Moral education of preschool children: methods and techniques

What do we mean when we talk about moral education?

Moral education is the inculcation in children of high spiritual and moral principles, a sense of patriotism for the Motherland, and special regulation of ways of thinking and behavior accepted in civil society.

The first experience of working on the structure of behavior and the formation of moral principles begins in kindergarten, when adults give the first lessons to preschoolers. From an early age, a kindergarten teacher instills in children love for the Motherland, frugality and respect for human labor, goodwill in relationships, teaches activity and initiative, independence in action, mutual assistance and mutual assistance, selflessness.

The research work of scientists studying the psychology and capabilities of preschool children shows that preschool children have great potential in matters of educating their morality. Children's consciousness is able to control their behavioral abilities, such as active behavior, independence in their actions and choices, and the manifestation of a certain interest in the environment.

Older preschoolers are capable of collectivization, where feelings of friendship and camaraderie are already manifested in their joint actions. The more a child sees correct actions and deeds, and the more often he hears positive things, the higher his moral education is - this is the main task of educators.

The child must develop positive habits and motives for moral behavior.

Everything that a child sees and hears that has a negative character and negative actions is also deposited in the child’s consciousness and harms his morality.

Children like to communicate with adults; with frequent communication, they develop a feeling of love and affection; children happily carry out assignments, try to please and do something pleasant for adults.

Preschoolers tend to show emotional responsiveness to adults’ reactions to children’s good and bad actions. When children are scolded, they worry and get upset; when they praise them, they smile and rejoice. Such responsiveness is the basis for the formation of a child’s moral feelings.

Preschoolers, due to their age, experience joyful or sad feelings not only for themselves, but also for their peers. They are able to be happy and sad for their comrades out of a sense of solidarity, which leads to effective actions to provide moral support. Preschoolers do not know how to be cunning or disingenuous; their feelings are sincere and not false.

In kindergarten, you can see a picture when one of the children is injured or bumped, and peers gather around him and sadly feel sorry for him.

Moral feelings acquire their consciousness closer to middle age, they are able to appreciate the work of other people, and are able to show feelings of love for their home and region.

By the age of six, children begin to develop a sense of self-esteem, a sense of duty, they recognize the justice of actions, and develop feelings of respect towards other people. Children of this age begin to approach tasks and assignments with full responsibility.

The task of kindergarten teachers is not to miss the time when children show the ability to develop moral feelings, to instill in children a love for their native land and the country in which the children were born and live, and also to teach them to respect people of other nationalities and their culture.

One of the characteristics of children is imitation, but children do not recognize or understand the morality of the actions they perform, and this can be fixed in the mind by negative life experiences.

In this regard, the task arises for parents and educators to protect preschoolers from objects and situations of imitation that carry immorality of feelings and behavior and from such life experiences.

It is very important to teach a child simple things, such as: goodwill - respect for adults, maintaining good relationships with peers, thrift, politeness, friendliness, cultural behavior.

With the initial skills acquired, the child is closer to the older preschool age, will learn to comprehend his actions and behavior, moral behavior will become the norm of life of the preschooler and will become his companion in further development.

Pedagogy “Features of moral education of a preschooler”

STATE EDUCATIONAL INSTITUTION

SECONDARY VOCATIONAL EDUCATION

ANZHERO-SUJENSKY PEDAGOGICAL COLLEGE

Test

Pedagogy

Option 3

Topic: Features of moral education of a preschooler.

Performed:. Anokhina I.N.

4th year student, 179g

Teacher: Moiseenko Yu.Yu.

Anzhero – Sudzhensk, 2016

Table of contents

Introduction……………………………………………………………………………….3

1. Basic methods of moral education of preschool children………..4

2. Conditions for the effectiveness of methods.……………………………………5 3. Basic means of moral education of preschool children……….6

4. The role of moral education of preschool children in the family……………….7

5. The main tasks of moral education of preschoolers…………8

6.Principles of education (general)………………………………………….9

7. The mechanism of moral development of personality………………………11

8. Conditions and content of moral education of preschool children…..12

Conclusion…………………………………………………………………………………12

Appendix…………………………………………………………………………………13

References……………………………………………………………..……….14

Introduction

The relevance of this issue is determined by the fact that the conditions for the development of a preschool child differ significantly from the conditions of the previous age stage. The demands placed on his behavior by adults are increasing significantly. The central requirement is compliance with the rules of behavior in society and norms of public morality that are mandatory for all. Growing opportunities for knowledge of the surrounding world take the child’s interests beyond the narrow circle of people close to him and make available for initial development those forms of relationships that exist between adults in serious activities (study, work). The child is involved in joint activities with peers, learns to coordinate his actions with them, and takes into account the interests and opinions of his comrades. Throughout preschool childhood, the child’s activities change and become more complex, placing high demands not only on perception, thinking, memory and other mental processes, but also on the ability to organize one’s behavior. The prerequisites for personality development that developed in early childhood create the basis for new ways of influence on the child by others. As the child develops, he learns new psychological traits and forms of behavior, thanks to which he becomes a small member of human society. In preschool age, that relatively stable inner world is acquired, which gives grounds for the first time to call the child a personality, although, of course, a personality that is not yet fully formed, capable of further development and improvement. All this gradually, step by step, shapes the child’s personality, and each new shift in the formation of the personality changes the influence of conditions and increases the possibilities for further education. The conditions for personal development are so closely intertwined with development itself that it is almost impossible to separate them. Morality is a person’s internal attitude to act in accordance with conscience and free will, the individual’s internal requirements for himself. Morality is also understood as a set of norms of behavior for every person in society, the internal qualities of a person and their expression, which determine his behavior in society. Moral education is the process of forming a harmonious personality, developing a holistic value-semantic dominant in preschool children. Moral education is one of the most important stages in a child’s upbringing, necessary for his personal development in society. This process conveys to the child a system of generally accepted fundamental values that determine the relationships of people in society, in the family, as well as principles and norms based on the concepts of good and evil, truth and lies, positive and negative in a global sense. What are the main means and methods of moral education of preschool children? What is the role of moral education of preschool children in the family? The moral crisis of society is facilitated by modern frivolous methods of raising children, in which the child receives the basics of moral education outside the family through means imposed by a demoralized society (for example, computer games that develop selfishness and cruelty).

Why should moral education begin at a very early age? During this period, the child is maximally open to emotional experience and empathy. The child takes the words and actions of adults for granted, without questioning them, which happens at an older age when the child learns to analyze words and actions, compare experiences and draw certain, not always correct, conclusions. The experience acquired by young children will later move into the category of what is proper, true, canonical, and beyond doubt.

Moral education in preschool age is implemented through a system of methods and means, but the main source of moral education and the formation of a harmonious personality of a child is his family. An auxiliary mechanism for the implementation of moral education of preschool children are kindergartens, whose role is to correct errors in raising a child in the family.

1.
Basic methods of moral education of preschoolers
Moral education of preschoolers is a complex process of forming the child’s beliefs and value system, implemented through certain methods, which include:

Persuasion and Conversation;
Inspiration to action;
Appeal to sympathy and empathy;
Encouragement;
Punishment.

At preschool age, the child does not yet understand what is good and what is bad, but he is maximally open to the emotional perception of the situation. Therefore, in the early period of moral education of preschoolers, standard methods are ineffective.

Many parents, in the process of educating morality in a child, assign the main role to the mechanisms of reward and punishment, incorrectly interpreting these methods, reducing them to material reward and physical punishment or material deprivation. As practice shows, this tactic is also ineffective in the long term, since physical and material deprivation is a manifestation of external moral control for preschool children. Moral education is designed to stimulate the manifestation of internal encouragement (oneself) and internal deprivation (punishment - unauthorized refusal of encouragement, benefit).

In pedagogy, there are several approaches to the classification of methods of moral education (Yu.K. Babansky, B.T. Likhachev, I.P. Podlasy in general and school pedagogy; V.G. Nechaeva, V.I. Loginova - in preschool pedagogy) . To classify methods, researchers determine one basis.

Thus, Academician B. T. Likhachev proceeds from the logic of the integrity of the pedagogical process, as well as the logic of its organization when solving problems of moral education and self-education.

He identifies three groups of methods

— methods of organization and self-organization of the educational team (collective perspective, collective play, competition, common requirements);

— methods of trusting interaction (method of respect, pedagogical requirement, persuasion, discussion, conflict situations);

— methods of influence (clarification, stress relief, dream actualization, appeal to consciousness, feeling, will and action).

V. G. Nechaeva distinguishes two groups of methods

(basis - activation of the mechanism of moral education)
:
- organization of practical experience of social behavior (training method, demonstration of action, example of adults or other children, method of organizing activities);

the formation of moral ideas, judgments, and evaluations in preschoolers (conversations, reading works of art, viewing and discussing paintings and illustrations).

The author includes the method of persuasion, positive example, encouragement and punishment in both the first and second groups.

The classification proposed by V.I. Loginova is built on the same basis as that of V.G. Nechaeva - on the activation of the mechanism of moral education - but it is more complete.

The author proposes to combine all methods into three groups

— methods of forming moral behavior (training, exercise, management of activities);

— methods of forming moral consciousness (beliefs in the form of explanation, suggestion, conversation);

- methods of stimulating feelings and relationships (example, encouragement, punishment).

The methods give effective results only under certain conditions.

2. Conditions for the effectiveness of methods:

- any method (group of methods) must be humane, not humiliating the child, not violating his rights;

- the method must be real, feasible, it requires a logical conclusion;

— to use the method, conditions and means must be prepared in advance;

— the method should not be applied in the same way, stereotyped way in relation to all children and in any situation;

- education methods should be used tactfully;

— when selecting methods, the degree of complexity of the quality being formed should be taken into account;

— when selecting methods, it is important to foresee the possible results of their impact on a particular child;

- the use of moral education methods requires patience and tolerance;

— practical methods that involve teaching the child methods of action should be predominant in the moral education of preschoolers;

- methods are not used in isolation, but in combination, in interconnection.

3. Basic means of moral education of preschool children

The thinking and ideas of a preschool child, whose moral education is realized through a certain system of means, are extremely concrete, so they need clear, understandable forms and symbols to understand such abstract concepts of moral principles as kindness, loyalty, gratitude, responsiveness, love, beauty and others. Among the main means of moral education of preschoolers are:

Artistic media
- fiction, fine arts, music, etc. (N.S. Karpinskaya, L.N. Strelkova, A.M. Vinogradova).
This group of means is very important in solving the problems of moral education, as it contributes to the emotional coloring of cognizable moral phenomena. Artistic means are most effective in developing moral ideas and feelings in children.
2. Nature
(S.N. Nikolaeva, V.G. Fokina).
Nature makes it possible to evoke in children humane feelings
, the desire to take care of those who are weaker, who need help, to protect them, helps to build self-confidence in the child.
3. Children's own activities
- play, work, learning, communication.
The daily activities of preschool children - learning, play, children's creativity, work - have their own characteristics as a function of moral education. It has great practical significance, since it allows one to assess the influence of moral influence on a child in the process of his communication with other children and with adults.
4. The atmosphere in which a child is raised
..
The atmosphere can be saturated with goodwill, love, humanity or cruelty and immorality. Only in an atmosphere of goodwill, warmth, understanding, and humanity can one develop a full-fledged personality and give the opportunity to reveal all the abilities and talents inherent in a child from birth.

5. The environment surrounding the child

. The environment (family, teachers, educators, peers) has a huge influence on the formation of his moral attitudes. The environment surrounding the child becomes a means of nurturing feelings, ideas, and behavior.

These means of developing morality in a child are accessible and easily applicable in practice, both in the conditions of raising a child in a kindergarten and in the family.

4. The role of moral education of preschool children in the family

The fundamentals of moral education of preschool children are implemented in the context of the family. A child, like a little imitator of adults, copies the behavior of his parents, adopts their tactics of dealing with each other and with other people in society. Parents should realize that it is impossible to raise a harmonious, highly moral personality in an unhealthy family atmosphere in which disrespect, selfishness, laziness, and deception prevail.

The family is the main environment for a child to gain experience and knowledge. Kindergartens and other educational institutions are intended only to correct the mistakes parents made in raising preschool children. The moral education of a child in the family must be implemented with maximum respect for his personal dignity. The formation of a child’s moral behavior should not be accompanied by the suppression of his initiative and the manifestation of personal qualities.

For a preschool child, moral education is implemented through the prism of family relationships, which should become that natural role model, by inheriting which the child could become a moral member of society.

For a preschool child, moral education in the family is the basis for the development of his personality.

Moral education

preschoolers - the teacher’s purposeful activity to develop in children moral feelings, ethical ideas, instilling norms and rules of behavior that determine their attitude towards themselves, other people, things, nature, and society.

Moral development

preschoolers is a process of positive qualitative changes in the moral ideas, feelings, skills and motives of behavior of children.

The foundations of a highly moral personality are laid in preschool age, as evidenced by the studies of A. N. Leontyev, V., S. Mukhina, S. G. Yakobson, V. G. Nechaeva, T. A. Markova and others.

In the preschool years, under the guidance of adults, the child acquires initial experience of behavior, relationships with close people, peers, things, nature, and learns the moral norms of the society in which he lives. Preschool age is characterized by great opportunities for the moral education of children: in various developing types of their activities, some ways of consciously managing their behavior, activity, independence, and initiative are successfully formed. In a society of peers, positive relationships are established between preschoolers, goodwill and respect for others are formed, and a feeling of camaraderie and friendship arises. Proper upbringing prevents a child from accumulating negative experiences and prevents the development of undesirable skills and behavioral habits, which can adversely affect the formation of his moral qualities.

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

Raising moral feelings in children

Feeling is a special form of a person’s relationship to the phenomena of reality, conditioned by their compliance or non-compliance with human needs. Moral feelings, along with aesthetic and intellectual feelings, belong to the group of higher feelings. Children's feelings develop most intensively in preschool age. They can manifest themselves in the child’s attitude towards himself (self-esteem, honor, conscience, confidence or, conversely, a feeling of insecurity, inferiority, despair, etc.), and in relation to other people (sympathy, responsiveness, sympathy, kindness, feelings friendship, love, camaraderie or antipathy, malice, anger, indifference, feelings of shame, guilt, etc.), and in relation to the team (feelings of solidarity, collectivism, etc.). Children of senior preschool age are already developing the beginnings of complex feelings, for example, a sense of patriotism. Feelings encourage children to take active actions: help, show care, attention, calm, please. The feelings of a preschooler are distinguished by sincerity, spontaneity, and instability. Educational work is aimed at expanding the world of children’s feelings, making them more stable, deep, and conscious.

Formation of skills and habits of moral behavior of children

In preschool age, children accumulate the first experience of moral behavior, they develop the first skills of organized and disciplined behavior, skills of positive relationships with peers and adults, independence skills, the ability to occupy themselves with interesting and useful activities, and maintain order and cleanliness of the environment. These skills are consolidated and turned into habits (the habit of saying hello and goodbye, thanking for a service, putting any thing in its place, behaving civilly in public places, politely making requests, etc.). The assimilation of habits begins at an age when one cannot count on the child’s conscious attitude to the demands and instructions of adults. In early preschool age, children are taught basic everyday culture, politeness, cooperative play, and obedience. In middle preschool age, the habits of cultural communication with adults and peers, the habit of telling the truth, maintaining cleanliness and order, performing useful activities, and the habit of working hard continue to form. In older preschool age, these habits are consolidated and more complex ones are formed: the habit of collective games, work and activities, careful execution of assignments and responsibilities, habits of mutual assistance, helping adults, etc.

Formation of moral ideas and motives of command

. By calling on children to act in a certain way, the teacher explains the appropriateness and correctness of such behavior. The explanation is carried out using specific examples. This helps children gradually understand general moral concepts (kind, polite, fair, modest, caring, etc.), which, due to concrete thinking, cannot be immediately understood by them. The teacher ensures that children understand the essence of moral concepts and relate the specific content of their own and others’ actions to them. This prevents the emergence of formal knowledge, when children have general ideas about how to act, but cannot be guided by them in everyday life. Preschoolers develop ideas about the phenomena of social life, about the work of adults, its social significance, about patriotism, about norms of behavior in a group of peers, about respectful attitude towards adults. Formed moral ideas serve as the basis for the development of motives of behavior that encourage children to perform certain actions. The lack of ethical ideas prevents children from contacting people around them and can cause whims and a negative attitude towards the demands of adults

6.Principles of education (general)

Principles of education

- initial provisions reflecting the general laws of the education process that should guide the educator.

1. The principle of purposefulness means that educational work, its content and methods are subordinated to the goal.

The principle of integrated education provides for the unity of tasks, means and methods of educating preschool children, the continuity of education and the development of the child’s personality in a preschool institution, family and society, and the unity of influences on feelings.

3. The principle of education in activity.

It is necessary to use the capabilities of each of them, create favorable conditions for their timely emergence and development, and rely on leading activities

4. The principle of the relationship between humanism and respect for the child’s personality, combined with high demands.

Requires the teacher and other adults to demonstrate pedagogical tact. Respect, sensitivity, and trust in children should never turn into compliance and lead to a decrease in demands on them.

The teacher’s demands on children are manifested in adherence to principles, which is manifested in punishments and rewards, in fair treatment of children.

5. The principle of relying in education on the positive qualities of the child.

Every child has positive qualities, virtues that the teacher needs to bring out and give them development in relevant activities. This will cause the child to strive to improve his behavior and will contribute to the manifestation of his individuality. While emphasizing shortcomings and constantly pointing out them does not help children get rid of them, but often further consolidates these shortcomings.

6. The principle of raising children in a team.

In a group of peers, a child learns to combine his interests with the interests of other children and acquires basic skills of collective life. The importance of the team is manifested:

A) in instilling in children the basic norms and rules of relationships between people (feelings of camaraderie, respect for others, humanity);

B) in the formation of the social orientation of the individual (a combination of personal and collective interests;

C) in revealing the child’s individuality;

D) the opportunity to demonstrate your knowledge, your attitude towards others; the opportunity to practice moral actions;

D) in the mutual influence of children on each other.

7. The principle of taking into account the age and individual characteristics of children.

For each age, specific educational tasks are determined. Taking into account the age characteristics of children, appropriate methods and techniques of education are applied and its specific content is outlined. In the process of upbringing, it is also necessary to take into account the individual characteristics of the child, determined by the uniqueness of his nervous activity, living conditions and upbringing in the family. The success of education depends on the teacher’s careful study of the behavior of each child and the application of appropriate methods and techniques for his upbringing.

The result of moral education is the emergence and approval in the individual of a certain set of moral qualities - humanism, collectivism, patriotism. And the more firmly these qualities are formed, the fewer deviations from the moral principles accepted in society are observed in an individual, the higher the assessment of his morality by others

Moral quality includes three main components: moral feelings, habits of moral behavior and moral ideas (about good and evil, about the phenomena of social life).

To form any moral quality, a teacher or researcher must remember that any moral task - simpler or more complex - can be solved only by developing children’s feelings, habits and ideas, that these components are both separate and interconnected.

7. The mechanism of moral development of personality

For the formation of any moral quality, it is important that it takes place consciously

.
Therefore, knowledge
on the basis of which the child will form ideas about the essence of moral quality, its necessity and the advantages of mastering it.

The child must have a desire

master a moral quality, i.e.
it is important that motives
for acquiring the appropriate moral quality.

The emergence of a motive entails an attitude towards quality

, which, in turn, shapes
social feelings
. Feelings give the formation process a personally significant coloring and therefore influence the strength of the emerging quality.

But knowledge and feelings generate the need for their practical implementation - in actions, behavior

. Actions and behavior take on the function of feedback, allowing you to check and confirm the strength of the quality being formed.

Thus, the mechanism of moral education

(knowledge and ideas) + (motives) + (feelings and attitudes) + (skills and habits) + (actions and behavior) = moral quality.

It always appears during the formation of any (moral or immoral) personality trait.

The main feature is the absence of the principle of interchangeability (each component is important and cannot be excluded or replaced by another). At the same time, it is flexible in nature, because the sequence of components may vary (depending on the complexity of the quality and age of the students).

The “Program of Education in Kindergarten” outlines a range of tasks for the formation in children of moral feelings, skills and habits of behavior, ethical ideas and the moral qualities of the child’s personality that are formed on this basis.

Objectives of moral education

are divided into 2 groups:

1 group

: tasks for the formation of a mechanism of moral education (formation of moral ideas, feelings, habits, etc.).

2nd group

: tasks reflecting the needs of society for people with specific qualities that are in demand today.

To the first group

The tasks of moral education include the following tasks:

— moral ideas of children —

ideas about kindness, honesty, modesty, hard work, camaraderie, courage, responsibility, etc.;

— moral feelings—

empathy for joy, empathy for grief, feelings of goodwill, friendly relationships, mutual understanding, mutual assistance, a sense of duty, responsibility, complex feelings - love of work, positive attitude towards workers of other nationalities, interest in their life and work;

- moral habits and norms

- cultural behavior, adherence to basic social norms, respect for human dignity, truthfulness, modesty, discipline, hard work, etc.;

—behavior practices

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

Tasks of moral education of the second group

grouped into
4 blocks
:

— education of humane feelings and relationships;

— education of the principles of patriotism and internationalism;

— education of hard work, ability and desire to work;

- education of the principles of collectivism.

The tasks of the first group are of a permanent, unchanging nature, while the second group is mobile, because its content is influenced by the historical stage, age characteristics, and specific living conditions.

8. Conditions and content of moral education of preschool children:

— High level of relationships between adults and children, relationships between adults and children.

The content of moral education of preschoolers includes: patriotism - love for the Motherland, its nature, people, respect for them and their work, for one’s home; the beginnings of internationalism, collectivism and humanism, discipline and culture of behavior, hard work, education of strong-willed character traits and positive moral qualities of the individual.

Conclusion.

It is better to start nurturing moral character and moral behavior from preschool age. Results can be achieved faster with the cooperation of teachers and parents. Children need to not only explain moral rules, principles and norms, but also demonstrate them in practice by their example.

The moral education of schoolchildren further determines the moral character of the country's citizens. If teachers focus the attention of their students on the social problems of the state (Nazism, racism, fascism, selfishness and indifference), teach them to solve difficulties in all possible ways, and not look for excuses, then the number of proactive strong individuals in the state will increase who will change the future for the better.

Application

Games to develop the moral qualities of a child

1. Talking to children:

- Imagine that you are leaving home from kindergarten and see a boy pushing a girl into a puddle. Her shoes are wet, the bow on her head is barely holding on, and tears are streaming down her face. What would you do? Children, you see that a person’s mood depends on the actions and behavior of others. Let's help the girl.

2. Children, what is your mood today? Let's now play the game "Determining the mood of family members."

You can show children drawings of family members in different moods. In this case, the speech accompaniment can be as follows:

— What is the mood of mother and son here? Why?

In the game you have to come up with a certain situation from these photographs. Based on the mood of the family members, come up with their dialogue.

— Do you know that people close to you in your family can also be in a bad mood? Why? What determines the mood of your mother or grandmother?

3. The game “Finish the Sentence” will help you find out how your child understood the reason for the mood of loved ones.

Dad is upset because...

Mom was upset because...

Grandfather looked at me sternly because...

The younger brother burst into tears because...

The conclusion of such a game could be the following question:

— What needs to be done to improve the mood of a loved one?

—Have you ever been attentive to the mood and well-being of your relatives?

4.
Game "Miracle Tree".
Children are offered the following situation:

- Think of something you can do to please one of your family members! For each offer, you can take one green leaf from the Good Deeds basket. These leaves will symbolize your good deeds. By attaching them to our Miracle Tree, you can revive it!

Children should approach the basket one at a time, briefly talk about some good deed for the sake of a loved one, take a leaf and attach it to a tree branch. The conclusion should be answers to the following questions:

- Look how green our tree has become! Likewise, life in your family will be more joyful if you and all your loved ones become more attentive and kinder to each other. Do you want to please someone today and improve their mood? What can we do to please each other now?

5. Game “Give a compliment.”

We lay out symbol pictures depicting family members on the table, having first turned them picture down. Children come to the table in pairs, choose symbols for themselves and compose dialogues-compliments:

- Children, say good and kind words to your loved ones, they will be pleased, and you will cheer them up.

Bibliography:

Features of moral education of a preschooler.

[Electronic resource]/ www.prodlenka.org - access mode

https://www.prodlenka.org/metodicheskie-razrabotki/doshkolnoe-obrazovanie/stati/152229-osobennosti-nravstvennogo-vospitanija-doshkol.html

I.V. Petrova. T.D. Chair “Moral education in kindergarten”

[Electronic resource]/ www.fictionbook.ru - access mode

https://fictionbook.ru/author/t_d_stulnik/nravstvennoe_vospitanie_v_detskom_sadu_p/read_online.html

R. S. Bure
“ Social and moral education of preschool children ”
[Electronic resource]/ www.iknigi.net - access mode

https://apruo.ru/vospitanie-doshkolnikov/nravstvennoe-vospitanie-doshkolnikov/267-igri-na-formirovanie-nravstvennich-kachestv-rebenka.html

https://www.twirpx.com/file/346809 /

The importance of moral principles in the mind of a child

In order for moral principles to be more firmly established in the child’s mind, a kindergarten teacher must teach preschoolers using specific examples, and in order for the child to show interest in the learning process, make wider use of the capabilities of the playing field, use games, scenes, fairy tales, cartoons, etc.

The most widespread work in this direction was in kindergartens of the Soviet Union. In modern Russia, this work was left to chance for decades, and now people have again come to the realization that it is time to resume educational processes and it is time to start teaching people morality again.

Moral issues should be included in kindergarten programs throughout the entire educational process. Moral education should be reflected and find a place even in creative activities: thematic drawings, songs, modeling, and so on.

First of all, appropriate contact must be established between the teacher, child and parents, their goals and objectives must be the same.

The team is the most effective means of education and therefore it is not worth keeping children reclusive at home before school in the care of a grandmother or nurse - kindergarten is the most suitable area for conducting educational activities.

In a team, a child is able to demonstrate his knowledge, share it with friends, and learn positive experiences from peers.

In kindergarten, children understand that collectively and together they can achieve a common goal and accomplish more tasks than alone. For example, one child cannot make a snowman, but with a close-knit and friendly group it will only take about an hour, or even less.

The lively children in the group become more humble, the shy ones become more sociable. In his activities, the teacher must be demanding, but not rude, and be able to make compromises in disputes - this is also part of moral education and an example to follow.

Discipline in kindergarten should not suppress initiative and positive emotions. The teacher can afford this if he himself is restrained and patient with the children. The child should feel and see only positive emotions on the teacher’s face.

Moral education of preschool children in kindergarten is aimed at developing moral qualities in various forms of activity. At the same time, teachers pay great attention to the personal development of children.

In kindergarten, various thematic events are often held, during which children learn the moral and ethical aspects of behavior in a peer group and with adults.

Moral conversations with children, both in kindergarten and in a family setting, help children understand why they need to behave in one way or another.

A good means of moral education for preschoolers is a fairy tale. The actions of fairy-tale characters will tell preschoolers what can await them in the event of immoral behavior.

Main aspects of moral education of preschool age

The relevance of the problem of moral education is due to the crisis of modern society, in which there has been an erosion of moral norms, the importance of the institution of family, and spiritual values, which significantly complicates the path of personal development of a preschool child. Moral education is designed to contribute to the formation of a harmonious personality, aware of the norms and values that determine the foundations of relations between people in society.

The crisis of morality in society is facilitated by modern frivolous methods of raising children, in which the child receives the basics of moral education outside the family through means imposed by a demoralized society (for example, computer games that develop selfishness and cruelty).