The relevance of the problem of spiritual and moral education in dow. Preschool children - moral education. based on spiritual values ​​and ideals

At the national level moral education children preschool age is one of the important directions in education.

At the national level, the moral education of preschool children is one of the important areas in education. Several tasks of the Federal State Educational Standard for Preschool Education, approved by order of the Ministry of Justice of the Russian Federation of November 14, 2013 No. 30384, are as follows:

“5) combining training and education into a holistic educational process on the basis of spiritual, moral and socio-cultural values ​​and rules and norms of behavior accepted in society in the interests of a person, family, society;

6) the formation of a general culture of the personality of children, including the values ​​of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of the prerequisites for educational activities.

Moral education has always played an important role in the development of man and society. The vast majority of domestic and foreign teachers single out the moral aspect in the upbringing of the individual as fundamental. Consider some of the judgments of leading scientists (Table No. 1).

Table No. 1 - The opinion of scientists about moral education

Bozhovich L.I	"The moral development of the child occupies a leading place in the formation of a comprehensively developed personality"
Gogol N.V.	"The power of moral influence is beyond all forces"
Zaporozhets A.V.	“The moral feelings that characterize a developed adult, capable of inspiring him to great deeds and noble deeds, are not given to a child ready-made from birth. They arise and develop throughout childhood and depend on the social conditions of life and upbringing.
Pestalozzi I.G	“The sea of ​​the infinite power of perfect love” (he spoke about the priority of moral education with remarkable clarity and imagery)
Rousseau J.-J.	“The only lesson in morality is suitable for childhood and is extremely important for any adult - this is not to do harm to anyone”
Sukhomlinsky V.A.	“He who, in the name of his desires, casts aside the laws of conscience and justice, will never become a real Man and citizen” “A child is a mirror of the family; as the sun is reflected in a drop of water, so the moral purity of mother and father is reflected in children.
Ushinsky K.D.	“The main task of education is moral influence”
Shelgunov N.V.	“Childhood is that great time of life when the foundation is laid for the entire future moral person”

Moral education is a pedagogical process - the process of familiarization with moral values ​​and a particular society.

A special place of personal qualities that are formed in preschool is occupied by such qualities as benevolence, tolerance, empathy and the development of these in a preschooler will ensure him in the world of adults and a successful entry into the world of culture.

K in real life years, the level of morality of the generation was sharp. This was due to the substitution of priorities, economic independence was put in the first place. The concept of “courage” is becoming less and less common, and another concept is replacing it - About conscientiousness, modesty, benevolence, self-worth, and it’s not even necessary. And it is teachers and their families who should not develop the negative personality of a preschooler and grow those sprouts that he already has.

to teach a child that in striving for material things one should not neglect moral principles, they make a person.

The process of formation and its moral sphere cannot be limited by frames. It continues throughout life. But there are basics, without which it cannot function in society. And therefore, these basics should be carried out as much as possible in order to give a “guiding thread” in their own kind.

In the 1950s–80s, moral education was seen in the assimilation of preschool age and the rules of behavior and adherence to them.

At the end of the 20th century, moral education was practically not given. The concept of the younger generation has changed. the development of the individuality of his originality has also become a value. Individuality is opposed to the team, the relationship between therefore the education of qualities such as mutual assistance, humanism, etc. is not relevant. .

There is a renaissance in the modern moral values. feels a lack of human relationships. there was a need for the essence and mechanism of kindness, starting from childhood.

In the course of the formation of personality through periods of openness to certain rendered society, and preparedness for their acceptance. childhood is such an openness to moral, social, and pedagogical influences and their acceptance, while the place is given from 5 to 7 years of life. This one is the most sensitive for this readiness, and to produce a moral in a child in this is formed on the basis of his moral and evaluative consciousness and is determined by their recognition and approval. In the formation of this lies the development of preschool children and their desire to voluntarily follow the standards of behavior approved by society. Responsiveness favors the development of children's feelings.

At the age of childhood also kindness, sympathy, joy for others. motivate the child to action: help, care, attention, joy.

On the basis of moral feelings at preschool age, the upbringing of a sense of dignity, the beginnings of duty, respect for justice and responsibility for the cause.

At preschool age, it is important to form motives for behavior, to encourage them to act, social orientation (take care of a peer, personal desire to satisfy interests to make a gift to loved ones). motives of behavior with the organization of diverse preschool children's communication between them with adults.

The main activity of a child of preschool age is a game, but for the formation of moral qualities it is necessary to include in the following types of social, patriotic, labor, in activities for material values ​​and nature, communication with people, etc. In the process of participating in a variety of preschoolers develop (awareness ) how to implement them, conscience and responsibility, behavioral skills and will are formed, which in its own way characterizes certain qualities. Without good practical activities and family involvement, it is effective to form qualities.

Bibliographic

Bure, R.S. education of preschoolers / Bure. - M .: Mosaic-Synthesis, - 76, p.

Grigoryan, L.G. family in the moral of older preschoolers / Grigoryan // Educator of an educational institution: . magazine - 2013. - No. 6. - S.

Moral and labor preschoolers / S.A. and etc.; edited by Kozlova. - M .: Academy, - 187 p.

Social and moral education of preschool age / Zyryanova and others; Shadradin Pedagogical Institute. - 3rd correction. and additional - : Publishing house of ShGPI, - 216 p.

Order of the Ministry and Science of the Russian Federation of October 17, No. 1155 "On the federal state standard for preschool registered with the Ministry of Justice of the Russian Federation on 14, 2013, No. 30384.

The relevance of the problem of spiritual and moral education of children and youth in our country

Introduction.

Currently, Russia is going through one of the difficult historical periods. And the biggest danger that lies in wait for our society today is not in the collapse of the economy, not in the change of the political system, but in the destruction of the individual. Today, material values ​​dominate spiritual ones, so young people have distorted ideas about kindness, mercy, generosity, justice, citizenship and patriotism.

The high level of crime is caused by a general increase in aggressiveness and cruelty in society. Young people are distinguished by emotional, strong-willed and spiritual immaturity. The orientation of young people towards the attributes of mass, mainly Western culture has gained wide scope due to the reduction of true spiritual, cultural, national values ​​characteristic of the Russian mentality. The destruction of the institution of the family continues: extra-marital, anti-parental and anti-family attitudes are being formed. Forms of collective activity are gradually lost. The younger generation has now lost the main factor in the development of personality - the upbringing of the spirit.

The relevance of the problem of spiritual and moral education is due to the fact that in the modern world a person lives and develops, surrounded by many different sources of strong influence on him, both positive and negative (this is primarily the means of mass communication and information, unorganized environmental events) which daily fall upon the immature intellect and feelings of a young man, on his emerging sphere of morality.

1. Spirituality and morality.

Spirituality, morality are the basic characteristics of a person, manifested in activities and behavior. V Everyday life we constantly use many combinations with the words “soul”, “spirit”, “spirituality”, which are distinguished by ambiguity and randomness in content, however, in modern scientific and pedagogical knowledge, these concepts are ignored or refer only to religious beliefs.

In pedagogical sources, “spirituality” refers to the state of human self-consciousness, which finds its expression in thoughts, words and actions. It determines the degree of people's mastery of various types of spiritual culture: philosophy, art, religion, a complex of subjects studied at a university, etc.

The concept of spirituality has traditionally meant the totality of the manifestations of the spirit in the world and man. In this regard, we should talk separately about religion as a significant part of spiritual culture. The origin of the word religion and its original meaning is still controversial. Some believe that it is associated with the concepts of "piety, an object of worship", others raise it to the Latin verb "to bind, connect" (the world of people and the supernatural world). For each traditional national and all human culture, it is religion that is the pivotal, culture-forming factor. Its culture-forming role lies in the determining influence on the content and forms of all spheres of existence of culture: spiritual and material.

Unfortunately, in the worldview system of most modern people, there is no idea of ​​religion. For a modern person, religion has ceased to be a significant part of the inner spiritual experience, the basis of world perception. In the minds and lives of most of our contemporaries, it has been pushed into the sphere of external elements of archaic, at best traditional, social culture. The loss of the pivotal role of traditional religion, the change in the understanding of the essence of spirituality in modern culture lead to the emergence of crisis phenomena in the spiritual and moral sphere.

Morality is the appropriation by a person (what has become part of his “I”) of moral values, requirements for himself and others, and, finally,improvement perspective.

2. The essence of spiritual and moral education.

Spiritual and moral education is understood as the transfer to children of the knowledge that forms their morality on the basis of spirituality traditional for the Fatherland, the formation of the experience of behavior and life on the basis of spiritual and moral values ​​developed by Christian culture over two millennia.

Spiritual and moral education should be based on the study of the sociocultural experience of previous generations, represented in the cultural and historical tradition. The value system of the tradition has evolved over many centuries. It absorbed the experience of generations, under the influence of history, nature, geographical features of the territory where the peoples of Russia lived.

One of the important conditions for spiritual and moral education is the use of the ethno-cultural traditions of the peoples of the region where it is carried out. The upbringing of a citizen and a patriot who knows and loves his Motherland is impossible without a deep knowledge of the spiritual wealth of his people and familiarization with its ethnic culture.

One of the problems of modern education is that the historical continuity of generations is not respected in the process of education. Young people are deprived of the opportunity to take an example from people who lived in the past, they do not know how people solved their problems, what happened to those who went against higher values, and to those who were able to change their lives, setting us a vivid example.

Education in itself does not guarantee a high level of spiritual and moral upbringing, because upbringing is a personality quality that determines in a person’s everyday behavior his attitude towards other people based on respect and goodwill towards each person.

The criteria for moral education in the education system are: the level of knowledge and conviction in the need to comply with moral standards, the formation of the moral qualities of the individual, the skills and abilities of appropriate behavior in various life situations. In general, this can be defined as the level of moral culture of the individual.

Conclusion .

So, having studied this problem, its causes and solutions, I can say that there are no unsolvable problems. Yes, there is a problem of spiritual and moral education, but there are ways to solve it. And with the purposeful and coordinated educational and pedagogical work of the church, the family, the political system, the educational system and a single individual, this problem will noticeably decrease.

And already today, noticeable improvements are taking place in this direction, for example, the fact that a new Law “On Education” has been adopted.

However, despite this, there is still an acute issue with the dominance of Western culture and Western values ​​​​in the souls of young people and still vague strategies and goals of education.

I really hope that the measures necessary to eliminate this problem will be applied before an irreparable catastrophe on a universal scale - the complete collapse of spiritual and moral values ​​and the irretrievable degeneration of people into robots.

PROBLEMS

MORAL EDUCATION IN THE FAMILY AND KINDERGARTEN

Relevance
A child who is able to correctly assess and understand the feelings and emotions of another person, for whom the concepts of friendship, justice, compassion, kindness, love are not an empty phrase, has a much higher level emotional development, has no problems in communicating with others, he endures stressful situations much more stable and does not give in to negative external influences.
The first task of parents is to help the preschooler identify the objects of his feelings and make them socially valuable. Feelings allow a person to experience satisfaction after doing the right thing or make us feel remorse if moral standards have been violated. The basis of such feelings is laid in childhood, and the task of parents is to help their child in this. Discuss moral issues with him. Strive for the formation of a clear system of values ​​so that the baby understands which actions are unacceptable and which are desirable and approved by society.
The family for the child is a source of social experience. Here he finds role models and here his social birth takes place. And if we want to raise a morally healthy generation, then we must solve this problem “with the whole world”: Kindergarten, family, community.
The main core in the general system of comprehensive development of the individual is moral education. Moral education is a process aimed at the formation and development of the integral personality of the child, and involves the formation of him to the Motherland, society, team, people, to work, to his duties and to himself. Moral education is a purposeful process of forming a high consciousness, moral feelings and behavior in the younger generation in accordance with the ideals and principles of morality.
The main function of moral education is to form moral consciousness, stable moral behavior and moral feelings in the younger generation, corresponding to modern image life, to form an active life position of each person, the habit of being guided in their actions, actions, relationships by feelings of social duty.
Children go a long way from assimilation of moral concepts, first at the level of presentation to complete mastery of its content.
The task of moral education is to turn the socially necessary requirements of society into internal incentives for the personality of each child, such as duty, honor, conscience, and dignity.
The moral education of preschool children is especially important, because it is at preschool age that a child is especially receptive to the assimilation of moral norms and requirements. This is one of the very important aspects of the process of shaping the personality of the child.

Literary review of the state of the issue.

Education in itself does not guarantee a high level of moral upbringing, because upbringing is a personality quality that determines in a person’s everyday behavior his attitude towards other people based on respect and goodwill towards each person. "Moral influence is the main task of education."

The problem we are studying is reflected in the fundamental works of A.M. Arkhangelsky, N.M. Boldyrev, N.K. Krupskaya, A.S. Makarenko, I.F. , ways of further development of the principles, content, forms, methods of moral education are indicated.

IN AND. Dahl interpreted the word morality as "moral doctrine, rules for the will, conscience of man." “Moral - opposite to bodily, carnal, spiritual, mental. The moral life of man more important than life real." “Relating to one half of the spiritual life, opposite to the mental, but comparing the spiritual principle common with it, truth and falsehood belong to the mental, good and evil to the moral. Good-natured, virtuous, well-behaved, in agreement with conscience, with the laws of truth, with the dignity of a person with the duty of honest and pure in heart citizen. This is a man of moral, pure, impeccable morality. Any self-sacrifice is an act of morality, good morality, valor.

Over the years, the understanding of morality has changed. "Morality is the internal, spiritual qualities that guide a person, ethical norms, rules of conduct determined by these qualities." Thinkers of different centuries interpreted the concept of morality in different ways. Even in ancient Greece, it was said about a moral person: “A person of perfect dignity is called morally beautiful ... After all, they talk about moral beauty about virtue: a just, courageous, prudent and generally possessing all the virtues person is called morally beautiful

From all this we can conclude that it is sometimes difficult for a morally stable person to choose how to act in a given situation without losing his dignity.

“The unshakable foundation of moral conviction is laid in childhood and early adolescence, when good and evil, honor and dishonor, justice and injustice are accessible to the understanding of the child only if the moral meaning of what he sees, does, and observes is clear and obvious.” “No one teaches the little man:

“Be indifferent to people, break trees, trample on beauty, put your personal above all else.” It's all about one very important pattern of moral education. If a person is taught good, they teach skillfully, intelligently, persistently, demandingly, as a result there will be good. They teach evil (very rarely, but it happens), the result will be evil. They do not teach either good or evil - all the same, there will be evil, because it must also be made a man.

The school is the main link in the system of education of the younger generation. At each stage of the child's education, its own side of education dominates. “In the upbringing of younger schoolchildren, moral education will be such a side: children master simple norms of morality, learn to follow them in various situations. The educational process is closely connected with moral education. In conditions modern school, when the content of education has increased in volume and become more complicated in its internal structure, the role of educational process. The content side of moral concepts is due to the scientific knowledge that students receive by studying academic subjects. Moral knowledge itself is no less important for the overall development of schoolchildren than knowledge in specific academic subjects.

Basic rules of moral behavior in the family

To educate a child's moral needs, you need to know what elements they consist of.

Moral needs begin

1. with responsiveness, which we understand as the ability of a person to understand the predicament or condition of another.

A responsive person is usually called sensitive, cordial. Responsiveness is a whole range of feelings - sympathy, compassion, empathy. It is necessary to educate responsiveness in a child even before he develops ideas about good, evil, duty and other concepts.

2. Another important element of moral needs - moral attitude, which can be formulated as follows: Do no harm to anyone, but bring maximum benefit". It must be formed in the mind of the child from the time when he begins to speak. Thanks to this attitude, the child will always strive for good, innate egoism or egocentrism is overcome in him.

In general, the moral attitude can be described as love for people and nature. As consciousness develops, it develops into love for the Motherland, for its people.

The moral attitude of a child must be constantly brought up in word and deed, by example and explanation, using the magical power of art and the living world of nature.

3. And the last, important structural element of moral needs is ability for active kindness and intransigence to all manifestations of evil.

The effectiveness of goodness is successfully formed in children by the whole example of the life of an adult family environment, and therefore it is important that the latter does not disagree with words and deeds.

Nothing does so much harm to the education of kindness as the divergence of the way of life of adults with their verbal instructions. This leads to disappointment in children, mistrust, ridicule, cynicism.

S. I Varyukhina also notes that one of the central concepts of the moral world of a person is conscience. “Conscience is a person's ability to self-control, self-esteem based on public moral assessments. Conscience originally means knowledge general information about human behavior, its norms, principles, the essence of man, etc.

Annex 1.

Interviewing parents

Questions for the interview:

Hello, we have invited you to talk with you about how you brought up your children. You have two adult children, each of them has a positive reputation and is engaged in education. Your children can be called prosperous respected people, and you and your spouse can be congratulated on the successful upbringing of children. Share your experience with us, tell us about how you raised your children, what principles did you adhere to?

How much time did you spend with your children?

How was your leisure time?

Did you have conversations with them about good and evil, morality, morality?

Have you always listened to your child's opinion or acted on your own?

How often did you make prohibitions to your child: “You can’t”, “Don’t go”, “I don’t allow”? Was it forbidden to make friends, communicate with someone, limited their free time spending on the street?

How did you control the educational process?

Forced him if he didn't want to? Punished? Did you give examples?

For you, education is a process in which the main thing is a kindergarten or a family?

What was important for you to raise a decent person?

Thank you very much for taking the time to visit us and answer our questions, goodbye.

Appendix 2

Questionnaire for parents

1. Do you think that in your family there is mutual understanding with children?

2. Do your children talk heart to heart with you? Do they consult on personal matters?

3. Are they interested in your work?

4. Do you know your children's friends?

5. Do you have them at home?

6. Do children participate with you in household chores?

7. Do you have common activities and hobbies with them?

8. Do you check how they teach their lessons?

9. Do children participate in preparations for family holidays?

10. Do children prefer to stay with their parents on "children's holidays" or spend holidays without them?

11. Do you discuss the books you have read with your children?

12. What about TV shows and movies?

13. Do you go to theaters, museums, exhibitions and concerts together?

14. Do you take part in walks, hikes with your children?

15. Do you prefer to spend your holidays with your children or not?

16. With which of the adults in the family does your child most willingly spend his free time, is he more frank?

17. How does your child react to praise and punishment?

18. How do you encourage your child? What types of incentives work better and which ones worse?

19. How does your child react to censure?

20. Does he have household chores? Which?

21. Who is your child friends with?

22. How often do you have your child's friends at home?

23. How does your child prefer to spend his free time?

Appendix 3

Questionnaire for parents "Our child". Target: determine the level of moral behavior of the child in the view of his parents (discipline, sensitivity, diligence, modesty, adherence to principles, self-criticism, responsibility). I. Is the child in the family dutiful and obedient? Does he willingly follow the instructions of his parents? (check one answer) 1. Constantly shows non-performance and disobedience. 2. Often disobedient and inefficient. 3. Not always dutiful and obedient. 4. Always dutiful and obedient. II. What is the behavior of the child at home? (check one answer) 1. Constantly behaving badly, being sassy, ​​bickering, etc. 2. Often behaves badly and does not respond to comments. 3. Doesn't always behave badly. Allows pranks, but reacts positively to comments. 4. Always behaves well. III. How sensitive and responsive is the child to parents and loved ones? (check one answer) 1. Constantly rude, impudent, annoyed about the comments. 2. Often shows rudeness, callousness, selfishness. 3. Not always responsive and caring. 4. Responsive, caring, kind. IV. How hardworking is the child? (check one answer) 1. Constantly avoids work, very lazy. 2. Often avoids work, works only under control. 3. Does not always help, does only what is instructed. 4. Loves work, constantly helps elders. V. To what extent is simplicity and modesty brought up in a child in relation to relatives and friends? (check one answer) 1. Very arrogant, boastful, arrogant 2. Often shows arrogance, arrogance, arrogance. 3. Sometimes shows boasting, arrogance, arrogance. 4. Always simple and modest. VI. Is the child critical of others? (check one answer) 1. Uncritical, adapts to the opinion of other family members and comrades. 2. Very rarely expresses his opinion, critical judgments. 3. Criticizes, but not always correctly and tactfully. 4. Criticizes the views and behavior of loved ones reasonably and tactfully. VII. Does it show self-criticism? (check one answer) 1. Accepts criticism of family members with resentment, is rude to comments. 2. Does not accept criticism from others, does not respond to comments from family members. 3. Not always self-critical, not always corrected after critical remarks. 4. Self-critical, respects the criticism of other members of the family, seeks to take into account critical remarks. IX. What is the child's attitude towards his group? 1. Does not like his group, openly expresses his negative attitude towards them. 2. Indifferent to the affairs of the group. 3. Loves the group, but doesn't always back it up with good deeds. 4. Loves his group and always backs it up with good deeds. Processing of received data . Sum up the numbers of answers and divide the resulting amount by 10. The degree of manifestation of moral qualities in the behavior of children in the view of their parents is assessed on the following scale: from 1 to 1.5 - according to parents, these qualities are not manifested; from 1.5 to 2.5 - according to parents, the qualities are weak; from 3.5 to 4 - according to parents, the qualities are manifested brightly.

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

Conclusion

Literature

Appendix

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. Also in Ancient Greece considered the ideal person to be one who is beautiful in physical and moral terms, and 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 are frustrating and destroying established long time relations in the Russian family, making it not so 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 with all our might, 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 crucial stage in the development of the mechanisms of behavior and activity, in the formation of the personality of a preschooler as a whole. 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 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 of these methods 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 was also given moral education great attention, considering it as a necessary condition for the harmonious development of personality. 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 child's moral feelings, 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.

Thing: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 the upbringing 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. Under it was understood "feeding", that is, proper nutrition 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, rather than a pedagogical concept.

Education is a purposeful, managed 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. Indeed, it turned out that a person is capable of such higher achievements, only one succeeds in one thing, 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. Within this term paper 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 formation of a personality and its moral sphere cannot be limited by age limits. It continues and changes throughout life. But there are such 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 a "guiding thread" in an environment of his 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. And hallmark The operation of this mechanism will be the irreplaceability of its components, the lack of compensatory, the obligatory nature 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 taken as 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) quality of a person.

main feature mechanism of moral education lies in 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 may 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, and 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, an influence on other components is necessarily expected.

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, entrepreneurial spirit, etc. have become significant, and each time the ideal created by society has been extrapolated to preschool childhood, since the phrase "Everything begins with childhood" is not only journalistic, publicistic, 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 the 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 feelingsand relations has been studied in domestic preschool pedagogy in some detail and from different positions. The attitude of the child to adults, to peers, to older and younger children was considered; 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 elementary generalization personal experience accumulated in younger age. Ideas about the nature and methods of manifestation are fixed positive attitude to adults, to children, to nature.

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.

Empathyas an expression of humane attitude towards people goes through different stages in its development: experience - sympathy (“He feels bad, I feel sorry for him”), experience - self-assertion (“He feels bad, I don’t want to”) and, finally, experience - action (“He feels bad, I want 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 essential condition and at the same time a method of educating humanism in children, developing social emotions, moral feelings is an 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 collectivismcontains serious contradictions, which, if not properly resolved, 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, 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 more often, 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 fully 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 responsivenessare 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 mutual assistance, in actions aimed at jointly overcoming any difficulties, in moral support, in the ability and desire to share toys, 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 motherlandand 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 self-esteem.

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, the 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 take a responsible attitude to business, take care of things, books, nature, that is, we educate the quality of personality - thrift, we teach to work for the benefit of our group and comrades, we attach to the beauty of the surrounding nature.

An important part of the work on patriotic education preschoolers is to introduce them to the traditions and customs of the people, the country, to 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 engaged in the upbringing and education of children aged 5-6 years must remember that at this age in physical and intellectual development the child undergoes significant changes. The processes of higher nervous activity. 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 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, so it is necessary to use visualization, interesting moments, different kinds activities to direct the implementation of a specific task of education.

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 human 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 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 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 cholericvery 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 sanguinelively, 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 persistence of such children, diligence and determination and gradually raise the bar of requirements, achieving sustainability and effectiveness.

Phlegmatic childslow, 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 childrenespecially 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 your opinion.

Thus, teachers working with older preschool children 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 arose not on empty place: 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 nation.

Folk pedagogy is a historically established set of pedagogical information and educational experience that has been preserved in oral art, heroic epic, code of conduct 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.

The 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. Therefore, the game is universal remedy raising children in the spirit of their native culture, instilling national-characteristic personality traits.

Games for children are serious activities, a kind of lesson that prepares for work, which adulthood. The game, which preceded social activity, is, as it were, its general 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. 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, moves to another, higher level of 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 limitless, but most of all - the native word, native speech, mother tongue. 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 they, having understood each other, can live together.”

In folk pedagogy native word plays a big 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.

V proverbsa 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 morals, including the rules good manners.: teachings that call adults to decent behavior, and, finally, instructions of a special kind, containing pedagogical advice, ascertaining the results of 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. To increase the educational value of proverbs, the people support their authority in every possible way: “you cannot live without a proverb”, “a proverb is not judged”, “a 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 generally.

Puzzlesmost 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.

V songsage-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 four or five. summer children rocking their younger brothers and sisters.

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.

Traditionsplay 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 work traditions.

So, folk culture is a rich stock of methods for the 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 of 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 necessary to instill in children their native culture from an early age, 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. So 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 speaking 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 kids?

.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 formation of moral motives, 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 quite 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 in 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 Russia"

This lesson carries an important idea - to acquaint children with the folk art of Russia, with the beauty of its crafts, the magnificence 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 when 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 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 desires also changed for the better: 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 the 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, to analyze themselves and their 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 when 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.

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Appendix

Application No. 1

Cyril M.

Which of the guys in the group are you friends with? I'm friends with Artem, with Lisa, Misha, Andrey and also with Vika. Why are you friends with these children? Because they do not offend me and other children, they do well, give toys to play and share. What are friends for? To share everything and help each other to have fun. What kind of person would you not be friends with? If a person is bad, greedy, angry, screams and fights. I would not be friends with him and would not play. What is friendship? This is when children play together and do not fight, do not call names.

Which of the guys in the group are you friends with? With Nikita and Katya. Why are you friends with these children? We sit together in class and play on a walk. What are friends for? To be friends. What kind of person would you not be friends with? With a bad person, if they are not friends with him. What is friendship? I don't know.

1. Which of the guys in the group are you friends with? Anton, Anya, Katya, Nikita, Denis. Why are you friends with these kids? 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. What kind of person would you not become friends with? If a person beats everyone and fights with everyone or does not want to play, how we play. 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.

Which of the guys in the group are you friends with? Andrey, Vika, Kostya, Anya. Why are you friends with these children? I like them. They are good, not evil, well-behaved. What are friends for? To play. What kind of person would you not be friends with? With a bad, evil, greedy one who takes away toys. What is friendship? When children play.

Polina Sh.

Which of the guys in the group are you friends with? With Katya, Anton, Vika, Artem. Why are you friends with these children? I like them, it's good to play with them, it's fun. What are friends for? To help each other and play together. What person would you not be friends with? Someone who doesn't like to play with me. What is friendship? It is when children walk and play together.

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 kind of person would you not become friends with? With one who does not study 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.

Which of the guys in the group are you friends with? With Artem, Vika, Anya, Katya. Why are you friends with these kids? We play together and sit in class. What are friends for? To play. With what person would you not become friends? With evil and bad. What is friendship? I don't know.

Which of the guys in the group are you friends with? With Vika, Kirill, Polina, Vika. Why are you friends with these kids? They don't fight, they always behave well and play interesting games with me. We run for a walk, share toys, if there are not enough of them, scoops. What are friends for? To help each other, to be friends, to protect if someone has been offended. What kind of person would you not be friends with? With a greedy one who does bad things, fights, offends everyone. What is friendship? This is when people are friends with each other and do not quarrel, they walk and play together.

Andrew K.

Which of the guys in the group are you friends with? Kirill, Danya, Katya. Why are you friends with these children? They let me take their toys. What are friends for? To play and not be offended. With what person would you not become friends? With evil and bad. What is friendship? When children play and make friends.

Andrew G.

Which of the guys in the group are you friends with? With Anton, Anya. Why are you friends with these children? I like them. What are friends for? To play and to have fun. What kind of person would you not be friends with? Bad and greedy. What is friendship? I don't know.

Application No. 2

"Flower - seven-flower".

Application No. 3

Application No. 4

Application No. 5

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

NamePurposeContentsPreliminary work "Wise Tales" To introduce children to 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 Russia" 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. "Playful 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.

Which of the guys in the group are you friends with? I'm friends with Artem, with Lisa, Misha, Andrey, Vika, Anya. Why are you friends with these children? Because they do well, give toys to play and share sweets or chocolates, they sometimes help me on duty. What are friends for? To help each other, to have fun. Friends will help in trouble. What kind of person would you not be friends with? With one who is greedy, sneaky, not honest, does not help people. What is friendship? This is when children play together and do not fight, do not call names.

Which of the guys in the group are you friends with? With Nikita and Nastya. Why are you friends with these children? We study together in the classroom and meet in the yard with mothers. What are friends for? To be friends. What kind of person would you not be friends with? With a bad person, if they are not friends with him and he fights. What is friendship? When children play together.

1. Which of the guys in the group are you friends with? Anton, Anya, Katya, 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 kind of 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.

Which of the guys in the group are you friends with? Andrey, Kostya, Anya. Why are you friends with these kids? They are good, not evil, well-behaved. They are praised by the teacher and they are generous. What are friends for? To play. What kind of person would you not become friends with? Evil, greedy, who takes away toys. What is friendship? When children play and they are happy to be together.

Polina Sh.

Which of the guys in the group are you friends with? With Katya, Anton, Vika, Artem, Lisa. Why are you friends with these children? It's good to play with them, it's fun. They always share if they bring candy and give toys to play with. What are friends for? To help each other and play together, have fun. What kind of person would you not become friends with? Greedy, angry, rude, who does not like to play. What is friendship? This is when children are always together and help each other and do not leave each other.

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

Which of the guys in the group are you friends with? With Artem, Vika, Anya, Katya, Lisa. Why are you friends with these children? They are kind, 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, to trust friends. They can even tell secrets. With what person would you not become friends? With evil and bad. What is friendship? When children do not quarrel.

Which of the guys in the group are you friends with? With Vika, Kirill, Polina, Vika. Why are you friends with these kids? We run for a walk, share toys, if there are not enough of them, scoops. They always behave well. What are friends for? To help each other, to be friends, to protect, if someone was offended. What kind of person would you not be friends with? With one who does bad things to others and offends them. This is a bad person. What is friendship? This is when people are friends with each other and do not quarrel, they walk and play together.

Andrew K.

Which of the guys in the group are you friends with? Kirill, Danya, Katya. Why are you friends with these children? They share delicious sweets with me and do not offend. What are friends for? To play and not be offended. What kind of person would you not become friends with? With an evil, greedy and rude person. What is friendship? When children play and make friends.

Andrew G.

Which of the guys in the group are you friends with? With Anton, Anya, Kirill, Nastya. Why are you friends with these children? I like them, they are not greedy, polite and well-behaved. What are friends for? To help each other, if trouble and not to throw in trouble. What kind of person would you not be friends with? Bad and greedy. What is friendship? When no one quarrels and fights.

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

Angelina Pafnutova
The relevance of spiritual and moral education of preschool children

Relevance Spiritually-moral development

preschool children

Spiritual and moral education is one of the most important and the most difficult problems that must be solved today by everyone who is related to children. What we lay in the soul of a child now will manifest itself later, will become his life and ours. Today we are talking about the need revival in the society of spirituality and culture which is directly related to the development and raising a child before school.

In childhood, the assimilation of social norms occurs relatively easily. The younger the child, the more influence can be exerted on his feelings and behavior. Awareness of the criteria of morality occurs much later than moral feelings and the algorithm of social behavior are formed.

We, teachers, must turn to the soul of the child. Upbringing his soul is the foundation of the moral values ​​of the future adult. But obviously rational moral education that does not affect the child's emotions will never lead to desired result. Education, skills, dexterity can be acquired later, but the basis of the best in people - humanity - is laid precisely in preschool age, age intensive development of feelings and interpersonal relationships.

It is known that the basis spiritual and moral education is the culture of society, family and educational institution - the environment in which the child lives, in which formation and development take place. Culture is, first of all, a system of values ​​fixed in traditions. It is necessary to satisfy spiritual needs and search for higher values. An amazing and mysterious phenomenon of folk culture is holidays and rituals.

The task of the teacher is to combine learning and upbringing through the study of the traditions of our culture, to provide children with the opportunity to get acquainted with the cultural heritage of our ancestors.

aim spiritual and moral education of a preschooler is the formation of a holistic, perfect personality in its humanistic aspect.

Great place in communion children traditional values ​​of folk culture should be occupied by folk holidays and traditions. They focus the finest observations accumulated over the centuries on the characteristic features of the seasons, weather changes, the behavior of birds, insects, and plants. Moreover, these observations are directly related to labor and various aspects of human social life.

As a result of mastering folk traditions, children learn the history of their family, country, cultural traditions of their the edges: songs, games, counting rhymes, fables, crafts, folk holidays.

So, folk traditions in our time should take the main place in the formation of a highly moral, culturally educated personality. Thanks to them, in accessible forms, on close and understandable material, children learn the mores, customs of the Russian people - the whole complex spiritual values.

Related publications:

"The relevance of environmental education of preschool children." experience Municipal preschool educational institution "Kindergarten of a general developmental type with priority implementation of physical development.

Presentation "Orthodox holidays as a means of spiritual and moral education of children" Appeal to the experience of Orthodox pedagogy at the present time, when there is a search for the revival of Russia, is especially relevant, since society and.

Psychological and pedagogical aspect of the implementation of the spiritual and moral development of preschool children"Psychological and pedagogical aspect of the implementation of the spiritual and moral development of preschool children" Providing spiritual and moral.

Formation of a healthy lifestyle as the basis for the spiritual and moral development of preschool children Recently, negative trends have appeared in the spiritual and moral development of preschoolers: books have faded into the background, their place has been taken.

Characteristics of the moral education of preschool children Characteristics of the moral education of preschool children The culture of behavior is the sum of actions that determine the internal culture.

Experience "Fairy tale as a means of spiritual and moral education of preschool children" Competitive test " Methodical seminar» MDOU "Elnikovsky Kindergarten No. 1" of the Elnikovsky Municipal District of the Republic of Mordovia.

Master class "Regional culture as a potential for spiritual and moral education of preschool children" .