. In some years, the most significant was the education of collectivism, in others - patriotism. Today, business qualities, enterprise, etc., have become significant, and each time the ideal created by society has been extrapolated to preschool childhood, since the phrase "Everything starts from childhood" is not only journalistic, journalistic, it also has a deep scientific meaning and justification.

The second group of tasks of moral education reflects the needs of society for people with specific qualities that are in demand today.

If the first group of tasks is permanent, unchanging, but the second is mobile. Its content is influenced by the historical stage, and the characteristics of the age of the object of education, and specific living conditions.

Back in the Soviet period, the tasks of the moral education of preschoolers were grouped into four semantic blocks. It was necessary to educate: humane feelings and attitudes, the principles of patriotism and internationalism, diligence, the ability and desire to work, collectivism.

At the present stage of development of our society, significant transformations in the formulation of semantic blocks, perhaps, have not occurred. They really absorb all aspects of morality. But the specific content of each block and its meaning, of course, change and are specified. So, today the need to educate collectivism as a moral quality of a modern person is called into question, the task of labor education is practically not solved, the view of patriotic and international education is changing. However, in the moral structure of the personality, these aspects take place and therefore they cannot be excluded.

The process of education, including preschoolers, is always associated with the desire to get results. The very goal of education is the expected result of activity aimed at shaping the personality of the child. Ever since mankind began to think about the upbringing of children, over their future, the desired result has been the upbringing of a comprehensively developed, harmonious personality. What qualities should be formed in a child in the process of moral education? To answer this question, it is necessary to define morality itself.

Morality is a special form of social consciousness and a type of social relations, one of the main ways to regulate human actions in society with the help of norms and traditions; moral norms are justified in the form of ideals of good and evil, due, justice ... This is a system of internal human rights, based on humanistic values: kindness, respect for elders, justice, decency, honesty, sympathy, willingness to help.

Thus, moral education should be focused on the formation of such moral qualities in a child as kindness, honesty, humanity, disinterestedness, empathy, collectivism, responsiveness, mutual assistance, etc.

Some ethicists argue that the concept of "morality" has a synonym for "morality", and that these concepts differ only in some shades of meaning. This is justified by the fact that they are based on the same thing: the expectation from the individual of one behavior or another, along with his refraining from other behavior. But there are differences and there are many.

Morality establishes a general framework for behavior that should not be crossed, because otherwise the behavior becomes immoral. This is a regulation of behavior that establishes precisely the boundaries, the limits beyond which it is impossible to go, but does not impose detailed requirements within these boundaries. Morality warns against the most dangerous behavior, and therefore it is more consistent with the concept of law and right.

Morality is a more detailed and subtle regulation (orientation) of behavior than morality. The requirements of morality apply to any moment of behavior and to any life situation; it requires that each act of an individual correspond to its requirements. Including in the sphere of his relationship to himself.

Consequently, the sphere of morality is wider than gray morality, but less formalized and less normative. In this regard, the sphere of morality can be represented as a wide field of spontaneous formation of a person's assessments of his behavior, including those that are not the sphere of norms and morality.

The core and indicator of a person's moral upbringing is the nature of his relationship to people, to nature, to himself.

From the point of view of humanism, this attitude is expressed in sympathy, empathy, responsiveness, kindness - empathy. Studies show that all of these manifestations can form in children as early as preschool age. At the heart of their formation is the ability to understand the other, to transfer the experiences of the other onto oneself. A.V. Zaporozhets called the ability to understand another a new kind of internal mental activity of the child.

The problem of education humane feelings and relations has been studied in domestic preschool pedagogy in some detail and from different positions. The relation of the child to adults, to peers, to children of the elder and younger age; the means of educating humane relations in the conditions of the family and preschool institutions were studied. A significant contribution to the development of the problem was made by the studies of L.A. Penevskaya, A.M. Vinogradova, I.S. Demina, L.P. Knyazeva, T.V. Blueberry.

At the age of five, the child gradually becomes aware of moral values. He is already capable of an elementary generalization of personal experience accumulated at a younger age. Ideas about the nature and ways of manifesting a positive attitude towards adults, children, and nature are being consolidated.

Children vividly perceive the morality of works of art, are capable of evaluating the actions of the heroes of fairy tales. True, it is important for a child that "bad" and "good" characters clearly and unequivocally express their position. The concepts of "beautiful" and "good" in children are very close - a beautiful hero cannot be bad.

Empathy as an expression of a humane attitude towards people, it goes through different stages in its development: experience - sympathy ("He feels bad, I feel sorry for him"), experience - assertion of himself ("He feels bad, I don't want to") and, finally, experience - action (" He's sick, I want to help him."

At older preschool age, children are capable not only of generalizing their experience of relationships, but also of their analysis, of explaining the reasons for the shortcomings noticed in them.

Despite the fact that in the older preschool age more attention is paid to the child's awareness of moral values, the practice of behavior and exercises are an important part of pedagogical work. The educator makes sure that the children can constantly exercise in a humane attitude towards each other, towards nature, towards adults. The life of children should be filled with appropriate situations (preparing gifts for each other, caring for the sick, caring for animals).

Also, the most important condition and at the same time the method of educating humanism in children, the development of social emotions, moral feelings is the example of an educator.

It is at an older age that moral motives actively develop and social feelings are formed.

It should be emphasized that the education of humane feelings and attitudes is a complex and contradictory process. The ability to sympathize, empathize and rejoice, not to envy, to do good sincerely and willingly - at preschool age is only laid down. Although it should be remembered that it is the preschooler who is open, predisposed to this kind of relationship. He is trusting himself and treats others the same way. Life experience over time will either confirm him in such an attitude towards others, or force him to change.

The problem of education collectivism contains serious contradictions, which, if not resolved correctly, can indeed have an ambiguous effect on the developing personality of the child. The essence of the contradictions lies in the fact that the collective can suppress the individual. On the other hand, if a person does not take into account the interests of the team, then his individuality can develop, but conflict situations will arise.

The concept of "collective of adults" and "children's collective" are not identical. And it's not just the age of the participants, but also the function that the team performs. The main and only function of the children's team is the educational function: children are included in activities that, in their purpose, content and forms of organization, are aimed at shaping the personality of each of them.

Collectivism is a complex integral quality, which, of course, can only be fully inherent in an adult person. Preschool age should be considered as the first, basic stage in the formation of collectivism. Therefore, it is more correct to talk about the education of collective relationships, that is, such relationships that are characterized by mutual assistance, responsiveness, friendship, responsibility, kindness, and initiative. The condition for the education of such relationships is the communication of children with other people: adults, peers. Through communication, the child learns the social world, masters and appropriates social experience, receives information and acquires the practice of interaction, empathy, and mutual influence.

Meaningful relationships between children are characterized friendship. The problem of friendship between preschoolers was studied in preschool pedagogy as a component of collective relationships. It has been noticed that even at a younger age, a child shows a selective attitude towards peers: he plays with certain children more often, talks, shares toys more willingly, etc. Of course, the object of friendship still changes often. There are no long-term friendly associations. However, this period of "recognized" friendship by children is important and necessary, since it is from it that quite conscious friendly attachments grow. Children of the fifth year of life already not only have friends, but can also motivate the choice of a friend ("We play with him", "We live in the same house", "He always gives me toys.") . Children not only realize their friendship, but also make attempts to explain the very concept of "friendship". Children of this age attach great importance to the moral qualities of their peers, begin to evaluate each other by actions, and even try to understand the motives of friendship. They show constancy, affection in friendship, strive to be together in games, at a holiday, that is, they feel the need for constant communication and joint activities.

Most often, at this age, children are friends for three or four people, less often for two. And if a commonwealth has already been formed, they try not to allow other children to come to them and jealously watch this.

Mutual assistance and responsiveness are significant characteristics of collective relationships. In the team, everyone must be sure that he will receive help and support, and he himself should feel capable and ready to help a comrade. At the heart of mutual assistance and responsiveness lies the focus on the other person. This is a kind of way of expressing sympathy, empathy. Children's responsiveness is manifested in simple forms of mutual assistance, in actions aimed at jointly overcoming any difficulties, in moral support, in the ability and desire to share toys and sweets.

The problem of educating responsiveness and mutual assistance was studied in preschool pedagogy (L.A. Penevskaya, T.I. Ponimanskaya) and in child psychology (T.A. Repina, A.G. Ruzskaya, A.D. Kosheleva).

In the fifth year of life, preschoolers help each other in joint games, in the classroom, in everyday life. The motives for providing help become more solid: children are able to penetrate the essence of certain phenomena, have great powers of observation, and correlate the facts of behavior with learned norms. Older preschoolers can already explain when and how to help or not to help. Children willingly help kids and adults, but with less desire - peers. The fact is that in communicating with the kids, the child is attracted by the position of the elder. In communication with adults, the position changes: the child becomes small and, in addition, joint activities with any adult bring joy.

One of the most important tasks of moral education is the education love for the motherland and tolerant attitude towards the people of the Earth. The complexity of solving this problem is associated primarily with the age of the children. It must be understood that at preschool age not a single moral quality can be formed completely - everything is just emerging: humanism, collectivism, hard work, and a sense of dignity.

The feeling of love for the Motherland is akin to the feeling of love for one's own home. These feelings are related by a single basis - affection and a sense of security. The feeling of patriotism is multifaceted in its structure and content. It includes responsibility, desire and ability to work for the good of the Fatherland, to protect and increase the wealth of the Motherland, a range of aesthetic feelings ... these feelings are brought up on different materials: we teach children to be responsible in their work, take care of things, books, nature, that is, we educate the quality of personality - frugality, we teach to work for the benefit of our group and comrades, we attach to the beauty of the surrounding nature.

An important component of the work on the patriotic education of preschoolers is to familiarize them with the traditions and customs of the people, country, and art. Children should not only learn about traditions, but participate in them, accept them, get used to them.

1.2 Features of the upbringing of children of senior preschool age

The age of children from 5 to 6 years old is called senior preschool, and children are senior preschoolers. An adult who is engaged in the upbringing and education of children aged 5-6 years must remember that at this age significant changes occur in the physical and intellectual development of the child. The processes of higher nervous activity are being improved. The content and forms of children's activities are becoming more diverse and richer. Along with the game, productive activities continue to develop. The level of arbitrary control of one's behavior is significantly increased, which positively affects all aspects of development. Of particular importance is the management of one's behavior in order to create the preconditions for learning activities.

When organizing work with children, each educator should take into account not only the age, but also the individual characteristics of the children.

In order to understand the specifics of the upbringing process at this age, it is necessary to turn to the peculiarities of the psyche of older preschoolers.

The increasing interest of the child at this age is directed to the sphere of relationships between people. Adult assessments are critically analyzed and compared with their own. Under the influence of these assessments, the child's ideas about the I-real and I-ideal are differentiated more clearly.

By this period of life, the child accumulates a fairly large store of knowledge, which continues to be intensively replenished. The child seeks to share his knowledge and impressions with peers, which contributes to the emergence of cognitive motivation in communication. On the other hand, a child's broad outlook can be a factor that positively influences his success among his peers.

There is a further development of the cognitive sphere of the personality of a preschool child.

The development of arbitrariness and volitional qualities allow the child to purposefully overcome certain difficulties specific to the preschooler. The subordination of motives also develops (for example, a child may refuse to play noisily during the rest of adults), which can positively affect the moral and labor education children.

An older preschooler is able to distinguish the whole range of human emotions, he develops stable feelings and relationships. Higher feelings are formed: intellectual, moral, aesthetic. This feature must also be used in the moral education of the child.

Against the background of emotional dependence on the assessments of an adult, the child develops a claim to recognition, expressed in the desire to receive approval and praise, to confirm his significance. This feature can be used in the upbringing of the child to form adequate motives in activities.

Stability, distribution, switchability of attention continue to develop, but the transition to voluntary attention has not yet been completed, therefore it is necessary to use visualization, interesting moments, and various types of activities to implement a specific task of education in working with children.

The moral education of a preschooler largely depends on the degree of participation of an adult in it, since it is in communication with an adult that a child learns, comprehends and interprets moral norms and rules. The child needs to form the habit of moral behavior. This is facilitated by the creation of problem situations and the inclusion of children in them in the process of everyday life.

The leading activity at this age is still the game. Therefore, it is necessary to saturate the education and training of older preschoolers with games. The game performs the role of anticipation of objective and spiritual activity. During the game, you can fix various educational moments, examples of a person's moral behavior. It always contains an element of labor, artistic or cognitive activity. The game has communication as an activity and value orientation. It can serve the teacher if he professionally uses the game as a way of equipping children with neoplasms of the most varied plan. Moreover, it is necessary to use games with elements of labor activity, evaluation, with elements of communication or spiritual understanding of life. The variety of the game performs a wonderful function - it contributes to the versatile preparation of the child for a colorful fan of various activities.

Thus, there are certain features of all children of this age, in accordance with which it is necessary to build a child's upbringing. But there are also individual differences between children, which are based, like adults, on the type of higher nervous activity. Taking into account in the upbringing of the child his individual characteristics, the teacher can avoid many difficulties and achieve better results in his work.

As you know, there are four types of higher nervous activity, and in children they are expressed as clearly as in adults.

The type of GNI, or the type of temperament determines the character, but in its pure form is rare. Usually, signs of one of the types of temperament predominate in a person’s character, they are combined with manifestations of others and create their own, individual style of behavior, determine the reaction to the surrounding reality.

Temperament determines the behavior of the child in the team, as well as how he learns and plays, experiences and rejoices.

But you should not attribute bad manners, irresponsibility and other shortcomings of education to the characteristics of temperament. Temperament characterizes only innate character traits: emotionality, sensitivity, activity, vigor. Hobbies, views, upbringing and social orientation of a person do not depend on him. The type of temperament determines the manner of behavior and mode of action of a person in the environment.

The child is choleric very mobile, does not tolerate long waiting, subject to sudden changes in mood. It is difficult to predict how he will behave in a new environment - the reaction can be very different. This is a terrible fidget and debater. He is decisive, persistent and fearless, he can change his mind at the last minute exactly the opposite, he loves risk, adventure.

Tight control, limiting the activity of such children, angry demands to take care of themselves only lead to nervousness and loss of contact with the child. The main thing is to turn his energy in the right direction.

To compensate for excessive haste and inattention, it is necessary to help the child realize that quality is often much more important than speed. To strengthen the inhibitory processes, it is necessary to engage in design, drawing, manual labor, and needlework with it. It is especially important to teach such a child to build relationships in a team. It is necessary to encourage the child to analyze his behavior, to sort out conflict situations with him, to pronounce options for correct behavior.

The child is sanguine lively, cheerful. This child - the "sun" - is usually in a good mood, inquisitive, active, able to control his emotions.

Sanguine people are empaths, that is, they easily understand other people, are not particularly demanding of others and tend to accept people for who they are.

But sanguine people often do not complete the work they have begun if they get bored with it.

Sanguine people also need a mobile lifestyle, but the main emphasis in the classroom should be on the ability to focus on the work being done and bring it to the end. Constructors, puzzles, needlework, model building and other games that require attention and care will help develop composure and accuracy.

You should not support a sanguine person in his desire for a frequent change of activity. Usually it is important for such children to help step over the threshold of the next difficulties, and they will set to work with renewed vigor. If this is not done, the child will give up the next hobby as soon as it requires unusual efforts from him.

It is very important to encourage the perseverance of such children, diligence and determination and gradually raise the bar of requirements, achieving sustainability and effectiveness.

Phlegmatic child slow, assiduous and outwardly calm. He is consistent and thorough in his studies. At preschool age, he plays with a few favorite toys, does not like running around and making noise. He can not be called a dreamer and inventor. Usually from childhood, neatly folds toys and clothes. When playing with children, prefers familiar and quiet entertainment. He remembers the rules of the game for a long time, but then he rarely makes mistakes. Does not strive for leadership, does not like to make decisions, easily giving this right to others. He may well grow up to be a very enterprising person. A phlegmatic person can work smoothly and productively even in adverse conditions, and failures do not piss him off.

If punished for slowness and uncertainty, the child may develop a fear of action and develop a sense of inferiority.

You need to trust the child, he is responsible and thorough enough to complete the assigned work, to develop creative thinking by drawing, music, chess. It is extremely important to teach him to understand the feelings and emotions of other people. You can analyze with him the motives of the actions of his peers, relatives or favorite heroes.

It is also necessary to help him learn to understand and accept views that are different from his own.

melancholic children especially need the support and approval of loved ones. They are very sensitive, touchy, wary of everything new. The melancholic is unsure of himself, it is difficult for him to make a choice on his own.

Melancholics get lost in unfamiliar surroundings and are completely unable to fend for themselves. The slightest nuisance can throw them off balance. They speak quietly, rarely argue, more often they obey the opinion of stronger people. People with this type of temperament get tired quickly, get lost if they encounter difficulties, quickly give up.

The inner world of a melancholic is incredibly rich, he is characterized by depth and stability of feelings. He is prone to introspection and is constantly unsure of himself. In childhood, he behaves like a "little adult" - he is very reasonable, likes to find an explanation for everything, loves solitude. In bed, he dreams and thinks for a long time.

Often gives the impression of a closed person, usually among relatives he chooses one with whom he is completely frank; soft and kind, shares his experiences with him.

Melancholics make high demands on themselves and others and endure loneliness quite easily.

Reproaching for laziness, passivity and inability, educators only further exacerbate the self-doubt of such a child and develop an inferiority complex.

It is necessary to help the child to get involved in the game, to teach him to get acquainted.

For a melancholic, it is important to constantly receive the support of loved ones. Therefore, it is important to praise him as often as possible. Switch his attention to the result of the activity, and not to the assessment.

You need to teach him to perceive a mistake as a clue to future success.

It is difficult for an insecure melancholic to enter a new team, to participate in common affairs and entertainment. The teacher needs to try to become a close person for the child, whom he can trust. You also need to teach him to find a way out of conflict situations, to defend his opinion.

Thus, teachers working with children of older preschool age need to pay attention to individual differences between children, use different methods and approaches in raising children, depending on their temperament, character, and mental characteristics. Only taking into account the characteristics of the age and the individual, it is possible to fully and successfully carry out the mental, aesthetic, labor, moral education of children, helping them find themselves, their position and place in the team and in the world around them.

1.3 Folk pedagogy, its means and the importance of Russian folk culture in the education of generations

Modern pedagogical science did not arise from scratch: it, like other human sciences, has many sources.

The most important source of scientific ideas about the upbringing and education of the younger generation is folk pedagogy. It is a pedagogical experience that has developed over the history of the existence of a particular people.

Folk pedagogy is a historically established set of pedagogical information and educational experience preserved in oral art, heroic epic, a set of rules for behavior and education, customs, rituals, traditions, children's games and toys.

Folk pedagogy contains both the ideal of education and the ways and means of achieving it.

Folk pedagogy reflects the culture of the people, their values and ideals, ideas about how a person should be. The golden fund of modern scientific pedagogy is made up of the historically established and life-tested traditions of the people in the field of upbringing and education of children and youth.

The upbringing of moral qualities in preschool children occurs in the pedagogical process using the means of public education. The main means of folk pedagogy, and, accordingly, folk education are nature, play, words, traditions, life, and art.

Nature- one of the most important factors of folk pedagogy, it is not only a habitat, but also a native side, the Motherland. The nature of the motherland has an inexplicable power over man. The natural conformity of folk pedagogy is generated by the naturalness of folk education. Therefore, it is quite legitimate to talk about ecology as a universal concern of mankind - the ecology of the surrounding nature, the ecology of culture, the ecology of man, the ecology of ethnic formations. Russians talk about the nature of man, about the natural mind, and there is a lot of sense in this, moreover, this is consistent with the democratic, humanistic features of folk pedagogy with the naturalness of folk education.

The whole traditional way of life is determined by native nature. Its destruction is tantamount to the destruction of the ethnosphere, and therefore of the ethnos itself. Therefore, it is simply necessary to cultivate love for native land caring and kind attitude towards all living things.

Nature has a huge influence on the formation of a person's personality. Speaking "in the bosom of nature", the Russian people very simply and tenderly defined the role of nature for man.

Of the phenomena directly and directly related to education, play is closest to nature.

A game - the greatest miracle of miracles invented by man according to nature. The importance of games in the moral education of children is great. Word, melody and action are closely connected in them.

Through games, the child was instilled respect for the existing order of things, folk customs, was carried out accustoming him to the rules of behavior. Consequently, the game is a universal means of educating children in the spirit of their native culture, instilling national-characteristic personality traits.

Games for children are serious lessons, a kind of lessons that prepare them for work, for adulthood. The game, which preceded social activity, is, as it were, its dress rehearsal, sometimes merges with labor holidays and enters, as an integral element, into the final part of labor and even into the very process of labor. Thus, games prepare for labor activity, and labor ends with games, fun, general fun. Children begin to play very early, long before the word comes into their lives: with a sunbeam, with their own fingers, with their mother's hair… thanks to such games, the child learns and knows himself step by step.

The game is a surprisingly diverse and rich field of activity for children. Together with the game, art, beautiful, comes into the life of children. The game is associated with song, dance, dance, fairy tale, riddles, tongue twisters, recitatives, draws and other types of folk art as means of folk pedagogy. Games are life lessons. They teach the child to communicate with other people, the rules of behavior, a kind attitude towards people. The game is the materialization of a fairy tale-dream, myths-desires, fantasies-dreams, it is a dramatization of memories of the beginning of the life path of mankind.

In games, such features of folk education, folk pedagogy as naturalness, continuity, mass character, complexity, completeness are most fully manifested. And what is also very important - in the course of the game, children are often included in self-education, which in this case occurs without a pre-set goal - spontaneously. Games are so significant in human destiny that they can be used to judge personality and character. Interests, inclinations, abilities, attitudes of a person. This is especially important, since the child himself, without realizing it, switches to another, more high level moral development.

The most common and most meaningful means of folk pedagogy is the word.

The power of a benevolent word in folk pedagogy is boundless, but most of all - the native word, native speech, native language. As Fazil Iskander said: “Language is the greatest mystical phenomenon of human existence. I don’t even know if there can be any reliable explanations for its appearance. Language is given to people so that, having understood each other, they can live together.”

In folk pedagogy, the native word plays an important role. Accordingly, verbal means of education and upbringing. For example: ditties, jokes, songs, riddles, sayings, nursery rhymes ... to establish emotional contact, and later emotional communication between an adult and a baby, they are of great importance: a work of folk art can be used when dressing, feeding, putting to bed, in the process of playing activities . It is desirable to accompany folklore works, poems with actions, or vice versa, actions should be accompanied by reading, beating them.

IN proverbs a lot of practical material: everyday advice, wishes in work, and so on.

About the proverbs of Ya.A. Comenius said: "A proverb or saying is a short and deft statement of some kind in which one thing is said and another is implied, that is, the words speak of some external physical, familiar object, but hint at something internal, spiritual, less familiar." This statement contains the recognition of the pedagogical functions of proverbs and taking into account in them certain patterns inherent in folk pedagogy.

The most common form of proverbs is instruction. From a pedagogical point of view, teachings of three categories are interesting: teachings that instruct children and youth in good manners, including the rules of good manners .: teachings that call adults to decent behavior, and, finally, instructions of a special kind, containing pedagogical advice, stating the results education, which is a kind of generalization of pedagogical experience. They contain a huge educational and upbringing material on the issues of upbringing.

The proverbs reflected pedagogical ideas concerning the birth of children, their place in the life of the people, the goals, means and methods of education, encouragement and punishment, the content of education, labor and moral education ...

In the children's environment, proverbs are rare, most often they are only situationally reproduced in imitation of the elders. Nevertheless, the situationality fixes them in memory as pedagogical resources for the future, and the time comes when they become means of educational influence. For increase educational value proverbs in the people in every possible way supported by their authority: "you can not live without a proverb", "the proverb is not judged", "the proverb tells the truth to everyone."

The proverb is "the color of the people's mind" (V.I. Dal), but this mind, above all, protects morality. In proverbs, the main thing is the ethical assessment of human behavior and folk life in general.

Puzzles most preferred in preschool children. Riddles - questions are extremely interesting. Such riddles are often given in fairy tales. According to the content of the riddle, the questions of all peoples are similar to each other, and their form reflects the features of figurative thinking and the poetic warehouse of the people.

The value of riddles-questions is also in the fact that their answers serve to spread proverbs, which are already perceived as their own conclusions of children and youth.

Usually, proverbs are the answers to those riddles-questions that use a problematic situation to spread moral and ethical knowledge among the younger generation. Many riddles-questions containing a variety of knowledge about the surrounding reality, developing the mind, ingenuity, memory.

Riddles are designed to develop the thinking of children, teach them to analyze objects and phenomena, and they also influence aesthetic and moral education.

IN songs age-old expectations, aspirations and innermost dreams of peoples are reflected. Their role in upbringing is enormous, perhaps incomparable with anything. There is definitely a pedagogical idea in the songs, it determines the educational and educational function of the songs. The lullaby is intended for the baby, it is sung mainly by the mother, but there are cases of its performance by four-five-year-old children rocking their younger brothers and sisters to sleep.

Such folk poetic works are interesting in that they demonstrate universal love for children. Most of the lullabies reveal the enormous power, especially of maternal love. But at the same time, they inspire love for children in everyone who performs them in the process of caring for a child, that is, in one way or another, they stimulate self-education.

Fairy tales - the most common means of public education used in kindergarten.

Fairy tales are an important educational tool, worked out and tested by the people over the centuries. Life, folk practice of education convincingly proved the pedagogical value of fairy tales. Children and a fairy tale are inseparable, they are created for each other, and therefore acquaintance with the fairy tales of one's own people must necessarily be included in the course of education and upbringing of each child.

In Russian pedagogy, there are thoughts about fairy tales not only as educational and educational material, but also as a pedagogical tool, method: if children repeat the same moral maxim at least a thousand times, it will still remain a dead letter for them; but if you tell them a fairy tale imbued with the same thought, the child will be excited and shocked by it.

Undoubtedly, in memorizing fairy tales, their capacious meaning, the combination of educational and educational material in them, plays a role. This combination contains the peculiar charm of fairy tales as ethnopedagogical monuments. In them, the idea of the unity of education and upbringing in folk pedagogy is implemented to the maximum extent.

Traditions play an important role in the upbringing of children. They, as it were, organize the connection of generations; the spiritual and moral life of peoples rests on them. The continuity of older and younger generations is based precisely on traditions. The more diverse the traditions, the spiritually richer the people.

Tradition contributes to the restoration of the now lost heritage, such restoration can be salutary for mankind.

The degree of culture of people and peoples can be measured by how actively they oppose the process of the disappearance of valuable folk traditions, how directed they are looking for ways to preserve and revive the lost treasures. Only the revival of traditions can stop the destructive process of spiritual losses, deformations, and degradations.

Labor occupies a special place in folk pedagogy. Idle talk and efficiency mutually exclude each other. Children are constantly instilled with the idea of the need to say little, do a lot. In the traditional culture of education, there is an idea of self-value of selfless labor. Free labor can be useful knowledge, skills, skills acquired in the activity, and certain personal qualities, moral properties.

Diverse things that are useful for children, the families of neighbors, fellow villagers, people in general, the people - this is what folk pedagogy relies on. Both spirituality and morality are associated with devotion to the cause. This idea is instilled in children both directly and under the influence of public opinion and labor traditions.

So, folk culture is a rich stock of methods of moral education of generations. When raising a child in these days, it is necessary to introduce him to culture, thereby forming the personality and self-consciousness of the child, introducing him to moral values, forming a culture human thinking, the sphere of knowledge of the child.

Some will ask why such close attention is needed to the ancient past, the way of life of the people? Knowledge of what was before us is not only desirable, but also necessary. Culture and folk life have the deepest continuity, and you can step forward only when the foot is repelled from something. Movement from nothing is impossible. Preschool children need to be instilled with moral qualities and personality traits that are characteristic not only for any person, but also for their native people. Raising children in this way helps to improve the future.

In ancient times they said: "Each tree is strong with its roots, cut them off - and the tree will die." Similarly, a nation that does not know its history and culture is doomed to extinction, disappearance from the face of the earth. Therefore, it is also necessary early age to instill in children their native culture, to educate them in the spirit of the Russian people.

Folk culture is based on many factors, the most important of which is tradition. It is on tradition that the identity of the people rests, its uniqueness and individuality are based.

Traditions have been around for a long time. They determined the public and private life of a person. They contain instructions, moral and aesthetic norms, rules and skills of economic activity, housing, ways of raising children.

Stability, repetition and consolidation in customs, norms, rituals and rules have made tradition a means of transmitting moral qualities from generation to generation.

Customs, traditions create various scenarios of human behavior in certain situations, that is, they program a person to live in their society. The meaning inherent in the traditions guarantees the correctness of actions, warns against wrong, immoral, immoral actions.

Introduction to progressive traditions is a necessary aspect of educating the younger generation. Knowledge of traditions organizes life experience, provides the necessary value orientations, and helps to consolidate authority. Therefore, cultural traditions are important for pedagogical science, the entire practice of education.

At all times, people have been concerned about how their children will grow up, whether they will achieve mastery, whether they will acquire the necessary knowledge and skills, whether they will be worthy members of society.

The culture of every nation is an inexhaustible source of fortitude, courage and nobility. These traits must be nurtured in the soul of every child.

And to this day folk ways education are quite widespread, as they have a positive impact on the moral education of the child.

2. Pedagogical conditions for the education of moral qualities in older preschoolers

2.1 Identification of the level of formation of moral qualities in children of senior preschool age

Having studied the theoretical foundations of the problem of educating moral qualities in preschool children, we moved on to the practical part of the work. At this stage, we set a goal to identify the level of formation of moral qualities in older preschoolers.

To do this, we selected three diagnostic methods: conversation with children about friendship (developed by us); the game "Flower-Semitsvetik", developed by L.V. Ladygina; reading and conversation based on the Russian folk tale "Geese-Swans", developed by V.I. Petrova and N.M. Trofimova.

For diagnostics using these methods, a group of ten children was selected: Kirill M., Oleg N., Liza S., Daniil S., Polina Sh., Vika H., Vika S., Artem M., Andrey K., Andrew G.

Diagnostic technique No. 1. Conversation with children about friendship.

Purpose: to identify the level of formation of the concept of friendship in children.

Method: conversation.

The following questions were developed for the interview:

Which of the guys in the group are you friends with?

2. Why are you friends with these children?

What are friends for?

What person would you not be friends with?

What is friendship?

To process the diagnostic results, the levels of formation of the concept of friendship in children were determined:

High level: children list friends, justifying their choice; give detailed answers to questions; determine the qualities that their friends possess; describe the moral qualities of a person with whom they would not be friends; value friendship and realize its importance, significance in life; define friendship.

Intermediate level: children answer questions incompletely, sometimes find it difficult to answer; cannot explain their choice of friends; find it difficult to define friendship;

Low: Children do not answer most questions; do not define friendship; cannot justify the choice of friends; they cannot name the moral qualities of friends, to separate the "bad" from the "good".

Diagnostic technique No. 2. Didactic game"Flower - seven-flower".

Purpose: to reveal the level of formation of moral motives.

Method: game.

During the game, the child is given a flower with tear-off multi-colored petals and is invited, having torn off the petal, to think and voice one desire. If the wish is related to the satisfaction of the child's personal needs, he receives a yellow chip, if the wish is of social importance - a red one. By collecting chips at the end of the game and counting their number, you can determine the presence of moral motives, their predominance over other motives.

To process the diagnostic results, the levels of formation of moral motives were determined:

High level: children are actively involved in the game, make a variety of wishes; several wishes (3 or more) are socially significant, important for family, group, friends…

Intermediate level: children actively make and voice wishes; desires of a personal nature "for oneself" predominate, 2 or less desires are socially significant.

Low level: children make wishes that have personal significance - about material goods, toys, sweets and entertainment for themselves, there are no socially significant wishes.

Diagnostic technique No. 3. Reading and conversation based on the fairy tale "Geese-Swans".

Purpose: to reveal the level of formation of concepts about such moral qualities as kindness, mutual assistance.

Method: conversation.

To conduct a conversation after reading the Russian folk tale "Geese-Swans", the following questions were developed:

Name the positive and negative characters in the story.

2. Why did the swan geese steal the boy?

Why didn't the stove, the apple tree and the river help the girl at first?

How did the apple tree, the river and the stove help the girl on the way back?

What good and bad things did the girl do?

To process the diagnostic results, the levels of formation of the concepts of kindness and mutual assistance were determined.

High level: children actively answer questions; distinguish between positive and negative heroes of a fairy tale, as well as positive and negative actions and deeds; determine the motivation of the actions of the characters; detailed explanations of their activities.

Intermediate level: children answer questions, distinguishing between positive and negative heroes of a fairy tale; distinguish between good and bad deeds; partially explain the motivation of the actions of the heroes, they cannot explain their actions in detail and in detail.

Low level: children try to answer most questions; can distinguish between positive and negative heroes, do not distinguish between bad deeds and actions of heroes from good ones, cannot explain the motivation of their actions.

Analysis of diagnostics

Diagnostic technique No. 1.

During the conversation, the children showed different activity. Kirill M., Liza S., Vika Kh., Artem M. were the most active of all the children, they tried to answer most of the questions, their answers were more specific.

Oleg N., Vika S., Andrey G. and Andrey K. were the least active, often thinking for a long time before answering, sometimes they were silent.

All children happily named their friends from the group, but many could not explain why this or that child is their friend. But Cyril, Lisa and Vika coped with this issue. They explained their choice of friends not only by similar gaming interests, but also by their positive moral qualities: generosity, mutual assistance, and diligent behavior in class and on a walk.

Vika S. and Andrei G. could not identify and tell why they need friends. Their answers were limited only by their interest in joint games.

When asked what kind of person the child would not be friends with, most children answered stereotypically: "bad and evil." And only a few - Artem M., Liza S., Kirill M. - described the qualities of such a person: greedy, unhardworking, pugnacious.

Many children did not answer the last question about the definition of friendship (Oleg N., Vika S., Andrey G.).

Thus, there is little specificity among the children's answers; many children cannot name the moral qualities inherent in friends. For most children, the results of the conversation are not high.

Kirill M., Lisa S., Vika H., Artem M. (40%) have a high level of formation of the concept of friendship, the average level is in Daniil S. and Polina Sh. (20%), and the low level is in Oleg N., Vika S., Andreya K., Andreya G. (40%) (see Appendix No. 1)

Diagnostic technique No. 2.

The game "Flower-Semitsvetik" caused a revival and great interest in children. Most of the children were actively involved in the game, having carefully listened to the rules.

Among the desires made by children, of course, those that were aimed at satisfying their own needs, receiving toys, sweets, going on a trip, on vacation prevailed. Also, children made wishes of a fantastic nature, which were not destined to come true. But there were also desires of a social nature, beneficial not only to children, but to all those around them, or parents, or friends, animals.

Polina Sh. wanted a brother to appear in her family as soon as possible, Kirill M. wished health to his grandmother, a good birthday present for her mother; Lisa S. wanted the group to have new interesting games and toys for all the guys.

Thus, after analyzing the results of the game, we came to the conclusion that Liza S. and Kirill M. (20%) have a fairly high level of moral motives formation, Vika Kh., Artem M., Polina Sh. (30%) have an average level, and low Daniil S., Oleg N., Vika S., Andrey K. and Andrey G. (50%) (see Appendix No. 2)

Diagnostic technique No. 3.

During the conversation, the children showed different activity, but everyone remembered the plot well and actors fairy tales. Most of the children answered all the questions willingly, in detail. Many children were able to separate the negative and positive characters of the fairy tale, as well as their actions.

Kirill, Lisa and Artem correctly answered the question of why the boy got into such a situation, why the swan geese took him to Baba Yaga. They correctly remembered that the girl went on a walk, played and forgot about her brother, so trouble happened to her. Other children were unable to see the cause of the events.

Many children noticed that the apple tree, the stove and the river did not want to help the girl, as she was impolite, rude and refused to help these fairy-tale heroes. But on the way back, as Polina, Lisa, Artem and Kirill answered, the girl "reformed", helped the apple tree, the river and the stove, and they answered kindly - they helped to hide her brother.

Oleg, Vika S., Daniil, Andrey K. did not cope with the last question. They could not choose and distinguish between the girl's actions, describe her good deeds, kindness, responsiveness, desire to help her brother in trouble.

Based on the children's answers, we can conclude that Kirill M., Liza S., Artem M. (30%) have a high level of formation of moral concepts, Polina Sh., Vika Kh. and Andrey G. (30%) have an average level, low Daniil S., Oleg N., Vika S., Andrey K. (40%). (See Appendix No. 3)

As a result of the work carried out with children according to the above methods, we found that not all children have a high level of knowledge about morality, the formation of the concepts of friendship, mutual assistance, kindness. We determined at what level each child from the group is.

Three children out of ten (30%) are at a high level of formation of moral qualities - Kirill M., Liza S., Artem M.

20% of children have an average level - Vika H., Polina Sh.

Low level of formation of moral qualities in 50% of children - Daniil S., Oleg N., Vika S., Andrey K. and Andrey G. (see Appendix No. 4)

Thus, the diagnostics showed that the level of formation of moral qualities in children is rather low, and work is needed to educate moral qualities in preschoolers in frontal classes.

2.2 The system of classes on the formation of moral qualities in children by means of folk pedagogy

Upon completion of work on identifying the level of formation of moral qualities among older preschoolers, we began to implement a system of classes united by the goal of educating moral qualities by means of folk pedagogy. In the classroom, such means as Russian folk music, fairy tales, sayings, games, proverbs are used.

The plan consists of five lessons. (see Appendix No. 5) Most of them include elements of conversations on various topics, modeling, drawing, dramatization, and games are also used.

Analysis of the lesson "Wise Tales"

In this lesson, the children were interested in new books that appeared in the group. They carefully examined illustrations for Russian folk tales, many recognized and recalled the plot.

The illustrations for the fairy tale "Morozko" offered for viewing also caused a stir among the children. Everyone wanted to participate in the retelling, answer questions, express their point of view. Since the children were familiar with this fairy tale earlier, the conversation on it was lively, the children tried to answer questions in detail, to explain the actions of the characters. Kirill and Liza gave a rather detailed description of the positive characters: the old man and their stepdaughter, noted their kindness, gentleness, cordiality, honesty, and modesty. The characterization of negative characters in children turned out to be more stingy in determining moral qualities, but some children still remembered such words as greed, rudeness, anger.

This lesson helped the children learn to operate with the concepts of moral qualities, to oppose them.

Analysis of the lesson "Our dear Grandmother Yaga"

At the beginning of the lesson, the riddle about the most famous character in Russian fairy tales, Baba Yaga, helped to interest the children at the beginning of the lesson. The children were delighted with this topic of the lesson and perked up. During the conversation about fairy tales with the participation of Baba Yaga, the children remembered such fairy tales as "Geese Swans", "Ivan Tsarevich and the Gray Wolf", "Vasilisa the Beautiful". All children unequivocally described Baba Yaga as an evil, greedy, bloodthirsty old woman.

The children really liked the idea of reincarnation of Baba Yaga. The children's imagination immediately played out, everyone began to invent their own fairy tales. Daniel decided to put Yaga in a kindergarten and raise her with the children so that she becomes sympathetic and kind. Vika S. in her fairy tale came up with a different plot: forest animals make repairs in the hut, clean up the mess, prepare a delicious dinner, and Baba Yaga, seeing how her hut without windows, without doors, decides to start a different life. All the children's fairy tales were filled with a bright, cheerful mood. And they eagerly began to draw. For everyone, Baba Yaga turned out to be different, but happy from her reincarnation.

Analysis of the lesson "Miracles of Mother Rus'"

This lesson carries an important idea - to acquaint children with the folk art of Rus', with the beauty of its crafts, the splendor of nature. Illustrations and photographs of Russian nature depicting fields, meadows, forests, groves, rivers aroused great interest among children. Everyone looked at the pictures carefully. Some children recognized the trees shown in the pictures and called them.

But the most joyful for the children was getting to know the specimens of folk crafts. Children examined, touched objects, asked questions. Of course, folk toys aroused the greatest interest. We also managed to draw the attention of children to caskets, trays, dishes. The children listened with interest to the story about the history of their creation and purpose.

At the end of the lesson, the children sculpted a Kargopol toy from plasticine - a figure of a woman in an elegant sundress. Many children made a figurine, decorating it with colorful ribbons and plasticine patterns.

Analysis of the lesson "Playful games"

In this lesson, from the first minutes, the children reincarnated in various fairy-tale animals, using elements of costumes. Thus, the group included hares, squirrels, a bear, a fox, and other animals. The guys quite successfully entered the roles of their animals, using their habits, movement features, changed their voice. The active game "Animals in the meadow" caused a real revival among children. It used an element of Russian folk culture - dance folk music. During the game, the children performed movements, imitating the driver, carefully watching so as not to repeat the forbidden movement (spring).

Next was the staging of various problematic situations. The children were playing. Liza and Daniil, Artem and Vika Kh. most authentically and clearly played out conflict situations. But they managed to resolve all conflicts quite easily. Children used moral qualities already familiar to them. The animals forgave each other, yielded to each other, encouraged, told the truth... This part of the lesson most fruitfully influenced the moral education of children. They were able to "survive" those situations in which everyone can find themselves and managed to find a worthy and correct way out.

At the end of the lesson, a discussion was held about pranks and disobedience. Many children gave real life examples showing that disobedience leads to various consequences that are unpleasant for children and their parents.

Analysis of the lesson "Hurry to do good"

The lesson is based on the use of Russian proverbs and sayings on such an important topic as kindness and modesty. At first, not many children understood the meaning of this or that proverb. The most understandable for children were such: "Life is given for good deeds", "Good deeds make a person beautiful." The proverbs about modesty were less understood. Together with the children, we managed to figure out what they mean and give examples.

During the conversation about modesty and kindness, all the guys were active. They used the already accumulated stock of concepts about the moral qualities of a person. Children tried to explain the concept of modesty in their own words. Cyril and Polina did it most successfully. Other children also expressed their opinions, gave examples of heroes of fairy tales with these moral qualities.

A series of plot pictures turned out to be extremely understandable for children. All the children explained the boy's act (he moved the old grandmother across the road), approved. They described the qualities of the child: responsiveness to other people's difficulties, kindness, attentiveness.

Many children shared examples and stories from the lives of kind people. The most frequent were stories about a doctor who cured a patient, about children who sheltered a lonely puppy or kitten. This lesson helped the children to understand the differences between moral qualities that are difficult for them, to better understand their importance for a person.

2.3 Analysis of the dynamics of the level of formation of moral qualities in children of senior preschool age

To check the qualitative and quantitative level of the implementation of the tasks and the correctness of the hypothesis, we re-diagnosed the level of formation of moral qualities in children after the classes. (Diagnostic techniques see section 2.1)

After diagnosing, we confirmed that the education of moral qualities in children of senior preschool age is possible using the system of folk pedagogy in the pedagogical process: folklore, fairy tales, national customs, holidays, games.

We came to this conclusion by comparing the results of preliminary diagnostics and diagnostics after the training. Some children have increased their level of formation of moral qualities from low to medium and from medium to high.

During the course of the complex of classes, many children became more actively involved in work, realized the semantic significance of such moral qualities as friendliness, mutual assistance, empathy. Moreover, children's awareness of the meaning of these words led to the gradual appropriation of these moral qualities. Children began to actively help each other, teachers in the classroom, on duty, in the affairs of the group.

Children began to use in speech the concepts of various moral qualities, to notice them not only in others, but in some situations, and to analyze their own behavior.

The number of children who can fully justify the choice of friends and their qualities has increased. Many guys began to better understand the concept of friendship, to describe in detail those negative qualities that they would not want to see in potential friends.

The motives for choosing wishes also changed in better side: the children in the game "Flower-Semitsvetik" had more red chips among the yellow ones than before, that is, their desires acquired a conscious social character and social orientation. Such success was achieved by Polina, Daniel and Andrey G.

Work with fairy tales was an incentive for the children to expand the concepts of morality. More and more children began to adequately identify positive and negative characters, bad and good deeds. The heroes of fairy tales now have certain moral qualities that are understandable to most children, Artem and Vika S. began to independently determine them.

Children try to resolve conflicts in games through negotiations, politely. Kirill and Lisa often ask for help for caregivers and children. Many children began to use polite words more often in speech, to say hello and say goodbye without being reminded.

After repeating the conversation about friendship, we got the following results: Liza S., Vika Kh., Artem M., Polina Sh. (40%) were at a high level, Kirill M., Daniil S., Vika S., average Andrey G. (40%), on the low - Oleg N. and Andrey K. (20%) (see Appendix No. 6)

After the game "Flower-Semitsvetik", Liza S., Kirill M., Polina Sh. (30%) turned out to be at a high level, Vika Kh., Artem M., Daniil S., Andrey K (40%) were on the average , at low - Vika S., Andrey G., Oleg N. (30%) (see Appendix No. 7)

After conducting a conversation on the Russian folk tale "Geese-Swans", we saw that Kirill M., Lisa S., Artem M. (30%) have a high level, Vika S., Andrey G., Polina Sh., have an average level, Vicki H. (40%), low in Daniil S., Oleg N., Andrey K. (30%) (see Appendix No. 8)

Thus, we see dynamics in the levels of formation of moral qualities in children. The number of children with high and medium levels has increased.

Polina Sh. achieved some success and moved from an average level to a high one. Daniil, Andrey G. and Vika S. moved from low to medium. The high level increased by 10%, the average by 20%, and the low decreased by 30% of the total. And as a result, children with a high and an average level of 40%, and with a low level of 20%. (See Appendix No. 9 and No. 10)

Conclusion

At present, not only the well-being, but also the survival of our society depends on the correct spiritual and moral education of children. Educators and parents must prepare children for life, that is, lay down the fundamental qualities of the personality that provide positive moral orientations, vitality and purposefulness. These spiritual qualities of a person do not develop spontaneously, but are formed, including within the walls of a kindergarten. Teachers have a large number of means for the moral education of preschoolers in the classroom and in other activities.

The study of literature on the problem of moral education of preschool children and modern pedagogical experience allowed us to begin work on the formation of moral qualities in children using the means of folk pedagogy: folklore, fairy tales, songs, folk games. Work was carried out to identify the levels of formation of moral qualities and improve the quality of knowledge about morality.

The work was carried out systematically and consistently. In the course of the work, the previously set tasks were successfully solved. The knowledge of children about the positive and negative qualities of people, morality was expanded and corrected; children learned new concepts and learned to use them in Everyday life analyze yourself and your behavior.

In the course of the work, in addition to the implementation of the tasks set, the hypothesis stated at the beginning of the work was confirmed: the education of moral qualities in children of older preschool age is possible using the system of folk pedagogy in the pedagogical process: folklore, fairy tales, national customs, holidays, games.

As a result of the work carried out, the knowledge deepened and children's concepts of morality and moral qualities of a person expanded.

Literature

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Application

Application No. 1

Tables of the results of revealing the level of formation of moral qualities in older preschoolers. Conversation with children about friendship.

Cyril M.

Oleg N.

With Anton, Anya, Katya, with Nikita, Denis.

Because we love to play games with them together, they always behave well and don't mess around. We always play together with them even on a walk.

What are friends for?

In order not to get bored, live cheerfully and always had someone to play with. To help each other in class.

If a person beats everyone and fights with everyone or does not want to play the way we play.

What is friendship?

Daniel S.

Polina Sh.

Vika H.

Which of the guys in the group are you friends with?	With Polina, Vika, Artem, Anya.
Why are you friends with these kids?	I have fun playing with them. They always help everyone to collect toys and are well on duty. The teacher praises them in class because they are doing well. And they are not greedy.
What are friends for?	To walk together, help each other, have fun, share sweets.
What person would you not be friends with?	With one who does not work well and is scolded. If he doesn't share.
What is friendship?	This is when people are friends, go to visit on holidays and they have fun.

Vika S.

Artem M.

Andrew K.

Andrew G.

Application No. 2

Diagram. Identification of the level of formation of moral qualities in older preschoolers using a diagnostic technique: game

"Flower - seven-flower".

Application No. 3

Diagram. Identification of the level of formation of moral qualities in older preschoolers using a diagnostic technique: a conversation on the Russian folk tale "Geese - swans".

Application No. 4

Application No. 5

Lesson plan for the education of moral qualities in children of senior preschool age.

Name			Preliminary Job
"Wise Tales"	To acquaint children with the moral content of Russian folk tales, to show the great significance of their wisdom; to teach to determine the moral qualities of heroes by their actions.	Familiarization of children with books of Russian folk tales. Examination of illustrations for the fairy tale "Morozko". Retelling the story for children. A conversation about the fairy tale about the actions and moral qualities of its characters.	Reading the fairy tale "Morozko" to children.
"Our dear Grandmother Yaga"	Tell children about the possibility of self-improvement; continue to teach children to determine the moral qualities of the heroes of fairy tales.	Riddles about Baba Yaga. A conversation about fairy tales with the participation of this character, about moral qualities. Children writing a fairy tale about how Baba Yaga became a kind grandmother. Drawing "Dear Grandmother Yaga"	Reading Russian folk tales with the participation of Baba Yaga.
"Miracles of Mother Rus'"	To acquaint children with the beauty of Russian nature, talk about Russian folk crafts; cultivate love for the motherland.	Examination of paintings and photographs depicting Russian nature. Conversation on paintings and photographs. Acquaintance with samples of folk crafts: Dymkovo, Kargopol toys, Gzhel, Zhostovo trays, Palekh caskets. Sculpting Kargopol toys by children.	Modeling of geometric bodies: ball, cone, cylinder.
"Naughty Games"	To teach children to look for a way out of conflict situations, to form the concept of morality, mutual assistance.	Reincarnation of children in fabulous animals. The mobile game "Animals in the meadow" to the Russian folk dance music. Playing conflict situations by children according to the scenario of the educator and finding a way out of them. Conversation with children about pranks and disobedience.	Listening to Russian folk music and learning the outdoor game "Beasts in the Glade".
"Hurry to do good"	Introduce children to folk proverbs and sayings about kindness and modesty; educate these qualities in children.	Acquaintance of children with proverbs and sayings, their discussion. A conversation about the concept of modesty and kindness. The story of the children in a series of plot pictures about how the boy was transferring his grandmother across the road. Children's stories about good deeds.

Application No. 6

Tables of the results of revealing the level of formation of moral qualities in older preschoolers. Conversation with children about friendship.

Cyril M.

Oleg N.

Lisa S.

1. Which of the guys in the group are you friends with?	With Anton, Anya, Katya, with Nikita, Denis and Kirill.
Why are you friends with these kids?	They always behave well and do not indulge. We always play together with them even on a walk. They are doing well and the teacher does not make comments to them. They are honest.
What are friends for?	To help each other study in class and put away toys so that we can have fun and be happy together.
What person would you not be friends with?	With one who offends other children, does not share anything, does not know how to communicate politely.
What is friendship?	This is when people are good friends together and they go to visit each other and walk on the street together.

Daniel S.

Polina Sh.

Vika H.

Vika S.

Which of the guys in the group are you friends with? With Artem, Vika, Anya, Katya, Lisa.
Why are you friends with these kids?	They are kind and generous. They help to collect toys and get dressed for a walk if I don’t have time. They are good.
What are friends for?	To play and not offend each other, trust friends. They can even tell secrets.
What person would you not be friends with?	With evil and bad.
What is friendship?	When the kids don't fight.

Artem M.

Andrew K.

Andrew G.

Application No. 7

Diagram. Identification of the level of formation of moral qualities in older preschoolers using a diagnostic technique: game

"Flower - seven-flower".

Application No. 8

Diagram. Identification of the level of formation of moral qualities in older preschoolers using a diagnostic technique: a conversation on the Russian folk tale "Geese - swans".

Application No. 9

Diagram. Identification of the level of formation of moral qualities in children of senior preschool age.

Application No. 10

Diagram. Identification of the dynamics of the levels of formation of moral qualities in older preschoolers

Introduction 3

Chapter 1. Theoretical foundations for the development of moral

qualities in children of senior preschool age 5

1.1 The relationship of the concepts of morality, morality,

moral qualities and moral education 5

1.2 Characteristics of the moral qualities of older children

preschool age 10

1.3 Features of the moral education of elders

Preschoolers 14

Chapter 2

qualities of older preschoolers 21

2.1 Preparing the experiment 21

2.2 Analysis of the results 26

Conclusion 35

References 37

Introduction

Preschool age is the most important stage in the development of a child's personality. It is during this period that the child begins to master the world around him, learns to interact with children, goes through the first stages in his moral development.

The moral development of the child is carried out in a social environment: in the family, in kindergarten, but, undoubtedly, the teacher plays a special role in the development of the child's personality: it is he who contributes to the creation of such a microenvironment that has the most favorable effect on children, on their mental development, and manages emerging relationships.

Moral education is one of the most important aspects of the multifaceted process of personality formation, the development of moral values by the individual; the development of moral qualities, the ability to focus on the ideal, to live according to the principles, norms and rules of morality, when beliefs and ideas about what should be embodied in real actions and behavior. Morality is not inherited, so every person must go through the process of moral education. Moral beliefs, principles and norms constitute the spiritual core, the basis of personality.

Senior preschool age is precisely the period when the first conscious moral qualities appear in the child, and therefore this time is most favorable for the moral education of the individual.

That is why it is important to study the theoretical features of the development of moral qualities in children of older preschool age and to check, with the help of a special study, how much such qualities are actually developed in children 5-7 years old.

The purpose of the study: to characterize the features of the development of moral qualities in older preschoolers.

Object of study: moral education of children in a preschool educational institution.

Subject of research: moral qualities of children of senior preschool age.

Research objectives:

1. Compare the meaning of the concepts of morality and morality, highlight their relationship with moral education.

2. Describe the features of moral qualities in older preschoolers.

3. To reveal the main directions of the moral education of children aged 5-7, which are held in kindergarten.

4. With the help of an experiment, to study the actual level of development of moral qualities in children of senior preschool age.

Research hypothesis:

As a result of moral education, which is carried out with children in kindergarten, the moral qualities of older preschoolers have their own characteristics, unlike younger children: a) in children 5-7 years old, the concepts of moral norms and qualities are developed, social motivation prevails, behavior based on knowledge of moral norms and rules; b) at the older preschool age, there are differences in the features of the development of moral qualities in children 5-6 and 6-7 years old.

Chapter 1. Theoretical foundations for the development of moral qualities in children of senior preschool age

1.1 The relationship between the concepts of morality, morality, moral qualities and moral education

The concept of moral education is based on the terms morality and morality.

Morality is a traditional meaningful form of social consciousness and relations between people, approved and supported by group, class, public opinion. Morality is determined by the nature of social relations. It contains the generally accepted norms, rules, laws, commandments, taboos, prohibitions that are instilled in a growing person from early childhood.

Morality ensures the adaptation of the child to the conditions of social life, keeps him within the generally accepted norms and rules of behavior.

Morality is a concept that is synonymous with morality. However, morality is considered as a form of consciousness, and morality is the sphere of mores, customs, and practical actions.

Morality is an integral part of the personality, ensuring its voluntary compliance with existing norms, rules and principles of behavior. It finds expression in relation to the Motherland, society, collective and individuals, to oneself, labor and the results of labor.

Morality as a property of a person is not innate, its formation begins in childhood, in conditions of specially organized development.

Moral development is the process by which children internalize social concepts of right and wrong.

Psychological explanations of moral development lean either towards "moral relativism" (the notions of right and wrong depend on the culture being studied, there are no universal standards) or towards "moral universalism" (certain values, such as the preservation of human life at all costs, have a universal meaning for every culture and every person).

As in many other areas of psychology, advocates of different theories give very different interpretations of moral development: 1. Social learning theory considers moral development in terms of the development of morally acceptable behaviors in a child, which are learned as a result of direct reinforcement and observation of the actions of adults. 2. Theory of psychoanalysis: as a result of the Oedipus complex and the Electra complex, children identify with parents of the same sex and internalize their life values in their Super-Ego. The super-ego simultaneously plays the role of a guide and a "voice of conscience", directing a person to socially acceptable behavior and keeping him from conflicts with people who personify power and the possibility of punishment. 3. Theories of cognitive development (for example, Kohlberg's theory) consider moral development as a reflection of the way children reason about moral dilemmas, which in turn is a product of their intellectual development.

When considering the problem of the moral development of the individual, the views of domestic psychologists are of particular interest.

L.S. Vygotsky argues that the result of moral development, even before it begins, exists in the surrounding social environment in the form of some ideal form. In accordance with this, the social environment is understood not only as a condition for the moral development of the individual, but also as its source, and moral development itself is carried out in the process of assimilation of these patterns. It involves the consistent assimilation of patterns presented in moral norms, principles, ideals, traditions, in the corresponding behavior of specific people, their qualities, in the characters of literary works, etc.

According to the theory of relations by V. M. Myasishchev, a person, included in the system of social relations, objectified in the form of relations to nature, public and personal property, people, work, dominant in her environment, gradually assimilates them, and they become the person’s own relations to that reality with which it interacts.

Considering the problem moral formation personality, L.I. Bozovic proves that it is not an isolated process, but is associated with social and mental development. According to the author, there are two points of view on the process of formation of moral norms of behavior, which is understood, firstly, as a result of internalization of externally given forms of thinking and behavior and their transformation into internal mental processes; secondly, as a consistent (natural) transformation of some qualitatively unique forms of moral development into others, more perfect ones.

The moral development of the child occupies a leading place in the formation of a comprehensively developed personality, exerting a huge influence on mental development, labor training, physical development, and the education of aesthetic feelings and interests. At the same time, the moral development of children has a great influence on the formation of their right attitude to study and to work; the upbringing of discipline, organization, a sense of duty and responsibility and other moral qualities to a large extent determines the successful acquisition of knowledge, active participation in public life, in labor activity. In turn, participation in socially useful work contributes to the formation of the most important moral qualities of the individual: a positive attitude towards work, discipline, concern for public property, adherence to principles, collectivism, etc. .

In general, as indicators of moral maturity, domestic psychologists single out: readiness to independently decide the situation of moral choice, to take responsibility for one's decision; the stability of moral qualities, which is manifested in the possibility of transferring the moral views, attitudes and ways of behavior formed in certain life situations into new situations that have not previously taken place in a person’s life; manifestation of restraint in situations when a person reacts negatively to events that are morally significant for him; the emergence of a moral conflict as a consequence of the realization of the moral failure of individual views, actions, actions.

Thus, the views on the problem of the moral development of domestic psychologists are based on the idea that it is not an isolated process, but is organically included in the holistic mental and social development of the individual. At the same time, at each age stage, those mechanisms that allow solving actual problems of personal development are of particular importance. Knowing and taking into account the peculiarities of moral development at each age stage and the specifics of the levels of moral development will make it possible to organize a system of targeted influence that will ensure the achievement of a high level of moral development of the individual.

Moral development occurs through moral education.

Traditionally, the moral upbringing of a child is seen 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. In this case, a person acts for the sake of observing the very norm as a principle of relations between people.

In pedagogy, moral education is a pedagogical activity to form a system of moral knowledge, feelings and assessments, correct behavior in pupils.

The child's assimilation of moral norms and rules presupposes the transition of social, external to the child, moral requirements into his internal ethical instances. Such a transition is determined by three factors: 1) the presentation of a certain moral content to the child, the child’s acquaintance with it, 2) the disclosure of moral meaning, which implies the ability to isolate the experiences of another person and focus on them in one’s behavior, 3) the transition of the child’s moral knowledge into moral motives behavior, by fulfilling a moral norm in a specifically significant situation.

As a result of moral education, moral qualities are formed in children.

The formation of moral qualities should be based on the experience of the child's own experiences, on the practice of his personal relationships with other people and, above all, with peers. As the moral upbringing of the individual develops, moral qualities are replenished with more and more complex components of her inner world that regulate behavior.

Any personality trait cannot exist outside the context of the child’s integral personality, outside the system of motives for his behavior, his attitudes to reality, his experiences, beliefs, etc. Each quality will change its content and structure depending on the structure of the personality in which it is given, that is, depending on what other qualities and characteristics of the subject it is associated with, as well as in what system of connections it appears in this particular act of human behavior.

Studies of individual characteristics in the development of individual children reveal that no matter what the environment influences the child, no matter what demands it makes on him, as long as these requirements do not enter the structure of the child’s own needs, they will not act as real factors in his development. . The need to fulfill one or another requirement of the environment arises in the child only if its fulfillment not only ensures the corresponding objective position of the child among others, but also makes it possible to occupy the position to which he himself aspires, that is, satisfies his inner position.

Researchers have proven that the described condition in children occurs at the age of 5-7 years. That is why it is worth describing the features of the development of moral qualities in older preschoolers.

1.2 Characteristics of the moral qualities of older preschool children

The active mental development of the older preschooler contributes to the formation of a higher degree of awareness of behavior compared to the average preschool age. Children 5-7 years old begin to understand the meaning of moral requirements and rules, they develop the ability to foresee the consequences of their actions. The behavior of older preschoolers loses the situational nature of younger children and becomes more purposeful and conscious.

Children develop a threshold level of self-awareness and volitional regulation of behavior. It is characterized by the formation in the child of his inner position - a fairly stable system of relations to himself, to people, to the world around him. In the future, the child's internal position becomes the starting point for the emergence and development of many other personality traits, in particular strong-willed ones, in which his independence, perseverance, independence and purposefulness are manifested.
Opportunities are created for the formation in children of responsibility for their behavior, elements of self-control, preliminary planning of actions, and organization.

At this age, self-awareness is formed in preschoolers, thanks to intensive intellectual and personal development, self-esteem appears, based on the initial purely emotional self-esteem (“I am good”) and a rational assessment of someone else's behavior. The child acquires the ability to evaluate the actions of other children, and then - their own actions, moral qualities and skills. By the age of 7, the self-assessment of skills becomes more adequate for the majority.

Older preschoolers show a steady interest in social phenomena. Developing thinking creates real opportunities for indirect knowledge of the world around children. In the process of learning, children aged 5-7 receive a large amount of knowledge that goes beyond their direct personal experience.

Children form initial knowledge about the Motherland, about the life of the peoples of our country, about some social phenomena. On this basis, the principles of high moral feelings develop: patriotism, internationalism, citizenship.

The expansion of experience, the accumulation of knowledge leads, on the one hand, to a further deepening and differentiation of the moral ideas of older preschoolers, on the other hand, to greater generalization, bringing them closer to elementary moral concepts (about friendship, about respect for elders, etc.). Forming moral ideas begin to play a regulatory role in the behavior of children, their attitude towards others.

At the senior preschool age, the possibilities of educating the arbitrariness of behavior increase, which is associated with the active development of volitional processes, an increase in overall endurance nervous system. Children develop a valuable ability to restrain immediate impulses, to subordinate their actions to the requirements put forward, on this basis discipline, independence, and organization are formed.
The most important role in the moral development of older preschoolers is played by the emerging ability to subjugate the motives of behavior. Under conditions of proper upbringing, children aged 5-7 develop the ability to be guided in their behavior by moral motives, which leads to the formation of the foundations of the moral orientation of the individual. In this process, a significant role is played by the developing moral feelings, which in the older preschool age become richer in content, effective and manageable.

New features appear in children in relationships with adults and peers.

At the senior preschool age, the child learns to interact with other people in joint activities with them, learns the elementary rules and norms of group behavior, which allows him to get along well with people in the future, to establish normal business and personal relationships with them.

Children actively show interest in meaningful communication with adults. The authority of an adult value judgment continue to play a serious role in behavior, however, the growing independence and awareness of behavior lead to the development of the ability to consciously be guided in behavior by the learned moral standards.

Children of senior preschool age show an active desire to communicate with peers in various activities, a "children's society" is being formed. Meaningful communication with peers becomes an important factor in the full-fledged formation of the personality of an older preschooler. In collective activities (play, work, communication), children aged 5-7 years old master the skills of collective planning, learn to coordinate their actions, fairly resolve disputes, and achieve common results. All this contributes to the accumulation of moral experience.

Along with play and work activities, educational activities play a significant role in the moral education of children aged 5-7 years. In the classroom, children learn moral ideas, as well as the rules of educational behavior, they form purposefulness, responsibility, strong-willed qualities.

However, even in children of older preschool age, instability of behavior is observed, the lack of restraint in a number of cases, the inability to transfer known methods of behavior to new conditions. There are also large individual differences in the level of upbringing of children.

Almost all educators in their pedagogical activities have encountered spontaneity, impulsiveness, situational behavior of children of older preschool age. Very often, under the influence of a momentary strong desire, affect, unable to resist powerful "external" stimuli and temptations, the child forgets the notations and moralizing of adults, commits unseemly acts, which he then sincerely repents of.

Based on the features of the development of moral qualities in children of older preschool age described above, we can conclude that this age is the most sensitive to moral education.

That is why at the senior preschool age it is necessary to enrich the moral experience of children by organizing a collective
the life and activities of the child, which encourages him to cooperate with other children and adults, to take into account not only his own interests, but also the needs and needs of those around him.

As a result, all this will lead to the fact that the emotions and aspirations of the preschooler acquire a new meaning, developing into sympathy for other people, into experiencing other people's joys and sorrows as one's own, which constitutes the necessary effective background for more complex moral relations that are formed later.

Thus, we can conclude that it is necessary to purposefully work on moral education in older groups of preschool institutions.

It is worth describing the main directions of development of moral qualities in senior preschool age in more detail.

1.3 Features of the moral education of older preschoolers

Purposeful, systematic moral education makes it possible to consolidate positive trends in the development of the older preschooler and ensure the necessary further development of the moral qualities of children.

Based on the Program of education and training in kindergarten, the content of moral education today should be as follows (table 1).

Table 1

The main tasks of moral education
Senior group (from 5 to 6 years old)	preschool group (from 6 to 7 years old)
1	2
Cultivate friendly relationships between children; the habit of playing, working, doing things together; the desire to please others with good deeds.	Continue to cultivate friendly relations between children, the habit of playing together, working, doing their own chosen business; to form the ability to negotiate, help each other, the desire to please others with good deeds.
Cultivate respect for others.	Continue to cultivate respect for others. To teach - do not interfere in the conversation of adults, listen carefully to the interlocutor and not interrupt him. Continue to cultivate a caring attitude towards babies, the elderly; learn to help them.
1	2
To teach to take care of the younger ones, to help them, to protect those who are weaker. To form such qualities as sympathy, responsiveness	To form such qualities as sympathy, responsiveness, justice, modesty.
	Develop volitional qualities: the ability to limit one's desires, overcome obstacles that stand in the way of achieving the goal, obey the requirements of adults and comply with established norms of behavior, follow a positive example in one's actions.
To instill in boys an attentive attitude towards girls: to teach them to give them a chair, to provide assistance at the right time, not to be shy about inviting girls to dance, etc.	Continue to enrich the dictionary with formulas of verbal politeness (greeting, farewell, requests, apologies).
To educate girls in modesty, to teach them to take care of others, to be grateful for help and signs of attention from boys.	Continue to develop in boys and girls the qualities characteristic of their gender (for boys - the desire to help girls; for girls - modesty, concern for others).
To form the ability to defend their actions and the actions of other people.	To form a self-esteem of one's actions, to teach how to adequately evaluate the actions of other people.
To develop the desire of children to express their attitude to the environment, to independently find various speech means for this.	Continue to cultivate the desire to express their attitude to the surrounding reality.
Develop the ability to calmly defend your opinion.
Continue to cultivate the desire to learn the culture of your people, to form a careful attitude towards it. Cultivate respect for the culture of other peoples.

The listed tasks of the development of moral qualities in children of senior preschool age are implemented in the form of the following main directions of moral education.

Initially, in terms of the moral education of children, kindergarten teachers actively develop the moral feelings of children.

Much attention is paid to the development and enrichment of children's feelings, increasing the degree of their awareness by children, and the formation of the ability to control feelings. At the senior preschool age, moral feelings are formed that determine the attitude of children to the people around them (adults, peers, kids), to work, to nature, to important social events, to the Motherland.

Attitude towards adults is expressed in the emerging sense of respect. The feeling of respect develops at the previous age levels on the emotional basis of love and attachment of children to adults. At senior preschool age, in the process of moral education, it rises to a new level, becomes more conscious and is based on an understanding of the significance social role labor activity of adults, their high moral qualities.

There is a further development of positive feelings towards peers. The task is to develop the foundations of a sense of collectivism, humanity in the relationship of children: a fairly stable and active manifestation by children of a friendly disposition towards each other, responsiveness, care, desire for cooperation in collective activities, to achieve common goals, readiness to help. play an important role in the development of collectivism. initial forms feelings of duty and responsibility that are formed in the play and work of children.

In older preschool age, on the basis of developing moral feelings, self-esteem, the beginnings of a sense of duty, justice, respect for people, as well as responsibility for the task assigned, are brought up.

Another important direction of moral development is the education of patriotic feelings: love for the native land, for the Motherland, respect for those who work conscientiously, respect for people of other nationalities. The basis for the development of these feelings are vivid impressions about the phenomena of social life, emotionally rich knowledge about the country, the region that children receive in the classroom, in the process of getting acquainted with fiction, fine arts, as well as practical experience. The task of education is to form the effectiveness of moral feelings, the desire for actions based on morally valuable motives.

The moral feelings of preschoolers are formed in an inseparable unity with moral and cultural behavior, which represent a set of sustainable forms of everyday behavior useful for society in everyday life, in communication, in various activities.

The education of organized behavior involves the formation in preschoolers of the ability to consciously follow the rules of behavior, obey the general requirements established in the group, act in concert and work together to achieve the goal.

An important direction in the education of a culture of behavior is the development in older preschoolers of a careful attitude to things, toys, books, nature, etc.

Children at this age are taught the ability to properly handle toys, books, manuals, personal belongings, take care of public property; to form skills related to the preparation for the upcoming activity (games, classes, work), i.e. child learn to cook workplace and all the necessary items and materials with which he will play and deal; clearly and consistently organize their activities, plan time in the process of activities, bring what they started to the end. At the end of the activity, tidy up your workplace, carefully clean up after yourself, what you used, fold toys, books, educational materials in such a form and in such an order as to ensure their safety and ease of use next time; wash hands after clay classes or labor assignments.

Senior preschoolers are instilled with elementary skills for organizing free time in accordance with the routine of life at home and in kindergarten, the desire to be busy with useful activities.

At senior preschool age, it is important to teach children to treat public property as their own personal thing, since the formation of a careful attitude to public property is closely related to the development of collectivist traits. Only when in the mind of the child the concepts of “I”, “mine” gradually, as a result of interaction with peers, expand to the concepts of “we”, “our”, he begins to take care of things belonging to others.

Also, the rules of behavior in educational activities are formed in relation to "child - educator", "child - educator - comrade", "child - educator - comrade - team". These rules of conduct must be implemented in relation to the work performed by their comrade, all the children of the group and the educator.

Another important direction in the moral education of older preschoolers is the expansion of the scope of socially useful activities. For the first time, the activities of preschoolers are not limited to the group, but go beyond it, acquiring elements of a social orientation. Children are actively involved in the "patronage" work with the kids. Washing doll clothes and repairing toys, repairing books, preparing a concert, organizing outdoor games for a walk, cleaning the site junior groups and others are of great interest to older preschoolers.

Systematic participation in activities aimed at caring for others contributes to the development in children of elements of a social orientation.

The steady increase in the requirements for the level of independence of behavior and activity is a characteristic feature of the organization of the way of life of older preschoolers.

Independence is formed as a moral-volitional quality. In older preschool age, it is associated with educating children in the ability to control their behavior, show useful initiative, perseverance in achieving the goal and result of the activity. It involves the ability to be guided in actions by moral ideas about the rules of behavior (not to suppress the initiative of less independent peers, take into account their interests, show mutual assistance, share your knowledge with comrades, teach what you know yourself). The task of the educator is to give the behavior of preschoolers a moral character and direction.

The upbringing of independence is closely connected with the formation of skills in various activities: in work, play, and learning. The accumulation of individual experience, in turn, ensures independence in relationships and cooperation with others in collective activities, in communication with peers and adults.

The highest stage in the development of the independence of preschoolers is the ability to organize independently and participate in collective activities.

An important role in the development of independence is played by teaching children elementary self-control.

Self-control is mastered by children gradually: from the ability to exercise it according to the achieved result to self-control over the method of carrying out activities and, on this basis, to self-control over activities in general.

At the senior preschool age, a fairly wide range of moral ideas is formed: about the norms and rules of behavior that regulate the relationship of the child with adults and peers (in communication, in various activities); about the rules for handling objects and things; about some moral qualities of a person and manifestations of these qualities (honesty, friendship, responsiveness, courage, etc.). There is a transition from the formation of separate specific moral ideas about the rules of behavior to more generalized and differentiated moral ideas, which are the result of a growing awareness of behavior and the developing experience of a child's communication with others.

The task of the educator is to expand and deepen moral ideas, inextricably link them with behavior, and strengthen their effective influence on the actions of preschoolers.

Active development of the rules of conduct is inseparable from the formation of discipline.

The upbringing of discipline is based on the habit of obedience that is formed in the younger and middle preschool years, to fulfill the requirements of an adult based on the recognition of his authority, love for loved ones, and imitating them in their behavior. Gradual awareness of the meaning of the requirements of adults, understanding moral essence ruled by children aged 5-7 years, the accumulation of positive experience of behavior contributes to the transformation of simple obedience into a higher quality of conscious and voluntary discipline.

Thus, as a result of the systematic moral education of children of senior preschool age, the behavior of children by the age of 7, their relationships with people around them acquire the features of a moral orientation, the ability to arbitrarily control actions and feelings on the basis of moral requirements develops. Children's moral ideas become more conscious and play the role of regulators of children's behavior and relationships with others. Independence, discipline, elements of responsibility and self-control are actively formed, as well as a number of habits of cultural behavior, the ability to maintain friendly, friendly relations with peers, to show respect and attention to elders. The foundations of social, patriotic and international feelings are being developed. All this as a whole is evidence of successful moral development and provides the necessary moral and volitional readiness for schooling.

Chapter 2

2.1 Preparation of the experiment

The study of the features of the development of moral qualities, in addition to considering theoretical aspects, should also contain an experimental study of the problem.

The experiment was conducted in a preschool educational institution, with children aged 3 to 7 years.

For its implementation, 7 tasks were selected, a brief description of which is proposed below.

Task 1. The study of children's ideas about moral and volitional qualities.

Study preparation. Prepare questions for the conversation. For example: “Who can be called good (bad)? Why?”, “Who can be called honest (deceitful)? Why?”, “Who can be called good (evil)? Why?" etc.

Conducting research. The study is carried out individually. A child of 3-7 years old is asked questions, then the received data is processed, and appropriate conclusions are drawn.

Task 2. Study of children's awareness of moral standards.

Study preparation. Come up with 3-5 unfinished situations describing the fulfillment and violation of moral standards, taking into account the age of the child; prepare 10-12 pictures that show the positive and negative actions of children; poem by E. Blaginina "Gift"; new bright toy. Write and memorize questions for the conversation.

Conducting research. All series are carried out individually with an interval of 2-3 days or by choice; the same children are involved.

First episode. The child is told: “I will tell you stories, and you finish them.” Situation examples.

1. Children built the city. Olya didn't want to play. She stood by and watched the others play. The teacher approached the children and said: “We will have dinner now. It's time to put the cubes in boxes. Ask Olya to help you." Then Olya answered ... What did Olya answer? Why?

2. Mom gave Katya a beautiful doll for her birthday. Katya began to play with her. Then her younger sister Vera came up to her and said: “I also want to play with this doll.” Then Katya answered ... What did Katya answer? Why?

3. Luba and Sasha drew. Lyuba drew with a red pencil, and Sasha with green. Suddenly Lubin's pencil broke. “Sasha,” Lyuba said, “can I finish the picture with your pencil?” Sasha answered her ... What did Sasha answer? Why?

Remember that in each case you need to seek motivation from the child for the answer.

Second series. The child is given pictures depicting positive and negative actions of peers and is told: “Lay out the pictures so that on one side there are those on which good deeds are drawn, and on the other - bad ones. Lay out and explain where you put each picture and why.

The third series includes 2 sub-series.

Subseries 1 - a poem by E. Blaginina “Gift” is read to the child, and then questions are asked: “What was the girl’s favorite toy? Was it a pity or not for her to give the toy to her friend? Why did she give away the toy? Was she right or wrong? What would you do if your friend liked your favorite toy? Why?"

After conducting a series of tasks, the received data is processed.

Task 3. Studying the motives of behavior in a situation of choice.

Study preparation. For the first series, pick up a few toys that are interesting for an older preschooler. Think over an activity that is of little interest to the child, but necessary for other people (for example, arrange strips of paper of different widths in boxes).

For the second series, prepare chalk, draw on paper 2 circles with a diameter of at least 50 cm, the distance between the circles is 20 cm, 1 person is depicted above the first circle, 3 people above the second.

Conducting research. First series: the experiment is carried out individually. The subject is put in a difficult situation, he must make a choice: to do an unattractive business or play with interesting toys.

Second series: the same children participate, united in 2 groups (groups are formed taking into account the wishes of the children). There is a competition game for the accuracy of the sword hitting the target. Children are offered: “Let's play ball. You have two teams. Each team member can throw the ball five times. If he throws the ball into the left circle, then the points go in his favor, if in the right circle - in favor of the team, if the ball does not hit the target, then you can optionally deduct points from personal or from team. Before each throw, the experimenter asks the child in which circle he will throw the ball.

At the end of the lesson, conclusions are drawn based on the results obtained.

Task 4. Studying the effectiveness of public and personal motive

Study preparation. Prepare a walnut shell, colored paper.

Conducting research. The experiment, consisting of 2 series, is carried out with a group of children 5-7 years old.

First series: The experimenter teaches the children how to make boats with walnut shell sails, then invites them to take them home and play with them in the water. After that, he conducts a second lesson with the same material: “Let's make boats for kids. They love boats, but they don't know how to make them. But if you want, you can make boats and keep them for yourself. At the end of the lesson, those who decided to give a toy are individually asked the question: “Why do you want to give a boat to kids?”

Second series: the experimenter teaches children how to make a pinwheel. He says: “You can give the made toys to kids, it will give them great pleasure. Or you can keep it." If the child tries to compromise (“may I make two”), it must be said that there is no more material and he must decide for himself who will get the toy.

Data processing includes a comparison of the results obtained during the experiment.

Task 5. Studying the manifestations of helping another person¹.

Study preparation. Prepare for each subject a blank sheet of paper and two sheets with unfinished drawings, pencils.

Conducting research. The experiment is carried out individually with children 5-7 years old and consists of 2 series.

The first series: the real choice. The child is offered to paint over the picture, making a choice: I situation - to paint over the picture on his own; Situation II - help a child who cannot draw; Situation III - paint over the unfinished drawing of a child who succeeds.

The children who need help and the one who copes with the drawing are not in the room. The adult explains that they "went out for pencils". If the subject decides to help, then he can color his own picture.

Second series. verbal choice. The subject is put into a choice condition (see the first series) with the help of a story in which two children appear. One of them is doing a good job (building out of snow), while the other one is not. The child makes a choice of one of three situations.

The results obtained are compiled into a table and analyzed.

Task 6. Study of self-esteem and moral behavior.

Study preparation. Pick up 21 small toys for boys (boats, planes, trucks, etc.), for girls - items of doll wardrobe (dresses, blouses, skirts, etc.) in the same amount. Draw a ladder of 11 steps, 2 dolls.

Conducting research. The experiment is carried out in 3 stages individually with children 6-7 years old.

I stage. The level of compliance with the norm of equity is determined on the basis of 3 diagnostic series.

First episode. The child is offered to distribute between himself and two other children, fenced off from him by screens, 4 sets of toys (21 in total).

Second series. The child must choose to send to two imaginary partners 1 of 2 sets packed in boxes, in one of them the toys are pre-divided into 3 equal parts, and in the other the part intended for the test is much larger than the other 2 (15, 3 and 3 toys).

Third series. The child needs to choose 1 of 3 sets of toys, in one of them the toys are divided equally in advance, in the other one part is slightly larger than the other two (9, 6 and 6 toys), in the third - much more than the others (15, 3 and 3 toys ).

II stage. After the toys are distributed to the partners, the child is asked to evaluate himself. To determine self-esteem, he is offered to put himself on 1 of the 11 steps of the ladder drawn on a piece of paper. On the 5 lower steps are “bad” children (the lower, the worse); on the sixth step - "average" children (not bad, not good); on the top 5 steps - "good" children (the higher, the better). To find out if the child is able to imagine that his self-esteem can decrease, they ask if he can be on a lower rung and in which case.

III stage. The child is shown a division option opposite to what he used at stage I of the experiment: for example, if in the first series of stage I he divided the toys equally, then in the first series of stage III he is offered to take more toys for himself. And so in each series, the subject is asked to imagine that he is acting in accordance with these opposite options, and to evaluate his "new" behavior.

IV stage. The child is asked to evaluate two peers, one of whom shared these toys equally, and the other kept most of it for himself. Divided toys lie on the table, dolls represent peers.

The data obtained are analyzed and appropriate conclusions are drawn.

Task 7. Study of negative personality manifestations

Conducting research. Within 3 days, a “photographic” record of all negative manifestations in behavior, speech, emotional sphere in children 3-7 years old.

Data processing is carried out on the basis of the protocols filled in during the observation.

2.2 Analysis of the results

After processing the data obtained after each task, a thorough analysis of the results obtained was carried out, which can be presented as follows.

1 task.

For its implementation, 60 children were interviewed, 15 people for each selected age group. During the conversation, which asked specially selected questions, the following was revealed (Table 2).

table 2

Results obtained in task 1

	Qualities that children can explain	What does the child refer to when explaining	Mistakes in explanation
1	2	3	4
3-4	Good bad Kind angry	- for specific people	Incorrect moral assessment of quality; Name of actions not related to this quality
4-5	Good bad Kind angry Bold - cowardly	On literary and fairy-tale characters; On the totality of life situations from their own experience	- explaining one quality through another
5-6	Good bad Kind angry Bold - cowardly Honest - deceitful	For quality assessment; For specific actions	–
6-7	Good bad Kind angry Bold - cowardly Honest - deceitful generous - greedy Fair - unfair	For quality assessment; For specific actions	–

The table shows that the number of moral qualities that children can explain directly depends on the age of the respondents, while younger children most often explain easier concepts and the older the child, the more complex formulations he can characterize. At the same time, what the respondents refer to also depends on their age. Errors in children's ideas about certain moral and volitional qualities are typical mainly for children of younger preschool age - 3-5 years.

If we correlate the obtained data with the correspondence of ideas about the moral and volitional qualities of children with their age that exists in psychology, we get the following.

In the group of children surveyed, there is almost complete compliance of the obtained results with psychological norms, with the exception of children of primary school age (3-5 years old), who often have errors in the presentation of moral and volitional qualities.

In general, it can be concluded that children's ideas about moral and volitional qualities change with age, this is evidenced by a clearly traced dynamics in the group of children with whom the study was conducted.

2 task.

This study was aimed at studying children's awareness of moral norms. 60 children were selected for it. different ages(15 people 3-4, 4-5, 5-6 and 6-7 years old). This research resulted in the following.

As a result of the first and second series of the experiment, all participating children were divided into 4 levels of awareness of moral norms (Table 3).

Table 3

Results obtained in task 2

Level	Age
Level	3-4	4-5	5-6	6-7
1	-	1	13	13
2	1	3	1	2
3	3	6	1	-
4	11	5	-	-

The table shows that the most conscious moral norms are in children 5-6 and 6-7 years old. In their answers, one can most often hear a moral norm, its correct assessment and motivation, while children of primary school age most often cannot evaluate actions. Although some of them already evaluate behavior as positive or negative, they do not formulate a moral standard.

During the third series of subseries 1, when answering questions, children of primary preschool age (3-5 years old) showed low awareness of moral standards. According to their answers, it was clear that in the situation described in the poem "Toy" they would have acted in the opposite way than the girl. The older preschoolers, on the contrary, positively assessed the behavior of the girl, saying that they would have done the same.

The results of subseries 2 when comparing the actual and expected behavior of children were as follows.

From the described results, we can conclude that preschoolers of any age have not yet sufficiently formed moral norms and ideas about them, they are still at some stage of formation.

3 task.

For this experiment, 15 children of different ages (5-6 and 6-7 years old) were selected.

As a result of two series of experiments, the following results were obtained (table 4).

Table 4

Results obtained in task 3

The data obtained allow us to conclude that in series 1, most of the children were guided by a personal motive, besides, the proposed type of social activity was clearly uninteresting for them, only 5 people out of 30 chose an activity useful for the team.

In the second series, children more often showed social motivation - 27 people in general, from different age groups.

This result was obtained due to the fact that the chosen type of activity is more interesting for children precisely as a collective one. They had a public interest in this situation.

In addition, it should be noted that the selection conditions in the experimental series were different - in the first case, the child made the choice individually, in the second case, in the presence of peers. This also influences the choice of children, as at the senior preschool age, the child is already aware of what collective behavior is.

4 task.

This type of experiment involved 20 children of different ages (5-6 and 6-7 years old). After its implementation, the following results were obtained (table 5).

Table 5

Results obtained in task 4

In the 1st series of the experiment, in the group of children aged 5-6, it turned out that the personal motive of preschoolers is higher than the public one (15 people decided to keep the toy for themselves, and only 5 people were ready to give it to the kids).

Such a distribution suggests that children of this age, when choosing to give a toy or give it to themselves, rely only on their own interests, personal experience games with this boat, they still think a little about helping the kids.

In the group of children aged 6-7 years, the social motive in the 1st series of the experiment exceeded the personal one (18 people were ready to make a boat for the younger children and give it to them, and 2 people decided to keep them).

In the 2nd series of the experiment, with children of different ages, similar results were obtained.

In the group of children aged 5-6 years, 18 people decided to keep the toy for themselves (thereby acting on a personal motive), only two decided to give the toy to the kids. Among the children of 6-7 years old, most of them (17 people) also decided to keep the made turntable for themselves.

Thus, it can be seen that among preschoolers of different ages, the predominance of personal or social motives depends on the situation.

5 task.

When carrying out this task, in which 40 children participated, 20 people 5-6 and 6-7 years old, and separately 10 people 7 years old, the following was obtained (table 6).

Table 6

Results obtained in task 5

Age	Series			Series
Age	1	2	3	1	2	3
5-6	1	1	13	1	-	14
6-7	-	14	1	1	13	1
7	-	10	-	-	9	1

Analyzing the data entered in the table, we can say that it is clearly visible that children aged 6-7 and 7 years old, when choosing how to act, rely on sympathy for someone who is unable to do something (finish a picture or build from snow), and preschoolers of 5-6 years of age prefer joint activities individual (as shown by the number of guys who chose the 3rd situation).

Thus, it can be said that for children of 6-7 years old, the manifestation of help and sympathy for those who cannot cope with something is more typical, and younger preschoolers of 5-6 years old simply choose joint activities, which indicates an insufficiently formed feeling of empathy and help.

6 task.

When carrying out this task, in which 25 children of 6-7 years old participated, the following results were obtained.

At the 1st stage in all three series of children complying with the norm, i.e. adherent to an even distribution of toys, 19 people (76%), children who violate the norm (preferring options when they got more toys than partners) - 3 people (12%), preschoolers with an unstable norm of fairness (those who have both distribution options) equally and not equally, also 3 people (12%).

This suggests that the majority of older preschoolers - 76% - have a high level of fairness.

After the 2nd stage, the children who were assigned to the group complying with the norm also showed adequate self-esteem when performing the task with steps. Preschoolers classified as violating the norm were classified as having distorted self-esteem, and those who were unstable in choosing the distribution option had undifferentiated self-esteem.

This suggests that older preschoolers are most often, with a greater or lesser degree of criticism towards themselves, as well as their own violation of moral standards. In addition, children 6-7 years old have a fairly well-formed sense of justice.

7 task.

This study was conducted in 4 groups of a preschool institution, where there were children 3-4, 4-5, 5-6 and 6-7 years old.

Initially, from all groups, as a result of observation, 10 people were selected who showed a variety of negative manifestations in relation to their peers. They expressed themselves in bad behavior, speech, emotional sphere. After that, a "photographic" recording of all negative personal manifestations of this group of children was made for 3 days. As a result, the following data were obtained.

Among the children of the study group, the main forms of negative manifestations are: at the age of 3-4 and 4-5 years - whim and stubbornness (manifested in 9 people - 90%), at the age of 5-6 and 6-7 years - lies, stubbornness, envy (9 people - 90%).

At the age of 3-5 years, negative manifestations in children are expressed in the form of emotional (7 people - 70%) and behavioral reactions (3 people - 30%), they begin to get nervous, twitch, take offense. In older preschoolers 6-7 years old, emotional (6 people - 60%) and speech reactions (4 people - 40%) are manifested, these include rude phrases and remarks in the direction of offenders, tears.

The dynamics of the course of such behavior in children of primary preschool age (3-5 years old) is quite stable, in preschoolers 5-7 years old, on the contrary, it is more short-lived.

The reasons that caused a negative reaction also depend on age: in 3 people (30% of children) 5-7 years old, these are the shouts of an adult, in 4 people (40%) the negative behavior of peers, in 3 people (30%) ridicule from the side other children. In children aged 3-5 years, a negative reaction is caused by fear of an adult (5 people - 50%), distrust (3 people - 30%), the child's inability to restrain his immediate impulses (2 people - 20%).

The reaction of peers to the negative behavior of comrades - in children of 3-5 years old - an indifferent attitude, turning to an adult with a complaint, in children of 5-7 years old - active interventions, turning to an adult for help.

The teacher’s reaction to the child’s negative behavior is usually the use of a game technique for children 3-5 years old and a conversation with an explanation and analysis of the situation with children 5-7 years old.

Thus, we can conclude that the causes and characteristics of negative personal manifestations of the child depend on age, respectively, and the reaction of the educator to them is different.

In general, after carrying out the described 7 tasks, we can draw the following conclusions about the moral education of preschool children.

Features of the development of moral qualities, primarily depend on the age of children. Our study clearly shows that in children of younger preschool age the concept of morality, morality and their manifestations are poorly expressed, and older preschoolers are already sufficiently familiar with these terms, they show moral behavior in specially created situations, they can explain the definitions related to with morality, culture of behavior, etc. But at the same time, it is worth noting that the behavior of older preschoolers in certain situations may depend on whether an interesting socially significant activity is offered or not, whether a choice is made individually or with other children.

Conclusion

The moral development of a person basically includes the terms morality and morality, which are considered as a form of consciousness that ensures, ensures that the individual complies with the norms, rules and principles of behavior existing in society.

Moral qualities in a person are not innate, they are acquired and laid in the mind in childhood, through moral education. The formation of moral qualities is based on the child's own experience, on the practice of his relationships with the adults around him and peers, and this happens at the preschool age of 5-7 years. It is the active mental development of the older preschooler that contributes to the formation of his basic moral qualities.

At this age, children become capable of regulating their own behavior, they have their own internal position, independence, purposefulness in actions.

At senior preschool age, the child acquires the first skills of a culture of behavior, behavior in a team, attitudes towards other people's things and other opinions, he forms initial moral ideas and concepts. Based on this, it is at this age that it is necessary to carry out the main work on the moral education of preschoolers.

In kindergarten, the content of moral education should be carried out in the following areas - the development of moral feelings, the assimilation of moral norms and rules, the education of a culture of communication and behavior, the education of one's own personal moral qualities.

Today, moral education is one of the basic directions for the development of preschoolers in kindergarten. Purposeful work is carried out in the groups in this area and, undoubtedly, positive results are achieved.

A study organized in one of the Preschool Educational Institutions showed the following results.

Older preschoolers in the studied groups already have a fairly high level of moral qualities compared to younger children. They know and can explain the basic moral concepts, are aware of the moral norms accepted in society, show social motives for behavior, show sympathy and help others in difficult situations, and also know how to restrain their negative manifestations in conflicts.

Thus, it can be argued that the moral qualities of older preschoolers have their own characteristics, in contrast to younger children: a) in children 5–7 years old, the concepts of moral norms and qualities are developed, social motivation prevails, behavior based on knowledge of moral norms is characteristic and rules; b) at senior preschool age, there are differences in the development of moral qualities in children aged 5-6 and 6-7 years. From this it follows that the hypothesis of our study was confirmed.

This allows us to conclude that properly organized, serious work, which is carried out on moral education in kindergarten, undoubtedly gives its results, and moral qualities that should be present at this age become formed in children of older preschool age.

Bibliographic list

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9. History of domestic and world psychological thought: Comprehending the past, understanding the present, foreseeing the future: Proceedings of the international conference on the history of psychology "IV Moscow Meetings", June 26-29, 2006 / Ed. ed. A.L. Zhuravlev, V.A. Koltsova, Yu.N. Oleinik. M.: Publishing house "Institute of Psychology of the Russian Academy of Sciences", 2006.

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The moral education of a person is a long and complex process.

Moral feelings are formed in children in the process of their relationships with adults and peers.

One of essential conditions successful development of the moral feelings of the child is the creation by adults of a cheerful environment

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Education of moral qualities in preschool children

“Childhood is the most important period of human life, not preparation for future life but a real, bright, original, unique life. And on how childhood passed, who led the child by the hand in childhood, what entered his mind and heart from the world around him, it decisively depends on what kind of person today's baby will become "(Sukhomlinsky V.A.)

Don't think that you are raising a child only when you talk to him, or teach him, or order him. You are nurturing it in every moment of your life. The child sees or feels the slightest changes in tone, all turns of your thought reach him in invisible ways, you do not notice them.

The moral education of a person is a long and complex process, and its successful implementation requires the coordination of actions of all participants in the pedagogical process: children, educators, parents. The main task of the kindergarten in the field of moral education of children is to ensure the accumulation of positive experience in children and thereby achieve a strong predominance of a socially and personally significant orientation, to prevent the possibility of accumulating negative experience of an egoistic orientation. And this means ensuring that for children of preschool age even the ideas of such acts that harm the people around them are emotionally unpleasant, repulsive, so that they do not have a desire to violate the interests and desires of others, even for the sake of a personally very attractive goal.

Psychologists and educators emphasize that children's feelings develop most intensively in preschool childhood. They can manifest themselves in relation to oneself, and in relation to other people, to the team, to art.

Moral feelings are formed in children in the process of their relationships with adults and peers.

The development of feelings in a child largely depends on the means and methods of education, on the conditions in which he lives. These conditions are his position in the family and in kindergarten, the circle of his interests and the affairs in which he participates.

One of the most important conditions for the successful development of a child's moral feelings is the creation by adults of a cheerful atmosphere around him.

Moral, labor is systematically carried out in the daily life of the child, in the process of feasible labor organized by adults, in play and educational activities.

It is important from the very beginning to form in the child the necessary moral feelings, ideas, concepts and 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 moral norms.

The moral development of a preschool child is carried out all the more successfully, the closer the contacts between the kindergarten and the family.

The deepest originality of the process of moral education lies in the fact that it is organically woven into the daily life of children, it cannot be organized as a special activity of children, it cannot be singled out as a special act and regulated like classes. To morally educate a child in a kindergarten means to organize the whole structure of his life in an appropriate way. This means that the activity should be built in such a way that in every fact of the child's communication with the people around him, those moral qualities that we want to instill in him always find their concrete embodiment. The matter is solved not only by contemplation of a positive example, but by such an organization of the life of children, in which they become active participants in relations and actually master a positive model by improving their actions and behavior.

Moral education is a purposeful process of introducing children to the moral values of humanity and a particular society, the formation of moral consciousness, moral feelings and habits, moral behavior. This process takes place from the first years of a child's life and is characterized by integrity and unity, assuming the establishment of an organic connection and continuity between the tasks, content and methods of moral education of preschool children, taking into account their age characteristics.

The main tasks of the moral education of preschool children are as follows: education of the principles of humanism, humane relations between children and adults (fulfillment elementary rules hostels, friendliness, responsiveness, caring attitude towards close people, etc.); education of collectivism, the formation of collectivistic relationships among children; education of love for the Motherland, respect and sympathy for the working people. A particularly important task is to educate children in industriousness, manifested in a steady desire and ability to work.

Carrying out all these tasks in cooperation, the teacher influences the sphere of feelings of the child, cultivates the habits of moral behavior, forms correct ideas about certain moral qualities and phenomena of social life accessible to children, gradually develops the ability to evaluate and mutually evaluate.

The upbringing of moral qualities can take place in the classroom, in the game, in work, in everyday everyday activities.

One of the means of forming moral qualities in preschool age is an outdoor game.

Based on the interests of children, on their ideas, the teacher directs the choice of the game, and when using outdoor games, it is necessary to take into account the individual characteristics of the child, the age of the child.

The role of the educator in shaping the moral qualities of preschool children is enormous. The educator should encourage even the most insignificant desire for children to communicate with each other, for the manifestation of humane feelings, goodwill. The educator should ensure that children constantly gain experience of communication based on a sense of goodwill. Already three-year-old kids, the teacher teaches them to show sensitivity to surrounding adults and peers. The teacher in common affairs encourages children to empathize. The educator promotes the manifestation of care for others by children, seeing in this the origins of friendly, comradely relations.

The upbringing of moral qualities in children, such as a culture of behavior, humane relations (goodwill, responsiveness, caring attitude towards people around them), the ability to provide assistance is one of the most important tasks of a kindergarten. In this work, his first helpers should be his parents.

Games create a good, joyful mood for children.

So, the moral education of the younger generation is one of the main tasks of society. It is necessary to educate and form a child's worldview when his life experience is just beginning to accumulate. It is in childhood that the orientation of the personality is determined, the first moral attitudes and views appear. In order for the content of education to be not only perceived, but also accepted by the child, adequate methods, means, and pedagogical ways are necessary. The nature of the pedagogical influence is determined in relation to its members, the child masters the norms and rules of behavior accepted in people's society, makes them his own, belonging to himself, expressing attitudes towards adults around him, peers. The process of formation of moral qualities in preschool age has the following features:

During this period, an adult is a role model for children, as well as a source of knowledge or significance and value of objects, phenomena of the surrounding reality. Imitating adults, they learn patterns of behavior, the ratio of moral standards;

Preschoolers are aware of themselves and others as carriers of certain qualities, they are able to evaluate themselves, their behavior and the actions of others in terms of the moral norms that they learn.

Moral education includes: the formation of a person's consciousness of connection with society, dependence on it, the need to coordinate their behavior with the interests of society; familiarization with moral ideals, the requirements of society, proof of their legitimacy and reasonableness; transformation of moral knowledge into moral beliefs, awareness of the system of these beliefs; the formation of stable moral feelings and qualities, a high culture of behavior as one of the main manifestations of a person's respect for people; the formation of moral habits.

Formation of spiritual and moral qualities in preschool children. Forms, methods and means of educating the moral qualities of children of senior preschool age in a preschool educational organization. Tasks and goals of moral education of preschoolers

Personal development in preschool age

Fundamentals of spiritual and moral education

Methods and ways of moral education of preschoolers

visual

Verbal

Practical

Tasks and goals of moral education of preschoolers

The role of the family

Introduction

1. Theoretical foundations for the education of moral qualities in children of senior preschool age

1.1 The concept of education, moral education

1.2 Features of the upbringing of children of senior preschool age

1.3 Folk pedagogy, its means and the importance of Russian folk culture in the education of generations

2. Pedagogical conditions for the education of moral qualities in older preschoolers

2.1 Identification of the level of formation of moral qualities in children of senior preschool age

2.2 The system of classes on the formation of moral qualities in children by means of folk pedagogy

2.3 Analysis of the dynamics of the level of formation of moral qualities in children of senior preschool age

Conclusion

Literature

Application

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