Spiritual and moral qualities of preschool boys. Education of moral qualities in older preschoolers using folk pedagogy

Formation of moral qualities of children preschool age during the game.

An urgent task at the present time is to educate preschoolers with moral-volitional qualities: independence, organization, perseverance, responsibility, discipline. The formation of the moral-volitional sphere is an important condition for the comprehensive education of a child’s personality. Not only his successful learning at school, but also the formation of a life position. Underestimating the importance of nurturing strong-willed qualities from an early age leads to the establishment of incorrect relationships between adults and children, to excessive care of the latter, which can cause laziness, lack of independence in children, lack of self-confidence, low self-esteem, dependency and selfishness.

Moral education is a purposeful process of introducing children to 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 human society, appropriates, that is, makes his own, his own, methods and forms of interaction, expressions of attitude towards people, nature, and himself. The result of moral education is the emergence and approval in the individual of a certain set of moral qualities. And the more firmly these qualities are formed, the fewer deviations from the moral principles accepted in society are observed in an individual, the higher the assessment of his morality by others.

Of course, the process of formation of personality and its moral sphere cannot be limited age limits. It continues and changes throughout life. But there are some 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” among his own kind.

As is known, preschool age is characterized by increased susceptibility to social influences. A child, coming into this world, absorbs everything human: ways of communication, behavior, relationships, using his own observations, empirical findings and conclusions, and imitation of adults. And by moving through trial and error, he can eventually master the elementary norms of life in human society. The role of an adult as a “social guide” is very important and responsible. The strength and stability of a moral quality depend on how it was formed, what mechanism was used as the basis for pedagogical influence. Let us consider the mechanism of moral development of personality.

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 form ideas about the essence of moral quality, its necessity and the advantages of mastering it. The child must have a desire to acquire a moral quality, that is, it is important that motives arise for acquiring the corresponding moral quality.

The emergence of a motive entails an attitude towards quality, which, in turn, shapes social feelings. Feelings give the formation process a personally significant coloring and therefore influence the strength of the emerging quality. But knowledge and feelings generate the need for their practical implementation - in actions and behavior. Actions and behavior take on the function of feedback, allowing you to check and confirm the strength of the quality being formed.

In preschool age, play is the type of activity in which a personality is formed and its internal content is enriched. The main meaning of play associated with the activity of imagination is that the child develops the need to transform the surrounding reality, the ability to create something new. It combines real and fictional phenomena in the game’s plot, endowing familiar objects with new properties and functions. Having taken on some role (doctor, circus performer, driver), the child does not just try on the profession and characteristics of someone else’s personality: he enters into it, gets used to it, penetrating into her feelings and moods, thereby enriching and deepening his own personality.

On the one hand, play is an independent activity of a child, on the other hand, the influence of adults is necessary for the game to become his first “school”, a means of education and training. Making a game a means of education means influencing its content and teaching children ways to fully communicate.

Play is one of the most effective means of moral education of a preschooler in the family. A child’s play has its own characteristics. The emotional side of play is often determined by the relationship between the child and adults. These relationships make the child want to imitate older family members and their relationships. The more democratic the relationships between family members, the more clearly they manifest themselves in the child’s communication with adults and are transferred into play. Communication and various life situations create conditions for play activity child, especially for the development of role-playing games with everyday themes, occurs moral education child.

"Tree of Friendship"

Goal: Learn to evaluate your actions and the actions of others

Progress of the game: On the back of the sheet are written the concepts of “care”, “kindness”, “honesty”, etc. The teacher says that due to trouble, the leaves from the tree of friendship fell off and offers to correct this.

Children, collecting fallen leaves and explaining given concepts, attach it to a tree. (This game can be used if you need to analyze some action or situation by selecting the appropriate pieces of paper)

"Labyrinth"

Goal: to develop a sense of responsibility for another person, to consolidate the strength of the quality being formed.

Progress of the game: in a room where obstacle objects are laid out, children, distributed in pairs, must go through a maze. One of them is blindfolded, and the other explains how to move. Then they change roles.

"Look and Tell"

Goal: develop the ability to evaluate one’s actions, educate trusting relationship between children.

Progress of the game: children take turns performing actions with toys, while others observe and evaluate.

Theatrical game “On the contrary”

Goal: to teach to distinguish the behavior of heroes, to consolidate knowledge about character traits and norms of behavior.

Progress of the game: offer to act out well-known fairy tales, changing the characters' characters to the opposite ones.

Theatrical game “My Family”

Goal: to consolidate knowledge about moral values.

Progress: Children make their own character figures.

The pupils are explained the relationships that need to be acted out.

"Choose a word"

Goal: expand children's vocabulary, teach them to understand the meaning and significance of words.

Progress of the game: the child must choose as many words as possible to answer the question.

Sample questions: When a person experiences fear, what does he do?

A person devoid of feelings of pity, compassion, who causes pain to others.

What makes people happy?

A quiet, kind-hearted man.

When a person is unhappy, what is he like?

A person you can trust?

A person without fear? and so on.

"Be careful"

Goal: to learn to distinguish the emotions of another person, analyze, evaluate them and explain the reason for their origin.

Progress of the game: invite the child to depict certain emotions using movements and voice changes

"Bring the Object to Life"

Goal: develop communication skills, the ability to listen to others.

Progress of the game: an adult invites children to imagine that a cup, mop, etc. are living objects with which they can communicate. What would you ask them? What would they answer you?

Conversation “Tsvetik-seventsvetik”

Goal: developing a sense of belonging to the world, developing the ability to communicate.

Procedure: each child opens the petals with questions at will.

I'm like others because...

I am different from others because...

I could teach everyone because...

I would like to be like...

My favorite hero because...

When I want to get to know someone, then...

I don't offend anyone because...

Conversation “Who cares? »

Goal: to consolidate the concept of “caring”, “polite”.

Procedure: children sit in a circle and pass the sun symbol while answering questions.

What does a janitor do for you?

What does a driver do for you? builders?. doctors?. gardeners and foresters?

How to be attentive?

Why is politeness necessary?

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“Formation of moral qualities of the personality of older preschool children”

“... of all the sciences that a person can and should know, the most important is the science of how to live, doing as little evil as possible and as much good as possible; and of all the arts, the most important is the art of being able to avoid evil and do good...” L. N. Tolstoy

Today you saw the leisure game “Journey to the Land of Good”. The purpose of which is to form in children ideas about moral qualities; cultivate the desire to do good deeds; cultivate feelings of mutual assistance and mutual respect; introduce the norms of Christian ethics; awaken in them a desire to acquire good habits.

Problem moral development children of preschool age is becoming relevant in connection with the current situation in modern society. The resulting value vacuum, lack of spirituality, caused by the alienation of a person from culture as a way of preserving and transmitting values, lead to a transformation of the understanding of good and evil among the younger generation and put society in danger of moral degradation.

A child is born neither evil nor good, nor honest or immoral. What he becomes will depend on the conditions in which he is brought up, on the direction and content of the upbringing itself.

The formation of moral education in children occurs under the influence of objective living conditions, training and education, in the process various activities, assimilation of universal human culture and will be effectively carried out as a holistic process of pedagogical, corresponding to the norms of universal morality, organization of the entire life of a child, taking into account their age and individual characteristics.

The moral education of preschool children is one of the most difficult tasks of education in a modern preschool educational institution. Moral education is the most important task of almost all programs preschool education. With all the variety of these programs, teachers note an increase in children's aggressiveness, cruelty, emotional deafness, isolation in themselves and their own interests. Especially now, when cruelty and violence can be encountered more and more often, the problem of moral education is becoming increasingly relevant.

In this regard, the selection and rational use of various methods for educating the moral qualities of an individual is currently one of the main tasks faced by teachers of preschool educational institutions. Issues of moral education and child improvement have worried society always and at all times. According to many teachers (L. S. Vygotsky; D. B. Elkonin; L. I. Bozhovich, A. V. Zaporozhets; Ya. Z. Neverovich, etc.), the period of origin and formation of ethical authorities, moral standards and ethics is precisely preschool age. In the process of moral education of an older preschooler, the accumulation of knowledge about the norms and requirements of morality becomes important. In this regard, the need to organize moral education for kindergarten students and to develop moral and ethical standards among them is obvious. The need to organize special work of the teacher to explain the essence of moral norms, the moral relations of a person to society, the team, work, to the people around him and to himself is also obvious. Therefore, in the education of any moral quality, various means and methods of education are used.

Thus, a clear contradiction arises between the rich accumulated theoretical and empirical material of moral education and the current situation of insufficient development and assimilation of moral norms and ideas by preschool children. This determined the choice of the topic of my work: the formation of moral personality traits in older preschoolers.

If in the previously existing practice of preschool institutions, moral education was determined by ideological standards and was limited to familiarity with certain moral norms (rules of politeness, etiquette, and the methods of moral education were based on external influence on the child (the method of persuasion, suggestion, ethical conversations), then today the dominant guidelines in the definition the content of moral education should become such universal human values as goodness, justice, humanism based on active forms of interaction of the child with the outside world.

It is very important that the moral development of a child involves not only the assimilation of knowledge and ideas about moral norms and rules of behavior, the development of the habit of observing these rules and the cultivation of moral feelings, but also the development, accumulation and enrichment of moral experience in all aspects of its manifestation.

The desire to earn praise and approval from adults, to establish and maintain good relations with people is one of the most significant motives of interpersonal behavior for a child in older preschool age. Another equally important motive is the desire for self-affirmation. In children's role-playing games, this is realized in the fact that the child strives to take on the main role, lead others, is not afraid to enter into competition and strives to win it at all costs.

In accordance with FGT, I used the following forms of organizing children: directly organized educational activities, joint activities of children and adults, independent children's activities, additional education children under the “Kind World” program.

GCD included various shapes working with children:

Introduction to folklore

Theatrical performances

Conversations of spiritual and moral content

Orthodox holidays

Exhibitions of children's creativity

Excursions around the city and to the Temples

Project activities.

Role-playing games.

Individual work with children (situational conversations).

The formation of the spiritual and moral qualities of a preschooler’s personality runs like a red thread into the content of all educational areas:

Socialization:

Formation moral ideas about norms social relations and behavior patterns,

Formation of family citizenship, education of patriotic feelings.

Cognition:

Introducing children to the origins of Russian folk culture

Getting to know the history of your hometown

Introduction to Orthodox holidays

Ethical conversations.

Reading fiction:

Acquaintance with folklore (fairy tales, epics, etc.)

Artistic creativity:

Getting to know folk crafts and creativity

Introduction to folk music

Physical Culture:

Introduction to folk games.

In the general system of moral education, an important place is occupied by a group of means aimed at the formation of judgments, assessments, concepts, and the development of moral convictions. This group also includes communicative communication, and in particular ethical conversations. Great help in the selection of materials for ethical conversations, I am assisted by the software for the “Kind World” program and working programm"Let's live in peace".

Attempts made to date to educate the spiritual and moral personality of a child show that the weakest point 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, moral and spiritual customs must be preserved and passed on in the family

The family is traditionally the main educational institution. What a child acquires from the family during childhood, he retains throughout his entire subsequent life. The importance of the family as an educational institution is due to the fact that the child stays in it for a significant part of his life, and in terms of the duration of its impact on the individual, none of the educational institutions can compare with the family. It lays the foundations of the child’s personality, and by the time he enters school, he is already more than half formed as a person.

The positive impact on the child’s personality is that no one except the people closest to him in the family - mother, father, grandmother, grandfather, brother, sister - treats the child better, loves him and cares so much about him.

Results of the work carried out.

Work on this topic has been going on for two years now.

During the period of work on spiritual and moral education, the process of spiritual and moral education of children was intensified in close cooperation with the families of pupils. At this time, various events were carried out to introduce our children to the cultural and historical heritage of the country and to form the spiritual and moral qualities of the personality of older preschoolers.

Much attention was paid to the peculiarities of developing children's knowledge and ideas about the norms and rules of behavior in society; emotional and value-based attitude to these norms and rules; experience of morally oriented actions and creativity in solving moral problems, choosing a method of action in various life situations. Problem situations, conversations, games, exercises aimed at developing value guidelines and various components of the spiritual and moral education of preschool children were used.

Constant work is being done on this topic. Beforehand, the children attended several classes, additional texts of literary works were read, and many ethical discussions were held.

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Fairy tale as a means of developing moral qualities in children of primary preschool age

Speech for the presentation

(Slide 1) Dear colleagues! Today I will present to your attention the topic of my creative work, “Fairy tales as a means of developing moral qualities in children of primary preschool age.”

Today, the issue of educating the personality of the younger generation is very acute. The reason for this is a sharp decline in morality and ethics in society, the disappearance of positive life attitudes and guidelines. Under the influence of far from moral cartoons, children’s ideas about moral qualities are distorted: about goodness, mercy, justice.

The number of preschoolers whose teachers and parents report behavioral disorders in the form of anxiety and hyperactivity has increased. Observing four-year-old children, you can sometimes observe a certain tendency toward hostility, a reluctance to share toys, or to help a friend in a difficult situation. Children have poorly developed skills of sympathy and empathy.

Therefore, it is so important to lay the foundations of morality, to cultivate moral values from a very early age, when character and attitude to the world and to the people around us are formed. After all, from birth a child is aimed at the ideal of good. The importance of this task is obvious. It is in preschool age that the main ethical authorities are formed, the foundations of personality and attitude towards other people are formalized and strengthened.

At the same time, the methods of such education are far from so obvious and pose a serious pedagogical problem.

(SLIDE 3) Analysis of scientific literature shows that the problem of moral education of children was the subject of close attention of many famous classics of foreign and Russian pedagogy: you can see these famous names on the slide. J. A. Comenius, J. J. Rousseau, J. Locke, I. F. Herbart, I. P. Pestalozzi, N. I. Pirogov, K. D. Ushinsky, L. N. Tolstoy, A. S. Makarenko, V. A. Sukhomlinsky and others.

At the same time, the available material on the problem of the formation and development of morality must be analyzed from the point of view of modern socio-economic transformations taking place in society.

Many modern scientists - teachers and representatives of the pedagogical community have pointed out the important role that fairy tales play in the formation of the personality of a preschooler. (SLIDE 4) In their opinion, everything that is most valuable, polished over many centuries, can and should be used in the educational work of kindergartens. The fairy tale shows the life of a person in society, the peculiarities of relationships between people. The transmission of moral behavior in them occurs not through abstract concepts, but through the actions of real characters, whose behavior is significant for the child.

A fairy tale forms the moral baggage of a child and is a powerful, effective means of moral education of children.

In the practice of preschool educational institutions, there are many different programs for introducing children to fiction, which solve the problems of speech development, but the problem of developing moral qualities in children is almost never solved. Such a narrow use of a work, which comes down to a mechanical transmission of the content of the text, deprives the child of the opportunity to realize, feel and correctly evaluate their moral essence.

In addition, there is no system of work on the effective use of fairy tales in the formation of moral qualities and moral stability of the personality of a preschooler; not identified pedagogical conditions effective use of fairy tales in the moral education of children.

Thus, a contradiction arises between the enormous potential of fairy tales in the moral development of preschool children and the insufficient development of ways to form moral qualities in children in the process of becoming familiar with fairy tales.

The highlighted contradiction points to the problem of developing a system of work aimed at the formation of moral qualities in the process of becoming familiar with a fairy tale.

This problem determined the theme of the creative work “Fairy tale as a means of developing moral qualities.”

The methodological basis of my work is the methods and developments presented on the slide (SLIDE 6) Vinogradova A. M., Penkovskaya L. A., Vodovozova E. N. Bure R. S. Ushakova O. S., Gurovich L. M. Professor Natalya Nikolaevna Svetlovskaya “Fundamentals of the science of the reader”, methods of working on expressiveness by Lyudmila Petrovna Strelkova; program "Education with a fairy tale" by Larisa Borisovna Fesyukova.

Based on the above, as well as an analysis of scientific literature, the object and subject of the study were identified and the goal and objectives were formulated. You can see them on the slide (slide 7) (You can read the goal)

(Slide 8) The stages of work are also defined. There are three of them: preparatory, transformative and reflective-generalizing. At each stage certain tasks are set. You can see them on the slide.

(SLIDE 9) When creating a unified pedagogical space, we determined the directions of work with children and parents of students. In each direction we set ourselves tasks that are decisive for the implementation of creative work. This (you may or may not read it from the slide)

Having studied the methodological and pedagogical literature on the issue of moral education of preschool children, we identified (Slide 10) the mechanism of moral education as a whole. Following the statements of psychologist E.M. Grunelius regarding the patterns of formation of moral concepts in a child, which develop according to the scheme from image to desire, then the formation of feelings and the formation of thoughts, we have identified the main stages of working on a fairy tale.

(SLIDE 11) Stage 1 is an introduction to a fairy tale, during which the task of developing an emotional attitude to the actions and characters of the fairy tale is solved, through reading, storytelling, conversations and questions about the content, viewing illustrations and videos. Stage 2: children’s emotional perception of the fairy tale. At this stage, the task is solved to consolidate the content of the fairy tale and understand how the children understood the essence of the fairy tale and what attitude arose to the characters, events and phenomena, through the children’s retelling of the content of the fairy tale, table theater, outdoor games with fairy tale characters.

(SLIDE 12) Stage 3 is a reflection of the child’s attitude towards the characters, events, and phenomena of the fairy tale in productive activity. The purpose of which

develop the skills of empathy, sympathy for the fate and actions of the heroes of a fairy tale, expressing one’s attitude towards the heroes and embodying one’s experiences in productive activities, through productive activities. And stage 4 - preparation for independent activities when acting out scenes from fairy tales, dramatization games, theatrical, creative games

which contributes to the development of sympathy and understanding of the moral lessons of a fairy tale, the ability to evaluate the actions of the characters and people around them.

(SLIDE 13) At the first stage of working with a fairy tale, we identified a generally accepted classification of fairy tales. This is (you can read the slide).

According to this classification, we compiled a card index of fairy tales corresponding to the peculiarities of educating the moral qualities of children of primary preschool age.

(SLIDE 14) Education of moral qualities in early preschool age has its own characteristics. Children of primary preschool age are characterized by great emotional responsiveness, a specific feature is imitation, and social need begins to be clearly expressed. Children are very attentive to the words of an adult, especially if it is motivated by action, a process, or a desire to earn praise. But, nevertheless, children of primary preschool age are characterized by concrete thinking, therefore, carrying out assignments may depend on the situation. Children do not know how to correlate ideas about moral standards with their actions. This age is going through a three-year crisis, so children show self-will, negativism, and if they communicate incorrectly with the child, it can result in aggressiveness.

According to these features, we analyzed the tasks of moral education younger preschoolers according to the Verax program.

(SLIDE 15) For example, you see how one of the tasks of moral education becomes more complicated at each age stage of primary preschool age (read the slide, tracing the complication of the task)

These tasks of developing moral qualities are solved at subsequent stages of working with the fairy tale. (SLIDE 16) On this slide you see moral qualities formed in the process of working with a fairy tale.

For children’s emotional perception of fairy tales, we have created conditions that meet all the requirements for children’s perception of works of art: (SLIDE 17) This is a book corner with a selection of colorful books and illustrations based on fairy tales.

(SLIDE 18) Picked up different kinds theaters

(SLIDE 19) In conditions of accessibility of the location of the subject-development environment for theatrical activities, children have the opportunity with the teacher and independently play out the plots of fairy tales with the help different types theater

(SLIDE 20) Also, in order to fully understand the essence of the fairy tale and express our attitude towards the characters, events and phenomena, we have compiled a card index of active, creative games and sketches.

(Slide 21) Starting work on a creative topic, we believe that the moral education of younger preschoolers will be more effective when using fairy tales as pedagogical means, if the work is carried out purposefully in accordance with the planned plan, taking into account the individual and age characteristics of children.

(Slide 22) Thank you for your attention!

Attached files:

	prezentacija-jatchenko-v-v_di2gt.ppt \| 5588 KB \| Downloads: 329

Work in this plan is planned through all sections of activity: management, methodological work, work with parents and children.

In order to develop an integrated preschool management system and implement an innovation activity plan, the author constantly carried out control and analytical activities, which included:

Analysis and control of professional competence of teachers;

Analysis and control of diagnostics of children on the topic;

Analysis and control of work with parents;

Analysis and control of event organization.

The results of this activity were considered at pedagogical councils, planning meetings, production meetings and general parent meetings.

As a result of the author’s system of control and regulatory activities, both positive and negative results, which made it possible to quickly navigate in the further selection of the content of forms and methods of work.

As a result, the author presented analysis and materials on the implementation of the innovation activity plan in the preschool educational institution:

At the scientific and methodological council of the education committee of the Oktyabrsky district;

At the methodological regional exhibition on the topic: “System of innovative activities in preschool educational institutions of the region,” where they received high praise.

Conditions created at the preschool educational institution for the moral education of preschool children

In order to improve the theoretical and practical level of teachers in creating conditions for the moral education of children, the author organized methodological work through the following forms:

Thematic consultations on creating conditions in groups;

Methodical exhibition of literature and manuals;

Workshop on developing projects for moral centers in age groups Oh;

Review-competition of conditions for developing moral qualities of preschoolers.

In the course of this work, teachers, under the guidance of the author, developed their own models of a developing space as a single moral center. The moral aspect is highlighted in all areas of children’s activities through rules of conduct, reminders, drawings - diagrams, card indexes, conflict stories.

The author's corners have been designed: “Hello, I have come”, “Tree of good deeds”, “Rules of our group”, “I am the best”, “Congratulations”, “My birthday”. They are aimed at stimulating the development of moral and ethical qualities in children, correct self-esteem, highlighting their “I” in society and the desire to perform positive deeds and actions.

Equipped with the necessary teaching materials:

Methodological cabinet: programs and new methodological literature on the moral and patriotic education of preschool children; advisory and recommendation material for working with teachers, parents, and children; information material for parents; visual and demonstration material, posters;

Offices of the teacher - psychologist and head of physical education, "musical living room". The "Musical Living Room" contains a library of classical and children's music, musical fairy tales for the formation emotional sphere and feelings of beauty; card index of musical and didactic games for the development of moral qualities of character. The costume room is equipped for theatrical activities.

The music and sports hall is aesthetically designed, which creates psychological comfort every child.

As a result of this activity:

The level of competence of teachers in creating psychologically comfortable conditions for each child has increased;

A subject-development environment for all age groups has been created that meets modern requirements and is aimed at developing children’s internal potential for self-improvement and character development;

Projects for a subject-based developmental environment for groups have been developed, taking into account the age characteristics of children.

Methodological work with teachers to improve the theoretical level and motivation to work on the moral education of preschoolers

In order to improve the theoretical level and motivate the formation of moral qualities of preschoolers, methodological work was carried out with teachers through the following forms:

- “Teacher’s School” - to familiarize yourself with the construction of the “The Main Thing is Character” program. Activities at this event were built through a cycle of classes aimed at studying the goals and objectives of this program, practical and methodological applications; studying the experience of other preschool educational institutions in the city.

Workshop on the topic: “Moral education of preschool children, taking into account modern programs and methods” and practical classes that are aimed at systematizing and deepening theoretical knowledge, at understanding one’s own teaching experience, to master modern technologies; review of methodological literature revealing the relevance of work in this direction;

Thematic consultations: “Psychological foundations of the moral development of preschool children”, “Development of the moral sphere and communication skills in children of senior preschool age”, “Formation of relationships between children”, “Formation of a sense of love for nature during walks of preschoolers”, etc.;

Open viewing of events held by trainee teachers for young educators,

- « Round table» – the purpose of this event: to improve the system for planning the work of teachers with children in moral education, to develop a strategy for interaction between specialists and educators, to identify effective work experience in this area;

- “Creative group” - whose participants took part in the development of an innovation activity plan, in the development and preparation of long-term plans for children and parents, in the selection effective methods cooperation with parents;

Individual work aimed at counseling in problem situations, analysis of one’s own activities, familiarization with the results of the analysis;

The result of work in this direction was the following:

the level of pedagogical competence and motivational
readiness among 73% of preschool teachers;
as a result of the implementation of the integration system, the level of competence of specialists in interaction issues has increased,
long-term work plans for all age groups for the moral education of preschoolers have been introduced and effectively used in joint activities with the teacher;
A long-term plan for working with parents on the topic “Moral education of preschool children” has been introduced.
the experience of preschool educational institutions in this area was presented at the regional methodological week for educators “Educational work of preschool institutions in conditions of multiprogramming and variability”;
the developed and compiled notes of practical activities, card indexes are effectively used: didactic and story games, situations, conversations and rules;
developed and designed: didactic games: “What to do”, “Tower of trust”, “It is possible - it is not possible”, “Good - bad”, “The world of good”; benefits: “Tree of Good Deeds”, “Piggy Bank of Good Deeds”, “Mood Board”, “Master of Good Deeds”, “I, You, We!” and etc.

Use of modern effective forms and methods of working with teachers allowed:

Improve the culture of interpersonal interaction between children in the group;

To increase the overall social maturity of children, reduce their aggressiveness, and develop ways to effectively interact with people.

results diagnostics of children showed:

Fostering a culture of behavior: 72% 83% 79.5%

Relationships with peers: 68% 79% 78.5%

Relationships with adults: 79% 77% 81.5%

Moral character traits: 71% 84% 75%

Behavior in environment: 85%

The general indicator of the moral qualities of children in 2009 showed the level of development in 73% of children, in 2010 the level increased by 8%, and in 2011 the level decreased by 1%.

Since when conducting diagnostics in 2011, the emphasis was mainly on the application and use of children’s existing knowledge in practice

The system of interaction between kindergarten and school in matters of moral education of children

During the development of experience, the author solved the problem of creating conditions for the formation of professional competence of all participants in the educational process in matters of nurturing the moral qualities of preschoolers as an important aspect of preparation for school.

The author and kindergarten teachers work closely with school-gymnasium No. 74 on this issue. The joint work of teaching teams is aimed at unifying the requirements in the work on the moral education of children, taking into account the goals and content of education at the age stages of the child’s development. The author held a “Round Table” - at which, in the process of practical activities, a long-term plan was developed collaboration on the topic, and also carried out a comparative analysis of the programs of M. Vasilyeva “Education and training in kindergarten” and L. B. Zankov “First grade” in the section “Moral education”, which are aimed at ensuring sustainable positive results in work.

To implement work experience, to improve the theoretical and practical level of teachers in this area, the author compiled and developed:

Thematic consultations: “Formation of moral qualities - as the most important aspect of preparation for school”; “The need to cultivate moral qualities in preparation for studying at school”, etc.;

School for young teachers: “Communication skills in the work of a teacher with children”;

Round table on the interaction of specialists: “Joint activities of specialists, educators and teachers in matters of moral education of children.”

Were organized: kindergarten tour for teachers primary classes in order to become familiar with the conditions for nurturing the moral qualities of preschool children; methodological exhibitions of new literature and developed materials for teachers and parents.

The results of this activity were:

Increasing the level of motivational readiness in the interaction of teachers and teachers on this topic;

A developed plan of joint activities to educate the moral qualities of children;

Organization of a “chef pair” between a teacher and 4th grade students, a teacher and children preparatory group, which contributes to the high-quality holding of joint holidays, events, excursions, sports relay races, and most importantly leads to a reduction in stress factors during the child’s transition to school;

Conducting, on the basis of a preschool educational institution, under the leadership of the author, a regional “Pedagogical workshop” for senior educators, teachers and teachers of schools in the Oktyabrsky district on the organization of successive and long-term connections between kindergarten and school in matters of moral education and problem solving on this topic; “District school senior teacher on the topic: “Formation of moral qualities - as an important aspect of preparation for school”;

The materials of the work of the kindergarten in continuity with the school were presented by the author to the methodological exhibition of the district, where they were highly appreciated.

Interaction with families of pupils

The main tasks of collaboration are:

Studying the family in order to coordinate educational influences on the child; differentiated approach to each family;

Introduction into practice of effective forms of interaction between kindergarten and family in matters of moral education.

Increasing parents' awareness of the fact that they are a source of moral ideas for the child.

The author’s system of work with families is based on the active practical activities of children and adults. It has become a tradition to hold joint holidays and entertainment, excursions, creative family competitions, projects and promotions, and especially favorite forms of communication are: thematic meetings, “Mother’s Day”, “Christmas gatherings”, which create a positive psychologically favorable microclimate and contribute to the formation of compensatory social skills.

In order to implement the tasks of moral education, the author successfully organizes the work of a club for parents “Me and My Family”, the purpose of which is to improve the moral culture of parents, to provide assistance in understanding the process of formation of the child’s personality and the development of his character.

In order to increase parental competence, as well as to study the family, the author uses active forms of work: non-traditional parent meetings, open days, thematic exhibitions, information centers, surveys. Parent hours are organized - this form is based on individual requests from parents, where they have the opportunity to ask questions of interest to preschool specialists, as well as invited specialists.

To improve the image of the preschool educational institution and disseminate experience on this topic among parents, the author published articles in the magazine “Our Star”: “Little games for great happiness”, “We give a piece of the heart!”

As a result of an informal approach to working with families of pupils:

The level of psychological and pedagogical culture and parental competence increased among 63% of parents;

The number of parents ready for productive interaction with kindergarten teachers has increased;

Parents became active participants in events for children (exhibitions, competitions, concerts, etc.) held in the preschool educational institution, district, city.

Labor intensity of experience

The complexity of the experience lies in the systematization of the innovation activity plan, the application innovative technologies, in creating an appropriate methodological base and choosing effective forms methodological work helping to improve the psychological and pedagogical competence of teachers; in organizing a creative group among preschool teachers; in organizing open events and master classes among teachers.

Targeting

This experience can be used by senior educators, methodologists and heads of preschool educational institutions in their activities.

Perspective

Today, the issues of moral education of children are very acute. Modern children often show aggression towards the older generation, devalue the feelings of others, close people, do not respect the values of their parents, and so much can be listed. Therefore, it is simply necessary to educate the moral qualities of children. It is very important that the burden of responsibility for the moral education of the individual is placed not only on professional teachers in educational institutions, but also, first of all, on parents. The foundation of human morality lies in the very early age and here it is very important not to miss the moment of its formation. Therefore, it is important for adults to pay attention to the child’s behavior in this very early childhood and explain “what is good and what is bad.” The most effective means of moral education is joint activity with an adult. It is in activities that children's true feelings and emotions are revealed. I would also like to add that it is feelings that underlie the formation of a child’s moral qualities. First of all, in any upbringing of a child, it is necessary to form a certain positive attitude towards the personality quality that you are going to form. And in no case should we forget that personality and its components are not formed immediately, but gradually, so you should stock up on patience.

So, what qualities of a child are formed in the process of moral education?

Firstly, it is brought up responsibility . Responsibility means the child’s understanding of the consequences for his own actions or inaction. Responsibility is a personality quality that is determined by the child’s feelings towards social norms and his own responsibilities. From the point of view of education, responsibility is considered a very complex phenomenon, which very closely borders on the development of independence. And independence, as you know, is formed from the age of three. This means that we will begin the targeted education of responsibility from the age of three. Until this period, our educational influence will most likely be meaningless. The most effective way to instill responsibility is to introduce fines and sanctions. And we should not forget that you can limit your child in sweets, watching cartoons, etc., but in no case deprive him of food and walks. Very close to the education of responsibility is the education of honesty. The beginning of preschool age is a rather difficult period when children begin to lie. may be different. What educational means to use will depend on these reasons.

Secondly, it is brought up patriotism . This is a complex personality quality that is expressed in love for the Fatherland. Many people reduce patriotism only to love for the Motherland, but this quality also includes love for family, parents, home, hometown, native land, country, planet, etc. Within the framework, the tasks of labor, mental, aesthetic and even physical education are solved. The basis of patriotic education is formed cognitive interest in family traditions, To folk traditions, to the history of the native land, to the present time, the desire to do better. Patriotism also includes instilling a sense of national dignity, pride in the country, in the achievements of people living in our country.

Thirdly, it is brought up humanism . Humanism means a respectful attitude towards the human person, an attentive and caring attitude towards loved ones, and philanthropy. It is important to teach a child to empathize with people in need. When raising humanism, you need to teach a child to put himself in the place of another person. And of course, it is by cultivating humane feelings that one is taught to evaluate good and bad deeds. A very good means of cultivating humanism is children's literature, one's own example of behavior, looking at pictures, and didactic games on moral education.

Fourthly, it is brought up discipline And culture of behavior . These concepts mean the ability to subordinate one’s behavior to the norms established in society. Without discipline, no activity is possible, especially in a children's group. Here it is important to draw a fine line between the child’s respect for accepted norms and fear of punishment. The main thing is that the child develops a positive attitude towards social norms and respect for the people around him. It is believed that discipline is equivalent to the result of good upbringing.

Fifthly, it is brought up sense of community . Collectivism is understood as a personality quality that manifests itself in the awareness of belonging to a community of peers, respect for team members and the ability to put public interests above personal ones. The children's team is special. They are always supervised by an adult. A sense of collectivism is fostered exclusively in joint activities. It is very difficult to talk about this concept in early preschool age. A full-fledged children's team can only be formed by the end of preschool age. The formation of a sense of collectivism is indicated by such qualities as cooperation, mutual assistance and control.

Sixthly, it is brought up respect for elders . We can say that this is part of the education of humanity. It is important to start cultivating this quality as early as possible. One of the means of instilling respect for elders is personal example. You cannot avoid communicating with grandparents. You need to rejoice at their arrival, take an interest in their health, etc. Learn to say hello to adults when you meet them. Form the child’s desire to help with housework. A good tool for this will be.

Seventh, it is brought up respect for animals and plants . This quality can be attributed to part of responsibility. The best way to cultivate a caring attitude towards animals and plants - to take care of them. Therefore, if it is possible to have a living corner, you need to do it. And, of course, show by personal example your concern for the world around you.

Elina Shakhova
Education of moral qualities in children of senior preschool age

At all times, great importance in the formation of a person’s personality has been given to the development and moral education. In the modern pedagogical system, issues moral education, are relevant, but at the same time complex, requiring a lot of study. What is put into the soul of a child in childhood manifests itself later and becomes his life. I. S. Makarenko believed that moral- an integral aspect of a person’s personality, which ensures voluntary compliance with existing standards, rules of behavior that are expressed in relation to the Motherland, society, the team and individuals, to oneself, work and the results of work. Knowledge about morality internalized older preschoolers, if they are experienced by them as value, that is, they become personally significant. Moral a person is very demanding of himself and at the same time tolerant of others. Condemning the bad actions of others, he avoids transferring a negative assessment of the action to the personality of the person who committed it, tries enter into his position, understand him, find mitigating circumstances.

Formation senior preschoolers moral ideas and concepts is a responsible task that the teacher sets for himself preschool education. Positive inclusion result older preschoolers into socially useful work activities depends on how well they have developed the necessary moral ideas. Moral norms and rules of behavior, the child’s attitude towards work, the presence of discipline - this is the result education, the result of complex influence on the formation of a child’s personality from the kindergarten, social environment and family. Pedagogical impact on preschooler must be purposeful, in order to form not random, but clearly defined moral qualities of the individual.

IN kindergarten at preschooler not yet formed moral experience. Perceiving the surrounding reality, he cannot fully comprehend it, in the relationships of people, in observed phenomena, the child does not know how to reveal the cause-and-effect relationship, the relationship between man and social life is alien to him. Children preschool age do not have sufficient reserves moral knowledge in order to analyze the rules of behavior accepted in society. They cannot compare their behavior with the behavior of others, clearly imagine the consequences of this or that action, or evaluate moral motives. However, in the process education when speech, thinking, cognitive abilities and interests develop, the child develops and morally. The larger the circle of his knowledge, the more correct preschooler navigates life, understands its connections and relationships. As a rule, to senior preschool age, the child realizes his place in life, learns the basic universal norms of behavior in a team.

Moral education- this is purposeful pedagogical system, which affects the formation of moral qualities and conscious sensitivity.

Main goals moral education:

Formation of skills and abilities moral behavior;

Raising moral feelings in preschoolers;

Formation preschoolers ethical views and beliefs,

Upbringing moral and volitional character traits of such How: discipline, hard work, truthfulness, patience, independence.

When in educational educational process, the teacher forms such quality like hard work and discipline, from some children can be achieved high level consciousness of following the rules of discipline and attitude to work, while others do not see any results at all.

Discipline is difficult moral quality and has different stages of development, starting with simple obedience in younger preschoolers, ending with the conscious implementation of the rules of discipline older preschoolers. The process of forming discipline must be systematic and purposeful.

Process instilling hard work in preschoolers, depends on correct attitude to physical labor. Also, with the help of physical labor, such quality character such as patience, independence, perseverance.

In progress moral education, such quality, which determine the relationships between people: collectivism, humanism, friendship, culture of behavior. Before preschooler will comprehend that he is a member of society and he has certain responsibilities, he must learn to pay good for good, and it is teachers who must teach children to do good.

In order to organize activities children in kindergarten, it is necessary to create special conditions. One of these conditions is the involvement children into practical activity: social, educational, labor. Actively participating in a variety of activities, preschoolers They form feelings of conscience, responsibility, mutual assistance, their will is strengthened, and behavioral skills and character are developed.

Formation methods moral qualities:

Conversations on moral and ethical topics;

Exercises in positive actions, organization of practical moral experience;

Moral assessment of actions;

Example of adult peers.

When implementing moral education necessary consider:

Using specific and related material for understanding children;

Baseline morality in a child;

The use of visual and verbal instructions during the formation process moral assessment in preschoolers;

Generality of formed moral ideas

Role moral education in kindergarten is great, because it allows you to form the spiritual world and moral qualities of a child, allowing him to organically fit into society. Process moral education reveals the child’s creative potential, develops diligence in work, fosters hard work, forms in the child’s mind the concept of labor as a universal human value.

Publications on the topic:

Innovative work experience “Education of moral qualities of preschool children through Russian folk tales”“Without exaggeration we can say that reading in childhood is, first of all, education. A word that reveals noble ideas forever.

Summary of the multitherapy lesson “Not wanting to” on the development of social and moral qualities in children of senior preschool age Goal: to foster respect for domestic work adults and its results, arouse a desire to help. Tasks: - Educate.

2018 Goal: transfer of experience in using poetry in the education of moral qualities in preschool children. Tasks: 1. Give basic ones.

Self-education “Nurturing the spiritual and moral qualities of young children through Russian folk tales” Explanatory note. “A fairy tale is a seed from which a child’s emotional assessment of life’s phenomena grows.” V. A. Sukhomlinsky.

Situational fairy tales as a means of developing moral qualities in preschool children Municipal budget preschool educational institution“Kindergarten No. 8 “Rodnichok” Report from work experience

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

Personality development in preschool age

The personal development of children most actively occurs during preschool age. At a certain age stage, the formation of specific personality traits occurs. Personal development in preschool age can be visually represented as follows:

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

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

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

Fundamentals of spiritual and moral education

Moral education of preschool children is a necessary condition for the harmonious development of the child’s personality. It is at an early age that moral experience is accumulated, which creates the basis for the formation of spiritual and moral values in preschoolers. The problem of moral education must be solved through the joint efforts of parents and educators, who must be role models. As a result of the spiritual and moral education of preschool children, a personality is formed that has certain moral and spiritual guidelines: the child learns to distinguish between good and evil, develops positive attitude towards people, learn to sympathize with them, shows his complacency in action.

Methods and methods of moral education of preschool children

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

Visual

The visual method includes walks around the city and excursions to an art gallery or zoo. Showing cartoons and films, looking at illustrations and reproductions in books are also widely used. Various games are very popular among children. For example, the social game “Ants”, in which, with the help of facial expressions and gestures, children are required to express various emotions towards each other without the use of words. The emphasis is on depicting positive feelings, which is aimed at uniting the team and developing friendliness between the kids.

Verbal

The greatest effectiveness is observed when the visual method is accompanied by a verbal one. The means of the verbal method primarily include the moral education of preschool children through fiction. Effective techniques are also:

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

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

Practical

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

staging;
cooking;
handicrafts (sewing, plasticine modeling, paper crafts);
staging plays;
competitions and quizzes;
children's charity.

Most effective method spiritual and moral development of preschool children is a competent combination of methods and adherence to an integrated approach.

Tasks and goals of moral education of preschool children

Development of moral qualities in a child and his mastering of models correct behavior— the main tasks of moral education of preschool children.

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

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

Older preschoolers begin to show more complex feelings, for example, regarding the state (patriotism). Children's feelings that emerge and become increasingly deeper are sincere and pure, but at the same time unstable and subject to negative influences. At this stage of moral development, adults need not only to set a worthy example and try not to show negative manifestations of feelings, but also to control as much as possible the sources of information that affect the child’s receptive psyche. For example, a preschooler should not be allowed to watch television shows and movies without the approval of an adult.

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

Role of the family

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

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

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

Education of spiritual and moral qualities in preschool children

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

Sukhomlinsky V.A.

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

Preschool age is the most important stage in a child’s development. It is during this period that the child joins the world of social values. At preschool age, the foundation of a system of spiritual and moral values is laid, which will determine the attitude of an adult to the world and its manifestations in all its diversity. The preschooler develops the foundations of his attitude towards himself, his immediate environment and society as a whole. In the process of spiritual and moral education, concepts about relatives in the family are deepened and expanded, skills of friendly communication with peers are instilled, and ideas about the immediate (house, yard, street, city) and distant surroundings (region, country) are given. Moral education of a preschooler is a targeted pedagogical intervention to familiarize the child with moral standards of behavior in the process of various activities.

Familiarity with the native language plays an important role in the formation of moral ideas. Samples of the native language are very clearly represented in fiction, especially in works of oral folk art (fairy tales, songs, proverbs, sayings, etc.) It is folklore that contains all the values of the native language. In the course of introducing children in kindergarten to sayings, riddles, proverbs, and fairy tales, they are introduced to universal moral values. One of the genres that influences the spiritual and moral development of children are proverbs and sayings. Brightness, capacity, emotionality of the image - all this affects the moral and emotional sphere of preschoolers. The contradiction, deeply embedded in the meaning of proverbs and sayings, helps the teacher create problematic situation, the solution of which requires the child moral choice. In proverbs and sayings, various life moments are briefly and very accurately assessed, positive qualities are praised, and human shortcomings are ridiculed. All this contributes to the spiritual and moral development of preschool children.

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

Folk holidays held in kindergarten play an important role in introducing a child to folk culture. They express national character and the originality of time. They are a vibrant form of recreation for teachers, parents and children, who are united by joint actions and common experiences.

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

Forms of work on patriotic education

Creation of a developing environment for civic and patriotic education;

Thematic classes;

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

Interaction with parents;

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

Ethical Conversations

Getting to know the calendar Orthodox and folk holidays and traditions, and the celebration of some of them (Nativity of the Blessed Virgin Mary, Christmastide, Maslenitsa, Easter, etc.)

Thematic exhibitions of children's creativity.

I widely use all types of folklore(fairy tales, songs, proverbs, sayings, round dances, etc.). Orally folk art Like nowhere else, the peculiarities of the Russian character, its inherent moral values, the idea of goodness, beauty, truth, courage, hard work, and loyalty have been preserved. By introducing children to sayings, riddles, proverbs, and fairy tales, we thereby introduce them to universal moral values.

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

We carry out work on moral education in several areas: “My family”, “ Hometown", "My Country", "Native Nature", "Native Culture"

A child’s world begins with his family, therefore, within the framework of the “My Family” direction, in classes, conversations, and games, children gain knowledge about their immediate environment, family, ideas about professions, names of loved ones, and family traditions.

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

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

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

In classes in the “Native Country” direction, children get acquainted with geographical information about the territory of Russia and its state symbols. The children learned more about the capital of our Motherland, the republic, and famous Russians. The acquired knowledge is consolidated in the entertainment “Russia Day”, “National Flag Day”, “City Day”, “Chir Ine”. Military topics are also touched upon in a separate direction. Within its framework, work is carried out with children to learn poems, songs, and familiarize themselves with works of art about the defenders of our Motherland, war, and victory. The children staged a play based on the film “The Dawns Here Are Quiet,” with their performance they won first place in the city competition dedicated to the 70th anniversary of Victory in the Great Patriotic War.

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

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

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

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

Literature:

1. Spiritual, moral and civic education preschool children / Compiled by: Anikina T.M., Stepanova G.V., Terentyeva N.P. M.: TC “Perspective”, 2012.-248 p.

2. Zelenova I.N., Osipova L.E. We live in Russia. Civil patriotic education preschoolers. M.: “Publishing house Scriptorium 2003”, 2010.- 96 p.

3. Kovaleva G.A. Raising a little citizen: Practical guide for employees of preschool educational institutions. - 2nd ed., rev. and additional - M.: ARKTI, 2004.-80 p.

4. Solomennikova O.A. The joy of creativity. Introducing children aged 5-7 years to folk and decorative arts. Preschool education program.-2nd ed., revised. and additional - M.: Mozaika-Sintez, 2006.-168p.

5. Petrova V.I., Stulchik T.D. Moral education in kindergarten. Program and methodological recommendations. - M.: Mozaika-Sintez, 2006.-72p.

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

7. Folk culture and traditions: classes with children 3-7 years old / author-compiler V.N. Kosareva. Volgograd: Teacher, 2013.-166 p.

8. Moral and patriotic education of older preschool children: a targeted creative practice-oriented project / author. N.N. Leonova, N.V. Netochaeva. - Volgograd: Teacher, 2013.-103 p.

9. Rivina E.K. We introduce preschoolers to family and ancestry. A manual for teachers and parents. For working with children 2-7 years old. M.: Mosaika-Sintez, 2008.-128p.