Nadezhda Ilyukhina
Development program "in conditions Interactions between preschool educational institutions and families"

Development program “Spiritual and moral education of preschool children in the conditions of interaction between preschool educational institutions and families”

For children 5-6 years old

The program implementation period is 2015-2016 academic year. year

Head of the circle: teacher Ilyukhina N.A.

Temnikov

Explanatory note

My friends!

Instill faith in people!

And say “Good afternoon” more often!

And follow a good example!

Extend with a kind word

Life of people!

Focus:

Today, we all cannot help but be concerned about the spiritual state of our society, the penetration into the souls of adults and children of the cult of base passions and the power of money. Distorted spiritual and moral values ​​and propaganda of violence place a heavy burden on the fragile soul of a child.

Man is a spiritual being; he strives not only for physical development, but also to the spiritual development of personality.

Currently, Russia is going through one of the difficult historical periods. And the greatest danger facing our society today is not the collapse of the economy, not the change in the political system, but the degradation of the individual. This proves the special significance of their relevance in developing a program for spiritual and moral education and upbringing of children. The program is aimed at expanding ideas about spiritual values, the traditions of the Russian people, the foundations of moral culture and the history of the native land.

Distinctive features:

The problem of spiritual and moral education must be solved in preschool age, as the most emotional and receptive period of childhood, when “hearts are open to virtue.” It is in preschool age that the assimilation of social norms, moral requirements and patterns of behavior occurs. The spiritual and moral education of a child from the first years of life ensures his social development and harmonious personality formation. The fate of a child in the future depends on what he knows, what he loves, what he can do.

A morally and spiritually perfect person must distinguish between good and evil, love good, and be able to create it. The spiritual education of children is a slow and difficult process. The result can be a special structure of the soul and conscience, the acquisition of an internal system of values ​​that will form the basis of a person’s entire life. It is possible that we will not see the results of our ore immediately. But if the seeds of spirituality were sown with love, then sooner or later they will certainly germinate in the child’s soul. This proves the relevance of developing programs for spiritual and moral education.

Goals and objectives of the program:

Preserving the spiritual and moral health of children. Introducing to the moral and spiritual values ​​of Orthodox culture;

Formation of a sense of patriotism through love and interest in the culture of one’s people, in the small Motherland;

The desire to revive traditions family education;

Creation of a unified educational space that includes children, teachers, and parents.

Tasks:

Cultivate respect for moral standards Christian morality;

Through the study of national cultural traditions, cultivate love for the Motherland;

To form the main qualities of character: will, hard work, respect for parents and other people;

Orient the family towards the spiritual and moral education of children.

Lesson mode:

Wednesday 15:05 - 15:30

Friday 15:05 - 15:30

Sunday 09:00 - 09.30 (temple)

Forms of classes:

Excursions to the temple, conversations, observations, viewing works of icon painting, excursions to the museum, Sanaksar Monastery, thematic classes, final classes, making Easter and Christmas crafts, musical entertainment.

Expected Result:

Creation of a system of spiritual and moral education of children in MBDOU, based on taking into account the capabilities, needs, and combining the efforts of all participants pedagogical process and introducing into the practice of kindergarten a new model of spiritual and moral education of children;

Expanding children's ideas about the traditions of the Russian people on the basis of Orthodox culture and the history of their native land, developing love for their small Motherland;

Creation of a unified educational space, including children, teachers, parents, church ministers;

Helping the family in shaping the child’s personality based on familiarization with the traditions of Orthodox culture;

Cultivating a respectful, merciful, attentive attitude towards others, skills of virtuous behavior, and the ability to improve;

Respect for the environment.

Verification methods:

Final thematic classes, classes - tests, joint classes with church ministers.

Summing up forms:

Final lesson at the end of the year in the temple.

Syllabus:

Month: October

Venerable Sergius of Radonezh. h.

Protection of the Blessed Virgin Mary. 1 hour

Internal structure of the temple: iconostasis, altar, lamps in the temple. 1 hour

How do we know about God? The Bible is a book of books. 1 hour

Dimitrov parents' Saturday is a day of heroic glory. 2h.

Sacred history of the Old Testament. 2h.

Feast of the Archangel Michael and all the heavenly powers. 2h.

The world is visible and invisible. Who are angels? Guardian angel. 2h.

Man is the image and likeness of God. 2h.

Life of the first people in paradise. God's Commandments. 2h.

How evil entered the world. 2h.

The Fall and its consequences. 2h.

The Savior's promise. 2h.

The story of Cain and Abel. 2h.

Envy. 2h.

Saint Nicholas the Wonderworker. 1 hour

Feast of the Nativity of Christ. 2h.

- “The Light of the Christmas Star”. 2 hours.

Noah. The ark. 2h. Flood.

Epiphany. 2h.

Children of righteous Noah. 2h.

Rudeness. Respect for parents. 2h.

Venerable Seraphim of Sarov is an ambulance. 2h.

Feast of the Presentation of the Lord. 2h.

Childhood of Jesus Christ. 2h.

The New Testament is the life of Jesus Christ. 2h.

Maslenitsa. Forgiveness Sunday. 2h.

Traditions of the Russian people. 2h.

Great Lent has begun. 2h.

- “The Bridge of Seven Versts.” 2 hours.

Obedience and self-will. 2h.

Father and son. 2h.

A name is a priceless gift. 2h.

Name day. 2h.

Easter joys. Chicken in an Easter egg. 3h.

Holy Easter. 3h.

Holy Righteous Blessed Matrona of Moscow. 3h.

Holy righteous Fedor Ushakov. 3h.

Saints Equal to the Apostles Cyril and Methodius are the creators of the Old Church Slavonic alphabet. 3h.

Visit to the Cathedral of the Holy Righteous Warrior Theodore Ushakov. 3h.

The Mystery of the Holy Trinity. 3h.

Feast of the Holy Trinity. Icon of the Trinity.

Publications on the topic:

Spiritual and moral education is one of the most pressing and complex problems that must be solved today by everyone who is related to.

Spiritual and moral education of children of senior preschool age in the interaction of family and preschool educational institution At present, spiritual education is the most relevant - moral qualities individuals already with preschool age. Modern Russian.

Spiritual and moral education of preschool children In the National Doctrine of Education of the Russian Federation, one of the important tasks is the preservation of cultural, spiritual and moral heritage, and historical ones.

Spiritual and moral education of preschool children The problem of spiritual and moral education of preschool children has undergone a number of qualitative and quantitative changes over the past decades.

Consultation “Spiritual and moral education of preschool children based on ethnocultural development” Spiritual and moral education of preschool children based on ethnocultural development. 1. Problem. Rejection of the younger generation from the domestic one.

Program

on spiritual and moral education of preschool children

« Do good»

Program passport……………………………………………………….2

Management………………………………………………………………………………….….5

Relevance of the program…………………. 5

Basic principles of the program…………………………………… 6

Main directions of the program…………………………………… 7

Forms of work……………………………………………………………………...7

Stages of program implementation ………………………………………… 8

Targets………………………………………………………13

PROGRAM PASSPORT

Program name	Spiritual and moral education program “Do Good”
Program developers	Creative group of teaching staff
Main goals of the program	Introducing children to spiritual and moral values. Revival of the best domestic traditions of spiritual and moral education.
Program objectives	Formation of spiritual and moral values ​​among students. Fostering a sense of respect and love for parents and others, a caring attitude towards the world around us through a competency-based approach to education. Increasing the social role of the family as the child’s first mentor in spiritual and moral education. Contribute to increasing the importance of family values. Introduction to the culture and traditions of the Russian people.
Participants in the program implementation	Teachers Parents
Methodological support programs.	Material and technical resource: Photo and video equipment (photo camera, video camera) necessary for holding photo exhibitions and holidays; Computer, multimedia console - for conducting classes. Human resources: Preschool teachers; The level of qualifications of employees corresponds to the task of achieving the planned results and organizing effective activities under this program. Organizational resource. The teacher needs to create around himself a group that is attractive to the child, with whose members he could identify himself and where spiritual and moral norms and values ​​are cultivated. Information and methodological resource: Roslavl Historical and Art Museum; Library named after Rylenkova; House children's creativity;
Sources of financing	Attracting extrabudgetary funds
Expected results	As a result of the implementation of the program, students will develop the following ideas: about family traditions, about the characteristics of family relationships; about spiritual and moral values; about the value attitude towards the world around them; about the history and culture of your country; learn to protect and maintain beauty; show compassion, sympathy, empathy;
Expected final results	Planning the educational process in accordance with this program, referring to the spiritual and moral traditions of domestic education and upbringing, will significantly increase the effectiveness educational work on the spiritual and moral development of pupils, will increase the competence of teachers and parents, expand the educational space and provide active access to society.

Relevance of the program "Do good»

Currently, Russia is going through one of the difficult historical periods. And the greatest danger facing our society today is not the economic crisis, not the change of the political system, but the destruction of the individual. Nowadays, material values ​​dominate over spiritual ones, so children have distorted ideas about kindness, mercy, generosity, justice, citizenship and patriotism. The shift in emphasis in the development of young children towards early intellectualization does not contribute to spiritual development; in the pursuit of intellectual development, the education of the soul, moral and spiritual development is missed little man, without which all accumulated knowledge may be useless. And as a result of this - emotional, volitional and spiritual immaturity.

Also, one of the problems of modern education is that the historical continuity of generations is not respected in the process of education. Children are deprived of the opportunity to follow the example of people who lived in the past; they do not know how people solved their problems, what happened to those who went against the highest values, and to those who were able to change their lives, setting us a shining example. The attempts made to date to educate a spiritual and moral personality show that the weakest place in this activity is the family. Many parents simply do not know that it is in preschool age that social norms, moral requirements and behavioral models are learned through imitation. Therefore, it is necessary to help parents realize that, first of all, the moral and spiritual customs and values ​​created by their ancestors must be preserved and passed on in the family, and that it is the parents who are responsible for raising their children.

The relevance of the program is determined by the need of society for spiritual and moral education as a necessary element of the preservation and further development of society.

The program of spiritual and moral education of preschool children is a purposeful educational process and presupposes a certain system of content, forms, methods and techniques of pedagogical actions. A special place is given to the family, as the child’s first mentor, as well as collective creative activity.

Basic principles of the program:

1. Principle of integration: a combination of training and spiritual and moral education in aesthetic, intellectual, physical development and labor education.

2.Culturological principle: The principle of cultural conformity in education, according to the modern interpretation, presupposes that “education should be based on universal human values ​​of culture and built in accordance with the values ​​and norms of certain national cultures and specific features inherent in the traditions of certain regions that do not contradict universal values.

3. Local history: Using the local environment, excursions to nature, production, museums, and temples are conducted to accumulate sensory experience.

4. The principle of priority of regional cultural heritage means education based on local material in order to develop respect for one’s home, neighbors, and friends; caring attitude towards the nature of the native land; introducing the child to the national cultural heritage, samples of national, including local folklore, folk arts and crafts, national cultural traditions, works of local writers, poets, composers, artists.

5. The principle of relying on the child’s emotional and sensory sphere requires the creation of conditions for the emergence of emotional reactions and the development of emotions that focus the child’s attention on the object of cognition, his own action and deed, which is achieved through empathy and forecasting the development of the situation.

6. The principle of continuity and continuity education in the family and school on the basis of cooperation (so that they do not replace, but complement).

Main directions of the program:

The system of spiritual and moral education includes the following areas:

the formation of the spirituality of preschool children through their relationship to living and inanimate nature;

perception of literary works;

aesthetic development of children;

cooperation between family and preschool educational institution

appeal to the spiritual and moral traditions and values ​​of one’s people.

Forms of work:

With kids:	Organized educational activities; Walks; Observations; Holidays; Literary evenings, leisure activities; Excursions; Exhibitions; Reading fiction; Meetings with interesting people
With frames:	Methodological associations; Pedagogical advice; Seminars; Consultations; Questionnaire; Experience exchange; Self-education; Refresher courses; Mutual visits; Open views; Master classes; Participation in competitions of various sizes.
With parents	Parent meetings; Open days; Consultations; Joint actions; Relaxation evenings; Exhibitions; Holidays; Sports events; Questionnaire

Stages of program implementation

Diagnostic:

Identifying difficulties of Program participants;

Analysis of the state of educational work.

Theoretical research:

Study of theoretical issues;

Preliminary work, collection of materials;

Organization of work of creative groups.

Practical part:

Development and adoption of the Program, registration of benefits;

Development of practical material;

Establishing relationships with social institutions.

Development and implementation of projects.

Summing up the work:

Presentation with work experience at conferences at various levels, defense of projects.

The main content of the “Do Good” program.

The program includes 8 blocks based on cooperation, co-creation, joint search for preschool educational institutions, families, children's educational institutions, museums, libraries, schoolchildren's homes, public organizations.

Thematic blocks:

Name	Main themes		Forms of work
	"My kindergarten» "My family" “Everyone in this world is a child of the sun” “Look at yourself - compare with others” "Me and my name" “How we are similar and how we are different”	Help the child reveal the essence of a person, realize his individuality, peculiarity, uniqueness. Improve the pedagogical culture of parents Harmonize parent-child relationship, achieve an optimal level of interaction between kindergarten and family through the created system of cooperation and partnership	Study of families, family traditions Creating albums about family Testing; Questionnaire; Creative works; Pedagogical observations; Compilation family trees; Holding joint evenings and holidays
II My favorite city	City `s history The city's attractions "Warmth of home"	To form in children the concept of belonging to their city, awareness of themselves as an individual citizen of their “small” homeland, respectful, caring attitude towards the sights, culture and history of their hometown;	Joint excursions, Creative works; Projects; Exhibitions; Family Readings; Creation of photo albums “Trip around the city” Participation in promotions Participation in concerts Making a city model,
III Training and work go hand in hand	Professions “Work makes a man better”	Fostering a positive attitude towards work as an important value, developing the need for creative work; Developing a caring attitude towards the results of one’s own work and the work of other people;	Reading fiction; Participation in cleanup days; Creation of a photo album “My Parents’ Profession” Role-playing games; Productive activities: drawing, manual labor, applique, modeling; self-service, duty Participation in competitions Creating a subject-development environment
IV My land Smolensk	History of the Smolensk region Nature of the Smolensk region Attractions To the holy places of the Smolensk region	Form ideas about your native land; Expand knowledge about the nature of your native land; Foster a respectful, caring attitude towards the sights, culture and history of the native land; Expand children's knowledge about shrines, cultivate love and respect for holy places;	Creating a photo album Exhibitions of co-creation Conducting consultations and parent meetings Reading works of fiction Leisure activities Virtual excursions, presentations
V The road of goodness	"Good word, it's a clear day" "We are friends with kind words» "Give someone else joy" “It’s more fun for the kind to live in this world” What you don’t like in others, don’t do yourself “Good songs lead to good” Good Deeds Day	Cultivate respect and kindness towards loved ones and people around you; Expand children's vocabulary through kind and polite words, automate them in everyday speech; Promote the formation of emotionally positive intonations in verbal communication; Develop the ability to resolve conflict situations peacefully; Cultivate a desire to commit good deeds;	Reading fiction Carrying out promotions Creating video letters for absent children “We miss you” Carrying out thematic holidays “Mother’s Day”, “Day of the Elderly” Questionnaire Learning poems and songs
VI I am Russian	Go around the whole world, there is no more beautiful homeland! (familiarity with symbols, flag, coat of arms); Let's preserve and increase flora and fauna “We will gather a friendly round dance” “With Russian enthusiasm across Russian expanses” We remember and are proud Traditions of folk holidays Favorite fairy tales "I have a right…!" "Our neighbours"	Introduce children to the symbols of the state: anthem, flag, coat of arms; Foster a caring attitude towards nature; To introduce children to the spiritual heritage of the Russian people; Foster love and respect for the native language; Form a respectful, caring attitude towards cultural values; Develop the ability for individual creative self-expression in various types of creativity; To help understand belonging to one’s people, state, to give an idea of ​​rights and responsibilities;	Reading fiction Examination of albums, maps, reproductions Participation in competitions Pedagogical projects Productive activity Holding themed events Educational holidays, leisure Trade fairs Role-playing games Meetings with interesting people Folk games
VII Our smaller brothers	"Pet" "Buddy" "We're the same blood" "Don't pass by" "A bird sat on the window" “Open the door quickly - the cat is meowing at the door” What would I do “We are responsible for those we have tamed”	Foster a sense of mercy towards prodigal animals; Form the foundations behavior in handling animals; Learn to help animals;	Creation of the book “Our Pets” Conversations about homeless animals Carrying out promotions Reading fiction about animals Creating presentations Creation of sand animation “The dog is missing” Show performances Exhibitions of drawings Composing stories Solving problem situations
VIII Nature is our home	"Nature of the native land" "Sun, air and water" “Let's walk slowly through the meadow...” "Do no harm" "On the path of goodness"	Foster a humane attitude towards nature; To cultivate elements of environmental consciousness, value orientations in behavior and activities that ensure a responsible attitude towards the social and natural environment	Showing presentations Reading fiction Theatrical performance based on fairy tales Carrying out promotions Learning poems, Pedagogical projects Productive activity Exhibitions of drawings and crafts

Targets

Junior preschool age	Awareness of your individuality, presentation of yourself as a family member Formation of goodwill, curiosity, friendliness, emotional responsiveness of the child to the state of loved ones, participation together with adults in good deeds Fostering a caring attitude towards work and a desire to help adults Developing the ability to solve problems and overcome failures Formation of the beginnings of ecological culture
Middle preschool age	Awareness of belonging to one’s city and nationality Formation of humane and cultural behavior, adherence to moral standards, friendly relations between children. Awakening caring attitude towards your language Fostering a positive attitude towards work and a desire to work Developing the ability to believe in yourself and your capabilities Formation of ideas about the nature of the native land and a humane attitude towards it
Senior preschool age	Awareness of belonging to one’s people, republic, state Formation of humane and cultural behavior, tolerant consciousness. Active participation in the life of the city, awareness of oneself as an individual - a citizen of one’s “small” homeland Fostering respect for working people, creating the need to work Development of a sense of oneself as a successful person, individual and creative self-expression in various types of creativity Formation of ecological culture, development of ecological thinking and creative imagination

Conference: Development of preschool children

Organization: MKDOU "Podgorensky kindergarten No. 1"

Locality: Voronezh region, town. Podgorensky

The key task of modern public policy Russian Federation is to provide spiritual moral development and education of the individual and citizen of Russia.

The spiritual and moral education of the younger generation is considered in the “Concept of spiritual and moral development and education of the personality of a citizen of Russia” dated November 5, 2008.

The concept was developed in accordance with the Constitution of the Russian Federation, the Federal Law “On Education in the Russian Federation” on the basis of the annual messages of the President of Russia to the Federal Assembly of the Russian Federation.

It is gratifying that at present, when the process of spiritual revival of Russia has begun, the Federal State Educational Standard came into force on January 1, 2014 preschool education, which consolidated the priority of spiritual and moral education of preschool children.

So in General provisions It is noted that one of the main principles of preschool education is the familiarization of children with sociocultural norms, traditions of the family, society and state.

One of the objectives of the educational standard is to combine training and education into a holistic educational process based on spiritual, moral and sociocultural values ​​and socially accepted rules and norms of behavior in the interests of the individual, family, and society.

Therefore, in our kindergarten, L.L. Shevchenko’s program for spiritual and moral education “Good World” has been introduced into all types of children’s activities according to work program, developed in accordance with the approximate basic general educational program of the kindergarten “From birth to school”.

We also use the partial program “Introduction to the Origins of Russian national culture"(authors Knyazeva and Makhaneva).

According to the Federal State Educational Standard, the system of spiritual and moral education of preschool children includes the following areas:

• appeal to the spiritual and moral traditions and values ​​of one’s people;
• aesthetic development of children;
• formation of needs for healthy way life;
• cooperation between kindergarten, family and religious organizations.

Purpose spiritual and moral education is the formation and development of socially significant values, citizenship and patriotism, facilitating the acquisition by preschoolers of morally in-demand spiritual experience based on the traditions of Russian Orthodoxy.

Tasks:

• intellectual and spiritual enrichment of children;
• basic acquaintance with the Orthodox faith;
• revival of Russian national traditions and customs;
• formation of ideas about kindness, mercy, generosity, justice and patriotism;
• formation of spiritual and moral attitude and sense of belonging:
• to your home, family, kindergarten, city, country;
• to the cultural heritage of its people;
• to the nature of the native land;
• creating conditions that ensure the emotional well-being of each child.

The educational standard for preschool education is a set of mandatory requirements for preschool education. Let us consider the provisions concerning the spiritual and moral education of preschool children.

The Requirements for the structure of the educational program of additional education and its volume disclose the content of the program. It ensures the development of personality, and covers certain areas of development and education of children, educational areas.

Social and communicative development aimed at mastering the norms and values ​​accepted in society, including moral and moral values; formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the preschool; the formation of positive attitudes towards various types of work and creativity.

Cognitive development the formation of primary ideas about the small homeland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays.

Speech development includes mastery of speech as a means of communication and culture; acquaintance with book culture, listening comprehension of texts of various genres of children's literature.

Artistic and aesthetic development involves the perception of music, fiction, folklore; implementation of independent creative activities of children.

Physical development aimed at protecting life and strengthening physical and mental health.

The specific content of educational areas in the field of spiritual and moral education of preschool children (from 3 to 8 years old) depends on the age and individual characteristics of children and is implemented in various types of activities:

The part of the program formed by participants in educational relations, which makes up no more than 40% of the total volume, includes various areas and takes into account the educational needs, interests and motives of children, members of their families and teachers and is focused on the specifics of national, sociocultural conditions in which educational activities are carried out , to choose those forms of organizing work with children that best suit the needs and interests of children, as well as the capabilities of the teaching staff; on the established traditions of preschool educational institutions or groups.

The Requirements for the conditions for the implementation of the main educational program of preschool education state that the conditions necessary to create a social situation for the development of children presuppose:

• ensuring emotional well-being through respectful attitude towards each child, his feelings and needs;
• establishing rules of interaction in different situations: creating conditions for positive, friendly relationships between children, including those belonging to different national, cultural, religious communities and social strata;
• interaction with parents on issues of the child’s education, their direct involvement in educational activities, including through the creation of educational projects together with the family.

In accordance with the target guidelines, the spiritual and moral culture of preschool children consists of establishing a positive attitude towards the world; the ability to evaluate people's actions and follow social norms and rules; adequate expression of one’s feelings in relationships with adults and peers.

Thus, the Federal State Educational Standard for Education gives us the opportunity to more deeply and purposefully deal with the problem of spiritual and moral education of preschool children.

All work in kindergarten on spiritual and moral education is carried out in three areas:

1) Self-education of teachers.

Methodological work in kindergarten is aimed at increasing the level of theoretical knowledge of teachers about Orthodox culture and education, mastering various forms and methods of spiritual and moral development of children in various types of activities, as well as determining the main directions of interaction with the families of pupils

2) Joint activities with children.

These are: conducting finger exercises, role-playing exercises, didactic games, verbal, active, fun games, folk and round dance games. When organizing role-playing games, teachers take into account the moral side of role-playing interaction: the doctor not only treats the sick, he empathizes, shows mercy and compassion, the teacher is patient and friendly, the seller is honest and conscientious;

• productive activity: making crafts, gifts and drawings for birthday people and Orthodox holidays.

3) Interaction with parents.

Since 2009, in agreement with the parents, a “Candle” club has been held weekly in the afternoon for kindergarten children according to L.L. Shevchenko’s “Good World” program.

The program is recognized to help children discover the high spiritual and moral meanings of human life by introducing them to the spiritual and moral values ​​of Orthodox Christianity and the traditions of the Russian people. The content of this program, built in accordance with the national pedagogical heritage, is based on scientific theories about the unity of the spiritual and material existence of the world and man.

A survey was conducted with the parents of the pupils on the relevance of spiritual and moral education, which showed that the majority of parents (namely 53.5% according to the survey results) are very concerned about the spiritual and moral development of their children and try to use different opportunities for their upbringing.

85% of parents are satisfied with the work of the kindergarten teaching staff in this area. At the general parent meeting in October of each year, parents write statements of consent to attend the circle.

According to the Federal State Educational Standard for Preschool Education, the interaction of the teacher with families in the spiritual and moral education of the child, which takes place through classes and holidays, joint events, is of great importance. parent meetings, round tables, meetings with a clergyman, at which pressing issues of raising children are discussed.

Club activities are carried out with 20 children of different ages. Intensive theoretical and practical material has been collected.

To familiarize children and consolidate the studied material, Orthodox and patriotic corners have been created in the group, and an information stand has been created for parents, which contains information of spiritual and moral content.

In kindergarten, the following forms of work on spiritual and moral education are used:

• reading folk and original fairy tales, literary works from the “Children about Faith” series, fairy tales about mother’s love;
• a series of classes called “Lessons of Kindness”, the purpose of which is to foster moral values ​​and self-knowledge in the world of people.
• acquaintance with Orthodox and folk holidays and holding some of them (Nativity of the Blessed Virgin Mary, Christmastide, Maslenitsa, Easter, Annunciation, Trinity, Intercession Fair).
• thematic exhibitions of children's creativity;
• introducing children to the life of Orthodox saints and defenders of the Russian land, as an example of high spirituality, morality and patriotism;
• excursions to the temple to get acquainted with the architectural features, internal structure, iconography;
• excursions into nature and acquaintance with the beauty of God's world;
• theatrical performances on moral themes: about forgiveness, about hard work, about respect for elders;
• Recently, the project method has become widely used by kindergarten teachers. Together with parents, long-term and short-term projects are carried out such as “Lessons of Kindness”, “My Mother is the Best”, “Family Emblems and Symbols”;
• in the kindergarten there are specially organized premises to familiarize children with the traditions and life of the peoples of Russia; a mini-museum

“Russian Izba”, where children study, conduct excursions, get-togethers and entertainment. It contains authentic exhibits of peasant life of the late 19th and early 20th centuries and helps introduce children to peasant culture and life.

In our kindergarten, children live in a cozy world of warmth and kindness, in a world of spirituality and fantasy. After all, all the best that begins to form in kindergarten will be reflected in later life and will have an exceptional impact on the subsequent development and spiritual and moral achievements of a person

Bibliography.

1. “The concept of spiritual and moral development and education of the personality of a citizen of Russia” dated November 5, 2008.
2. Federal Law of the Russian Federation of December 29, 2012 N 273-FZ “On Education in the Russian Federation”.
3. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow “On approval of the federal state educational standard for preschool education.”
4. Aleshina N.V. Patriotic education of preschool children. - M., 2004.
5. Kirkos R.Yu. Patriotic education of preschool children. - S-Fri., 2005.
6. Kulomzina S. Our Church and our children. Christian education of people in modern world. - M., 2008.
7. Petrova V.I. T.D. Chair. Moral education in kindergarten. - M., Mozaika-Sintez, 2008.
8. Shishova T.P. How to raise obedience in a child? - M., 2010.
9. Shishova T.P. How to teach responsibility in a child? -M., 2010.
10. Education of moral feelings in older preschoolers / Ed. A. M. Vinogradova. - M.: Education, 1989.
11. Moral and aesthetic education of a child in kindergarten / Ed. N. A. Vetlugina. - M.: Education, 1989.

Appealing to the experience of Orthodox pedagogy at the present time, when there is a search for the spiritual revival of Russia, is especially relevant, since society and the state are in dire need of educational models that provide spiritual and moral components of the content of education.

Today the education system is faced with the task of building in strict accordance with legislative framework a continuous system of spiritual and moral education at the levels of preschool, primary and basic general education, which in the future could be considered as a certain socio-cultural stabilizer of the life of society as a whole.

Federal Law No. 273 of December 29, 2012. “On education in the Russian Federation” (Article 87. Features of studying the foundations of the spiritual and moral culture of the peoples of the Russian Federation. Features of obtaining theological and religious education, paragraph 1) indicates that “For the purpose of the formation and development of the individual in accordance with family and social spiritual - moral and sociocultural values ​​in the main educational programs can be included, including on the basis of the requirements of the relevant federal state educational standards, academic subjects, courses, disciplines (modules) aimed at obtaining knowledge by students about the fundamentals of the spiritual and moral culture of the peoples of the Russian Federation, about moral principles, about the historical and cultural traditions of the world religion (world religions), or alternative educational subjects, courses, disciplines (modules).”

The Concept emphasizes that education should be focused on achieving the national educational ideal, i.e. education of a highly moral, creative and competent citizen of Russia, “rooted in the spiritual and cultural traditions of the multinational people of the Russian Federation.”

Society can then solve large-scale national problems when it has a common system of moral guidelines. This system is being built gradually by developing respect for the native language, original national and cultural values, the memory of ancestors and the history of one’s country.

Today, spiritual and moral education is supposed to be built on basic national values ​​(patriotism, social solidarity, citizenship, family, personality, work and creativity, science, traditional religions, art and literature, nature, humanity), transmitted from generation to generation and ensuring successful development countries in modern conditions. Basic national values, being priority moral guidelines, exist in cultural, family, socio-historical and religious traditions.

Let us note that basic values ​​are primarily formed in the family. But only the education system is capable of providing systematic, consistent and conscious spiritual and moral development and upbringing of the individual. The beginning of the spiritual and moral foundations of personality formation should be made as early as possible, in preschool age, taking into account age characteristics and the conditions of public and family education. Raising a child should be aimed at developing civic responsibility, spirituality and culture, caring, independence, and the ability for successful socialization in society.

A problem arises: how to make sure that the child is internally free and externally well-mannered? If we want children in the future to love their country and strive to make life there better, it is necessary to lay the foundation for this love. A child, first of all, must learn the best that his compatriots have achieved and understand that these achievements are the result of the work of individual people in different fields.

The educational system for spiritual, moral and patriotic education ensures the unity of educational, developmental and training goals and objectives and passes through all forms of work with children.

The essence of this education is to sow and cultivate in the souls of our children the seeds of love for home, family, nature, history, culture and spiritual wealth of our people. Motherland, Fatherland, Unity, Spirituality in these words, images close to every person: mother and father, parents, those who give life to a new being, unity and the spiritual essence of each family.

What might interest a child? Our centuries-old history and culture. Patience, kindness, generosity, mercy, the desire for spirituality - these are what have always underlay the life and traditions of Russian people.

The purpose of educational work:

• Preserving the spiritual and moral health of children. Introducing them to the moral and spiritual values ​​of Orthodox culture.
• Studying the history, culture, natural and ecological uniqueness of the native land, Russia.
• The desire to revive the traditions of family education.

Tasks educational work:

• Create in preschool educational institution the necessary conditions to organize work on spiritual, moral, patriotic education.
• Increase the professional level of teachers.
• Provide the educational process with the necessary fiction and pedagogical literature.
• Orient the family towards the spiritual and moral education of children (familiarizing parents with the basics of Orthodox pedagogy and psychology, forming ideas about the forms of traditional family life.)

Objectives of the educational system:

• Development of moral consciousness, feelings, behavior of the child.
• Formation of the emotional-volitional sphere of the personality of a preschooler.
• Development of social skills and behavioral skills.
• Cultivate a positive attitude towards the world.

Main idea:

The educational system that has developed in a preschool educational institution for the spiritual and moral development of a preschooler’s personality promotes holistic spiritual, moral and social development, the formation of an inner world and is aimed at developing the child’s moral position.

Educational system approaches

• content component - children’s mastery of age-appropriate ideas and concepts about the world around them: the social structure of society, the life of the people, the history of the country, culture, traditions of the people, the nature of their native land,
• emotionally stimulating - a person’s experience of positive emotional attitude to the acquired knowledge, the surrounding world, the manifestation of interest in this information, the need to expand one’s horizons, the desire to participate in socially useful work;
• active component - implementation of emotionally felt and conscious knowledge in activity, the presence of a complex of moral and volitional qualities, the development of which ensures an effective attitude towards the environment.

Principles of work implementation:

• the principle of encyclopedicity (the child develops ideas and knowledge about everything that surrounds him);
• the principle of cultural conformity (taking into account national values ​​and traditions in education);
• the principle of systematicity, consistency, continuity in learning. If you follow this principle, you can achieve a positive result in your work;
• principle of effectiveness. It assumes the obligation of the teacher to communicate with the child, to find out what and how he understood and felt. For this purpose, teachers develop questionnaires and tests;
• the principle of developing self-valued forms of activity. In accordance with this principle, our students have the opportunity to explore the world through those activities that are most attractive to them.

Additional programs on spiritual, moral and patriotic education.

Shevchenko L.L. “Kind World” - Orthodox culture for kids, which is recommended by the Ministry of Education of the Moscow Region and is being put into practice preschool work on spiritual and moral education

Civic-patriotic education program

N.V. Aleshina “Familiarization of preschoolers with the environment and social reality”

The name of the program	Purpose of the program	Children's age
N.G. Zelenova “We live in Russia”	Raising a humane, spiritually developed personality, worthy future citizens of Russia, patriots of their Fatherland.
N.V. Aleshina “Familiarization of preschoolers with the environment and social reality”	Fostering love for the Motherland through the education of moral qualities: love for loved ones, affection for hometown, a sense of pride in one’s country, a sense of respect for working people.
Shevchenko L.L. "Kind World"	To lay the foundation of a child’s moral culture, to cultivate in him such qualities that will help in life not only to distinguish good from evil, but also to resist evil.
L. V. Kolomiychenko, G. I. Chugaeva, L. I. Yugova “On the Road of Good”	Timely, age-appropriate, gender-based, ethnic characteristics of preschool children, and high-quality, ensuring the achievement of an optimal level, social and communicative development of preschool children.

The main provisions for the spiritual and moral education of children contained in these programs are successfully integrated with educational areas educational program of preschool educational institutions: ensuring the development of children in all five complementary educational areas:

• social and communicative development;
• cognitive development;
• speech development;
• artistic and aesthetic development;
• physical development.

Expected results, child graduate:

• must know and respect, taking into account his age characteristics, the main socio-formative domestic folk traditions, love the Motherland, native land, home, love neighbors, respect elders;
• children must learn to respect the work of other people and consciously fulfill their responsibilities;
• to preserve the thousand-year-old traditions of the defenders of our Motherland, to feel responsible for the lives of their loved ones and their Fatherland;
• consider one’s own and other people’s behavior from a traditional Russian Christian moral point of view;
• know and apply generally accepted norms and rules of conduct in practice;
• manifest friendly attitude to surrounding people, wildlife, culture, literature, art;
• master age-appropriate communication skills and abilities;
• the child must perceive the beauty of his native language and strive to avoid words and expressions that clog his native speech.

The attempts made to date to educate a spiritual and moral personality show that the weakest point in this activity is the family. As a rule, the majority of parents of students consider themselves Orthodox people, but they have a poor understanding of Orthodox teachings and do not often go to church. In addition, parents have very little knowledge about age characteristics children, about education, about folk pedagogy.

Therefore, it is necessary to help parents realize that, first of all, moral and spiritual customs and values ​​must be preserved and passed on in the family, and that it is parents who are responsible for raising children. The practice of working on spiritual and moral education shows that the main attention should be paid to working with the family. Our task is to help parents realize that it is parents who are primarily responsible for raising their children.

Tasks:

1. Study by educators of methodological sources and pedagogical periodicals, organization of the work of a creative group of teachers on patriotic, spiritual and moral education, formation of an active position among parents on issues of patriotic, spiritual and moral education.

2.Organization of development work forward planning, development and implementation of educational projects, involvement of parents in joint events.

Forms of interaction with parents.

All work on developing moral qualities in a preschooler must be carried out together with parents: inform them about the achievements and problems of children, consult with them about individual characteristics each child, identify the origin of factors inhibiting development, teach the parents themselves the techniques and methods of moral education in the family.

In order to establish close contacts with the family, to ensure unity in the education of moral culture, the following methods are used:

• general and group parent meetings;
• consultations;
• visits by teachers to families of their pupils;
• open days;
• holding joint events (exhibitions, competitions, thematic parent seminars and interviews, holidays jointly organized with parents;
• surveying and testing parents for the purpose of providing advice on family education issues;
• individual consultations with specialists (methodologists, educational psychologists, clergy);
• use of visibility: information stands for parents, mobile folders, exhibitions of children's works, educational games, literature;
• parental assistance to the educational institution (land improvement, participation in the preparation of holidays, minor repairs, housekeeping work).

Basic forms of working with children.

In the activities of the preschool institution, several areas of work with children can be traced.

1. Spiritual and educational. Here teachers build the educational process taking into account the level of moral, spiritual and social development of children. ( Thematic classes, project activities, research, conversations, reading literature, looking at illustrations, listening to audio recordings). To form the moral qualities of a preschool child’s personality in kindergarten, the following methods are used:
2. Conversation . When talking with children, teachers encourage them to think and talk. By asking them two or three questions, they allow the children to speak. This allows teachers to understand what children think and know from personal experience. In older groups, ethical conversations are held - these are planned, prepared lessons with children. For example, “Which fairy tale am I from?”, where, using the example of fairy tale heroes, children’s ideas about such human qualities as kindness, modesty, courage are reinforced, showing them in comparison with negative qualities: cruelty, evil, cowardice, laziness. With the help of a teacher, children learn to fairly evaluate the actions of their peers, and sometimes adults, and learn to understand what is possible and what is not, what is good and what is bad.

Sample conversation topics: “Always be polite”, “What is good, what is bad and why”, “Your good deeds”, “How can you please your mother”, “What is friendship?”, “What is a feat?”, “Good and evil”, etc.

1. Reading and analysis of works of fiction , for example, L.N. Tolstoy “Two Comrades”, “Father and Sons” “Grandfather and Grandson”, A. Kuznetsova “We Quarreled”, K.D. Ushinsky “Know How to Wait”, A. Barto “Helper”. The aesthetic background for the classes is created by poems, riddles, and songs, included both in the main part and in additional work with children. Literary material is indispensable in the spiritual and moral education of a child, since it is easier for children to evaluate the behavior and actions of others than their own. For the comprehensive development of personality, it is necessary to include children in various activities related to fiction. For example, children create their own drawings based on fairy tales and stories, and exhibitions of their works are organized.
2. A game. It is known that in preschool age the closest and most understandable activity for a child is play. When working with children, we use collective games-activities, games-exercises, games-dramatization, games-fairy tales, role-playing games. With the help of a game, you can solve a variety of correctional problems: the same game for one child can be a means of overcoming fear and increasing self-esteem; for another - a means of providing a tonic effect, for a third - a school for the development of moral feelings, humane relations with peers. The following games and exercises have a positive effect: “Let’s greet each other”; “Match the picture with “good” and “bad””; “Make a list of your responsibilities from plot pictures for your home and garden” ( teamwork in a group or pair); “Remember what actions you did this day”, “Draw, tell about them”; Help the children compile a “Dictionary of Polite Words”; Guests have come to you: the game “Guest - Host”; "You're in the theater"; "Talking on the phone"; “Draw a gift for your friend (mother...)”; "At the birthday party"; "Name Day"; “If a friend feels bad...”; “Learning to communicate...” (finish the phrase). Competition and defense of drawings “What have fairy tales taught you?”; game "What's your friends name?" (children in groups discuss and express opinions about how they feel about nicknames, nicknames, and being called by their last name). “What to do...: problematic situations”; story “My character and my actions”; tell us how you help at home...

2.Cultural and educational.(Entertainment, holidays, artistic and productive activities, excursions, targeted walks).

During the year, many holidays are held in the kindergarten. And Orthodox holidays are special holidays. First, children need to explain in detail some traditions, customs, and words directly related to this holiday. Children are introduced to stories that are understandable to them about the earthly life of Christ, about the sacrificial love of God for people and about the path of human salvation. For the holiday, children make gifts, decorations, learn poems, songs, and dances. In joint activities, children more easily understand the rules of a good and pious life.

A special place is occupied by the formation of a caring and respectful attitude of children towards women. Revival of the tradition of celebration Orthodox holidays promotes understanding of the role of women in the world, provides an opportunity to demonstrate and consolidate a decent attitude towards women on a deeper basis.

It should become a tradition to lay flowers at monuments to those killed during the Second World War, meet with military personnel, celebrate Defender of the Fatherland Day, and visit local history museums. Joint events of this kind help children learn the rules of a culture of behavior, cause emotional and aesthetic experiences, which are very important for creating a favorable climate and the general spiritual and moral education of preschoolers.

Thus, thanks to the cultural-cognitive direction, conditions are created under which a child before school receives knowledge about God, the world, and man with the active and joyful participation of the child himself.

1. Moral and labor direction(all types of labor, productive activity) The work of a preschool child is small and uncomplicated. However, it is necessary for the formation of his personality.

The inclusion of labor in the education system makes possible the holistic development of the child’s personality. The formation of a good, reasonable attitude towards nature, commanded by God to man, involves not so much the accumulation of knowledge about nature, but rather the cultivation of love for it. The ability to look at the world with love testifies to positive development spiritual, moral and sociocultural sphere of the child.

During artistic and productive activities, children in all age groups depending on their capabilities, they try to convey in their drawings, applications and other works manual labor the beauty of the world created by God: flowers, trees, birds, animals. Thus, the formation of a Christian picture of the world in children occurs not only in the process of theoretical study of the material, but mainly in living practical activity.

The teacher’s smile, nodding or shaking his head, eye contact, facial expressions, joint actions with the child when performing an unpleasant task, Team work(designing, modeling, coloring, etc.), listening, laughing at the child’s jokes - all this influences the formation of the spiritual and moral qualities of the child’s personality.

The spiritual and moral education of preschoolers is a kind of core around which it is advisable to build the entire process of their education. The teacher establishes a spiritual connection with the child every day. If this is achieved, then it is easy for the child to learn, easy to communicate, easy to live in a team. And only then are they embodied words of wisdom J. Korczak: “A teacher who does not fetter, but frees, does not break, but shapes, does not suppress, but exalts, does not dictate, but teaches, does not demand, but asks, experiences many inspired moments with the child.”

The main indicator of the quality of work of a preschool educational institution is the “graduate model”: merciful, hardworking, kind, active, independent, emotionally responsive, loving loved ones, his homeland, his people, honoring their traditions and culture.

Sources:

Federal Law “On Education in the Russian Federation” No. 273-FZ dated December 29, 2012.

The concept of spiritual and moral development and education of the personality of a Russian citizen. A. Ya. Danilyuk, A. M. Kondakov, V. A. Tishkov. Publishing house "Prosveshcheniye" 2009.

Main educational program“From birth to school”, ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva, 2015.

N.G. Zelenova “We live in Russia”

N.V. Aleshina “Familiarization of preschoolers with the environment and social reality.”

Shevchenko L.L. "Kind World"

L. V. Kolomiychenko, G. I. Chugaeva, L. I. Yugova “On the Road of Good”

See Concept, definition of “spiritual and moral education of the personality of a citizen of Russia.”

On the importance of developing spiritual and moral values ​​in children.

“Intelligence without heart, knowledge without morality

speaks of lack of spirituality and poverty"

V.A. Sukhomlinsky

Moral education has always been and remains the most important task. To believe or not to believe, what to believe in - everyone decides for themselves, but the main thing is to convey to our children moral principles and ethical standards that will give them a solid foundation for development in life. Children do not have an innate understanding of moral values. The process of formation of spiritual and moral values ​​is long, quick results it can not be. It is important not only to teach a child the rules of behavior, but to help him gain the desire to live by them, to help plant a precious seed in the child’s soul. A preschooler learns in the family and in kindergarten to correctly perceive the authority of an adult.

The first school for educating a growing person is the family. Here he learns to love, endure, rejoice, and sympathize. In family conditions, emotional and moral experience develops; the family determines the level and content of the child’s emotional and social development. Taking into account the specifics preschool childhood, it is necessary to remember that the level of development and education of a child largely depends not only on personal and professional qualities teacher, but also on the pedagogical competence of parents. Therefore, one of the most important factors in the upbringing and education of preschoolers is the interaction between teachers and parents. Education of a spiritual personality is possible only through the joint efforts of the family, educational institution and the state. One of the problems of modern education is that the historical continuity of generations is not respected in the process of education. Children are deprived of the opportunity to follow the example of people who lived in the past; they do not know how people solved their problems. The attempts made to date to educate a spiritual and moral personality show that the weakest place in this activity is the family. Many parents simply do not know that it is in preschool age that social norms, moral requirements and behavioral models are learned through imitation. Therefore, first of all, the moral and spiritual customs and values ​​​​created by the ancestors must be preserved and transmitted in the family, and that it is the parents who are responsible for raising children.

Orthodox pedagogy directs education to a specific individual, who must be responsible not only for his own life, but also for the preservation and development of the historical and cultural traditions of his people. Orthodox pedagogy enriched secular pedagogy with the integrity of the worldview, the experience of a moral way of life, and the development of a harmonious personality. The concepts of “moral” and “spiritual” in Orthodox pedagogy are defined as follows: spirituality is the state of closeness of the soul, the inner world of a person to the Upper and Mountain world; Morality is the firm, constant determination of the will to follow the good inclinations of the heart and conscience (good morals).

Spiritual and moral education is understood as a purposeful activity aimed at introducing a person to the Upper and Mountain world, at the gradual restoration of the integral structure of the personality, self-determination of a person and his improvement in virtue. Based on this, spiritual exercises of the child’s mind, feelings and heart are the main means of spiritual and moral education, and the main form is service to good, service to people.

The problem is that many modern parents shift their educational functions to the staff of preschool educational institutions, not understanding the importance of uniform requirements for parents and educators. Family and kindergarten cannot replace each other; each of them has its own functions, its own methods of education. A preschooler is not a relay baton that the family passes into the hands of teachers. What is important here is not the principle of parallelism, but the principle of interpenetration of two social institutions.

Cooperation between a preschool educational institution and a family involves joint determination of activity goals, planning upcoming work, distribution of forces and resources in accordance with the capabilities of each participant, joint monitoring and evaluation of work results, and then forecasting new goals, objectives and results.

However, this interaction is influenced by a number of factors. First of all, the discrepancy between the ideas, requests and expectations of parents in relation to preschool institution and educators’ ideas about their functions in working with families, which significantly reduces the effectiveness of their interaction in order to create a unified educational space.

The moral education of preschool children is especially important, because it is at preschool age that the child is especially susceptible to learning moral norms and requirements. This is one of the very important aspects of the process of forming a child’s personality. In other words, the spiritual and moral education of children early age can be considered as a continuous process of assimilation by them of patterns of behavior established in society, which will further regulate his actions. As a result of such moral education, the child begins to act not because he wants to earn the approval of an adult, but because he considers it necessary to comply with the very norm of behavior, as important rule in relationships between people.

IN younger age The core that will determine the moral education of the child’s personality is the establishment of humanistic relationships between children, reliance on one’s feelings, and emotional responsiveness. Emotions play a very important role in a child’s life; they help to react to the surrounding reality and form their attitude towards it. As the baby grows, the world of his emotions develops, becomes more diverse and richer. The moral education of preschool children is determined by the fact that during this period the child learns the language of emotions and feelings, he masters the socially accepted forms of expressing his experiences using all kinds of verbal and nonverbal means. At the same time, the child learns to restrain himself in expressing his feelings, too violently or harshly. Unlike a two-year-old, a five-year-old child can already hide his fear or hold back his tears. He masters the science of managing his emotions, learns to put them into a form accepted in society. Use your feelings consciously.

The formation of a preschooler’s emotional environment is closely related to his moral education and has its own dynamics. So, based on examples from experience, the child develops an understanding of what is good and what is bad, forms his attitude towards greed, friendship, etc. This attitude towards the fundamental concepts of our life continues to form in the future as he grows up. The child’s main assistant on this path is an adult, who, through concrete examples of his behavior, instills in the child the basic moral standards of behavior.

So, moral education in preschool age is determined by the fact that the child forms the very first moral assessments and judgments. He begins to understand what a moral norm is and forms his attitude towards it, which, however, does not always ensure compliance with it in real actions. The moral education of children occurs throughout their lives, and the environment in which he develops and grows plays a decisive role in the development of a child’s morality. Therefore, it is impossible to overestimate the importance of the family in the moral education of preschool children. The ways of behavior adopted in the family are very quickly acquired by the child and are perceived by him, as a rule, as an generally accepted norm.

The primary task of parents is to help the preschooler decide on 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 for such feelings is laid in childhood, and the task of parents is to help their child with this. Discuss moral issues with him. Strive for the formation of a clear value system so that the child understands which actions are unacceptable and which are desirable and approved by society. Effective moral education is impossible without discussing with the child the moral side of the actions of other people, characters in works of art, and expressing your approval of his moral actions in the most understandable way for the child.

Through communication, children develop the ability to express their feelings, evaluate them, and develop the ability to empathize and sympathize, which is very important in the moral education of a child. The inability to express one’s emotions and understand the feelings of others can lead to the formation of “communication deafness,” which can cause conflicts between the child and other children and negatively affect the process of forming his personality. Therefore, another very important area of ​​moral education of children is to develop their ability to empathize. It is important to constantly draw the child’s attention to what experiences he is experiencing, what the people around him are feeling, to enrich the child’s vocabulary with various words that express experiences, emotions, and feelings.

The strategy of moral education in kindergarten and at home should be aimed not only at awareness of one’s feelings and experiences, at the assimilation of socially significant rules and norms of behavior, but also at developing a sense of community with other people, the formation positive attitude to people in general. And such a task of moral education of children in preschool age can be solved by a game. It is in the game that the baby gets acquainted with different types activities, masters new social roles for himself, improves communication skills, learns to express his feelings and understand the emotions of other people, finds himself in a situation where cooperation and mutual assistance are necessary, accumulates an initial bank of moral ideas and tries to correlate them with his actions, learns to follow what he has learned moral standards and independently make moral choices.

Man is a spiritual being; he strives not only for physical development, but also for spiritual development. To combine the personal and the national, the earthly and the heavenly, the physical and the spiritual is a natural human need called into this world. Minister of Education and Science of the Russian Federation A.A. Fursenko, in a report on priority areas for the development of Russian education, emphasized: “We must stop being shy about spiritual quests. Efforts aimed at patriotic education youth, counteracting drug addiction, extremism, social infantilism and other vices will be effective only when they are based on spiritual values.” In society, the level of understanding of what to achieve is increasing social world in a country of high morality and culture, full patriotic consciousness people can only be achieved by working together - family, kindergarten, school and church. Only all together - an educational institution, family, church, state - through targeted educational influence can plant in a person the seeds of love for people and goodness, lay the foundations for understanding that one must really rush to do good, and not only and not so much “take from life.” everything” and “act for the sake of enrichment in any way.” The rector of the Russian Orthodox University of the Holy Apostle John the Theologian, Archimandrite John (Ekonomtsev), especially emphasizes: “We cannot allow the spiritual, cultural and physical destruction of our people. Children and youth urgently need spiritual and moral education and upbringing.” In our time, especially, it is obvious that without the spirituality that Orthodoxy brings with it, we cannot survive, we cannot find harmony in society. It hurts that compassion, empathy - eternal values ​​- disappear from our souls. And you simply cannot do without the spiritual help of Orthodoxy. The Orthodox pedagogical tradition in Russia has been developing over ten centuries, and its basic basis has always been love for people, so the problem of violence has not arisen as such. Russian Orthodoxy traditionally sees the meaning of education in the spiritual enlightenment and upbringing of a person. The strength of Orthodoxy lies in the priority of spiritual values ​​over material goods, in the undistorted spiritual worldview and purpose of man. Spirituality is understood as the value dimension of the highest principles: goodness, love, truth, justice, beauty, life, humanity, sympathy, as the priority of such values ​​as Motherland, family, duty, feat. They should become the norms of our lives and the lives of children.

Prepared by senior teacher Kryucheshnikova S.Yu.

Principles and features of the organization
spiritual and moral education in preschool educational institutions

The principle of ideal orientation. An ideal preserved in the history of our country, in the cultures of the peoples of Russia, in the cultural traditions of the peoples of the world. Educational ideals support the unity of the way of life in an institution, give it moral dimensions, and provide the opportunity to coordinate the activities of students, teachers, and all institutions of social space orphanage.

Axiological principle . Values ​​determine the main content of the spiritual and moral development and education of a child’s personality. Any content of education, communication, activity can become the content of education if it is attributed to a certain value.

The principle of following a moral example. Following example is the leading method of moral education. An example is a possible model for building a child’s relationships with other people and with himself, an example of a value choice made by a significant other. Content educational process, extracurricular and extracurricular activities should be filled with examples of moral behavior. Example. as a method of education, it allows you to expand the moral experience of a child, encourage him to internal dialogue, awaken moral reflection in him, and provide the opportunity to choose when building his own value system.

The principle of personification . IN childhood figurative and emotional perception of reality predominates, mechanisms of imitation, empathy, and the ability to identify are developed. At this age, an orientation towards personalized ideals is expressed - bright, remarkable, progressive people.

The principle of dialogic communication . In the formation of value relationships, a child’s dialogical communication with peers, teachers and other significant adults plays an important role. The presence of a significant other in the educational process makes it possible to organize it on a dialogical basis.

The principle of polysubjective education . The student is involved in various types of social, informational, and communicative activities, the content of which contains different, often contradictory values ​​and worldviews.

The principle of system-activity organization of education . Education, aimed at the spiritual and moral development of children and supported by the entire way of life of the orphanage, includes the organization of educational, extracurricular, and socially significant activities for pupils. Integration of the content of various types of children's activities within the framework of the program of their spiritual and moral development and education is carried out on the basis of educational ideals and values.

To solve educational problems, students together with teachers turn to the following content:

general education disciplines;

works of art;

periodical literature, publications, radio and television programs reflecting modern life;

spiritual culture and folklore of the peoples of Russia;

history, traditions and modern life of their homeland, their region, their family;

life experience of their parents (legal representatives) and grandparents;

socially useful and personally significant activities within the framework of pedagogically organized social and cultural practices;

other sources of information and scientific knowledge.