Education of moral qualities in older preschoolers by means of folk pedagogy. Spiritual and moral education of preschoolers The relevance of the problem of moral education of preschoolers

The problem of spiritual development is one of the most important problems of humanity. It acquires particular relevance at critical periods in the development of society. Today, modern civilization is going through a series of crises that are expressed in environmental, demographic and moral changes. This can be confirmed by events taking place in the world: outbreaks of acts of terrorism, the emergence of various kinds of conflicts, etc. All this speaks of the spiritual deficiency of humanity.

Spiritual and moral development and upbringing is envisaged as the adoption by children of moral norms, moral attitudes, national values. In recent years, much has been said about the crisis of morality and lack of spirituality. This crisis manifests itself, first of all, in the domination of material values ​​over spiritual ones, which leads to a distortion of children's ideas about such virtues as kindness, mercy, generosity, justice, citizenship and patriotism.

In society, there is a general increase in social tension and aggression, and this is reflected in children and manifests itself in childish aggression and hostility. Distortions of moral consciousness, emotional, strong-willed, mental and spiritual immaturity can be traced today in preschool children.

There has been a decrease in many indicators of the quality of life of modern childhood, including preschool in the field of mental, moral and spiritual health, the criteria of which are a harmonious and positive attitude of the child to the world, subjective psycho-emotional well-being, an optimistic picture of the world.

Children's picture of the world is an expression of the system of diverse relationships of the child, the totality of his knowledge, ideas, meanings, revealed through relationships with peers, adults. In this picture of the world, moral ideas about good and evil are being formed, and it is alarming that recently there has been a tendency to blur the boundaries of children's ideas about good and evil, to shift these boundaries, especially among boys, in a negative direction. Therefore, we need purposeful work with preschoolers on spiritual and moral development and upbringing.

Traditionally, the priority is given to education and pedagogical methods of influencing the child. What can be the work of teachers and a psychologist in a kindergarten on the spiritual and moral development of a child? What are the psychological methods and technologies? How to build interaction with the family in such a subtle direction of activity? The presence of these and a number of other questions indicates the relevance of the topic of the work.

Childhood is a unique period of human life. What is inherent in childhood determines the entire future life of a person. Childhood has its own problems, difficulties, stages of moral formation. From the very beginning, the child must teach to do things, to react correctly to difficulties; be able to build their relationships with other people on the basis of the moral norms of our society.
The development, education and upbringing of a child begins from the moment of birth. We can say that the entire period of preschool childhood is basic in determining the readiness of a little citizen for his future life.

The main tasks are formed in the Federal State Educational Standard:
... protection of life and health promotion of children;
... ensuring the intellectual, personal and physical development of the child;
... implementation of the necessary correction of deviations in the development of the child;
... familiarizing children with universal human values;
... interacting with the family to ensure the full development of the child.

Solving these tasks of preschool education is a complex problem.
Difficulties are associated with the fact that modern children already at birth have health problems, both physical and psychological.
The foundations of the spiritual and moral education of a child of early and preschool age are laid in the family. To improve the well-being of children, it is important that parents participate in the life of the kindergarten. It is necessary to establish a closer connection with the family: the parents visit the group, their presence in the classroom, participation in games, walks, holidays, matinees.

It is very important that parents are aware of the entire educational process, empathize with the baby and help him achieve the desired result.

If parents do not support the actions of educators, or contradict them, then many efforts of teachers will be in vain. Through interaction with educators and participation in the life of the kindergarten, parents will gain experience in pedagogical cooperation with their child and the teaching staff as a whole.

The participation of parents in the life of their children not only at home, but also in kindergarten will help them overcome their own authoritarianism, see the world from the perspective of a child, treat their child as a person, know the strengths and weaknesses of the child, form trust with the child, participate in his affairs.

The guiding principle in the work of a preschool educational institution for spiritual and moral education is the constant benevolent and creative interaction of the teaching staff, children and parents.

Childhood is the time when moral skills and habits are formed, knowledge about the world around is acquired, all human strengths, both mental and physical, develop. It was during this period that there is a rapid accumulation of life experience: moral, social, spiritual. It is well known that in the first 7 years of life, a person acquires as much as he cannot acquire in his entire subsequent life, and omissions at this age are not made up later. It is this age that cannot be missed for the formation of ideas about good and evil, about moral standards and moral norms of behavior and relationships.

Spiritual and moral education in kindergarten is an integral part of the comprehensive upbringing of a child. The main factor of spiritual and moral education in kindergarten is its integration into the daily life of children, into all types of children's activities and methods of preschool education.

The relevance of the problem of spiritual and moral education lies in the fact that in the modern world a small person lives and develops, surrounded by many different sources of strong influence on him, both positive and negative, which daily fall on the fragile intellect and feelings of the child, on the still emerging the sphere of morality. Thus, at present, the main goal of preschool education is the holistic spiritual and moral development of the child's personality. Based on the goal, tasks are formulated:
- to form the ability for spiritual development, the realization of creative potential in educational-play, objective-productive activity on the basis of moral attitudes and moral norms;
- to foster in children a sense of respect and love for parents and other people, respect for the world around them;
- to bring up children in the spirit of national and ethnic spiritual traditions;
- development of hard work, the ability to overcome difficulties, dedication and perseverance in achieving results;
- development of cognitive activity, curiosity, benevolence, emotional responsiveness, empathy for other people.

The attempts made to date to educate a spiritual and moral personality show that the weakest point in this activity is the family. Many parents simply do not know that it is in the preschool age that social norms, moral requirements and behavior patterns are learned on the basis of imitation. Therefore, it is necessary to help parents realize (without imposing) that, first of all, moral spiritual values ​​and customs, honored and revered by ancestors, should be preserved and transmitted in the family, and that it is parents who are responsible for raising children.

Our task, i.e. the task of the educator is to help parents realize that it is in the family that spiritual and moral values ​​and customs should be preserved and transmitted. In order to expand knowledge on spiritual and moral education for parents, it is offered: advisory material on the spiritual and moral education of children, thematic exhibitions of photographs, handicrafts, drawings. Educational direction, involving the holding of events for parents, revealing the issues of spiritual and moral education and development of children. These meetings are dedicated to family traditions, the annual circle of holidays, the spiritual and moral foundations of the family's way of life. An example would be working with parents, for example: decorating photo exhibitions, making crafts, drawing competition. Teachers involve parents in drawing up the genealogical tree of their family, inventing the coat of arms and motto, drawing up the pedigree of their surname. All this contributes to the active involvement of parents in the process of spiritual and moral education, family cohesion, and the revival of family traditions.

The precious time of childhood is given so that a person not only enriches himself with knowledge, but also finds his own path to the spiritual values ​​of generations, discover a sense of love and duty, joins in works of compassion, finds his calling, reveals the talents hidden in him. If a child in childhood experienced a feeling of pity for another person, joy from a good deed, pride in his parents, respect for a working person, admiration for a heroic deed, rise from contact with beauty, he thereby acquired an "emotional experience" that will be of great importance for its further development.

“In childhood,” wrote V.A. Sukhomlinsky, - a person must go through an emotional school - a school of good feelings. If good feelings are not brought up in childhood, you will never bring them up ... "

Post on topic:

"The relevance of the spiritual and moral development of preschool children"

Prepared

Art. educator Leshukova A.N.

1.The relevance of the spiritual and moral development of preschool children (senior educator Leshukova A.N.)

“Without memory, there is no tradition, without tradition, there is no upbringing,

without education there is no culture, without culture there is no spirituality,

without spirituality there is no personality, without personality there is no people! "

Spiritual and moral education is one of the most pressing and complex problems that must be solved today by everyone who is related to children. What we put into the soul of a child now will manifest itself later, will become his and our life. Today we are talking about the need to revive spirituality and culture in society, which is directly related to the development and upbringing of a child before school.

In childhood, the assimilation of social norms is relatively easy. The younger the child, the more influence can be made on his feelings and behavior. Awareness of the criteria of morality occurs much later than the formation of moral feelings and the algorithm of social behavior.

We educators must reach out to the soul of the child. The upbringing of his soul is the creation of the basis for the moral values ​​of the future adult. But, obviously, the rational education of morality, which does not affect the emotions of the child, will never lead to the desired result. Education, skills, dexterity can be acquired later, but the foundation of the best in people - humanity - is laid precisely in preschool age, the age of intensive development of feelings and interpersonal relationships.

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

Now our national memory is gradually returning to us, and we are beginning to relate in a new way to ancient holidays, traditions, folklore, arts and crafts, arts and crafts, in which the people left us the most valuable of their cultural achievements, sifted through the sieve of centuries.

In addition, Old Slavonic words and sayings have long been forgotten and are not used in colloquial speech, nursery rhymes, sayings, and proverbs, which the Russian language is so rich in, are almost never used. In modern life, there are practically no items of folk life found in folklore works. It is no secret that the ideas of kindergarten graduates about Russian culture were and remain sketchy and superficial.

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

The goal of the spiritual and moral education of a preschooler is the formation of an integral, perfect personality in its humanistic aspect.

Surrounding objects that awaken a child's soul for the first time, instill in him a sense of beauty, curiosity, should be national. This will help children from an early age understand that they are part of the great Russian people.

Folklore is the richest source of cognitive and moral development of children. In oral folk art, like nowhere else, special features of the Russian character have been preserved.

Folk holidays and traditions should play an important role in introducing children to the traditional values ​​of folk culture. They focus the subtlest observations accumulated over the centuries of the characteristic features of the seasons, weather changes, the behavior of birds, insects, and plants. Moreover, these observations are directly related to labor and various aspects of human social life.

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

Introducing children to the traditional values ​​of folk culture contributes to the development of their interest in folk culture, its spiritual values, humanism. The study of children's calendar folklore is carried out through the participation of children in folk ritual holidays (Christmas (Christmastide), Maslenitsa (Tuesday-play), Cornflower day (Feast of wildflowers), Peter's day (Haymaking), etc.). Folk ritual holidays are always associated with the game. Folk games are a national treasure, and we must make them the property of our children.

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

Introducing children to the traditional values ​​of folk culture is a joy, it is work that bears priceless fruits.

APPENDIX: Presentation on this issue.

Preschool childhood is an important period in a child's life, when feelings of their own capabilities, the need for independent activity, basic ideas about the world around, good and evil in it, ideas about the family life and native land are formed.

That is why at the present time it is extremely important to create a normally functioning system of spiritual and moral education in preschool institutions; a system based on the values ​​of traditional spiritual culture, meeting the needs of the development of the child's personality and aimed at the development of a physically, mentally (mentally) and spiritually healthy person.

The catch phrase “It all starts from childhood” is as much as possible combined with this question. Thinking about the origins of moral feelings, we always turn to the impressions of childhood: these are the trembling of lace from young birch leaves, and native tunes, and the sunrise, and the murmur of spring streams. Raising the feelings of a child from the first years of life is an important pedagogical task. A child is not born evil or kind, moral or immoral. What moral qualities a child will develop depends, first of all, on parents, teachers and adults around him, on how they bring him up, what impressions they will enrich him with.

Spiritual and moral education is a long-term process, involving an internal change in each participant, which can be reflected not here and not now, in preschool childhood, but much later, which makes it difficult to assess the effectiveness of the activities being carried out, but does not diminish the significance of our work.

The moral education of preschoolers has been of concern to teachers, psychologists, philosophers, and sociologists since ancient times. With each century, scientists, concerned about the immorality of young people, constantly develop new methods of dealing with it. At the same time, with the change in social values, the “moral” demand also changes. For example, in communist times, altruists, hard workers, generous collectivists were welcomed, and with the advent of capitalism, initiative and enterprising individuals emerged.

The relevance of moral education of children

It is a generally accepted fact that it is impossible to teach moral education. The instilling of moral norms, habits, qualities, behavior occurs due to individual personality traits. It is impossible to re-educate an adult. He himself accepts for himself certain principles of morality.

If the moral education of preschoolers in the family and kindergarten is different, then the children develop disharmony. For example, in kindergarten, they focus on friendship, and dad and mom can indulge the aggression and pugnacity of their child, seeing this as self-defense. That is, there should be uniform requirements for moral education both for teachers of educational institutions and for parents.

And yet, the younger the child, the more open he is to the world around him. It has already been proven that the personality is formed by the age of five (as the Soviet teacher Makarenko wrote about). But the preschool and primary school period remain the most flexible, favorable period in the formation of moral norms.

Moral education of preschoolers

This process is considered from different points of view:

• norms of behavior in different situations (in transport, society, building, at the table);
• moral standards in relation to people;
• spiritual component;
• patriotic feelings;
• personal qualities.

Moral education of preschoolers occurs in a complex manner, that is, at each lesson, the teacher observes the children, corrects their behavior. Problematic situations are played out in role-playing games, discussed using the example of literary works, resorting to the help of a psychologist and parents.

Depending on the requirements of the program and methods, teachers single out certain aspects of morality: for example, the development of moral feelings through work, play, as well as patriotic, environmental, religious, aesthetic education.

Now they also pay attention not only to the development of collectivism, but also to the individual. The child should be able to communicate with other people, but at the same time defend his opinion, not allowing others to "crush" him. Therefore, more often teachers in their activities resort to the personality-oriented theory of Sukhomlinsky.

The problem of morality in younger students

The moral education of schoolchildren in primary grades is based on the authority of the teacher. His personality traits and behavior are copied by children unconsciously. Primary grades are an important period in the development of a child's moral personality. In communist times, the morning began with a collective meeting, where positive and negative aspects of school life were discussed. The whole day was built on collective events, extra-curricular conversations designed to bring up a harmoniously developed personality.

Now, any discussion of a student's misconduct is perceived as a humiliation of the individual. Parents immediately file complaints with the Ministry of Education and the Prosecutor's Office, without delving into the situation. Teachers began to consider the moral education of younger students superficially. That is, in their subjects, teachers have practically ceased to inform about moral feelings for the Motherland, faith, people, themselves, nature, work, animals. Various problem situations are resolved at the highest level (director - parents), while the influence of dads and moms can radically differ from pedagogical requirements.

Features of moral and spiritual education

In some educational institutions, an emphasis is placed on spiritual and moral education, where human relations, conscience, and the moral character of a person come first. More often, such programs are found in schools or kindergartens with a religious bias. Spiritual and moral education of schoolchildren and older preschoolers is aimed at instilling the following spiritual values:

• common to all mankind (peace, culture, Earth, ecology);
• national (familiarizing oneself with the nation, country, traditions, age-old history, pride in the Motherland);
• family (attitude towards family, parents, pedigree, way of life, traditions);
• personal (dignity, life, human rights, child, honor, individuality).

The program of spiritual and moral education in many educational institutions implies four main directions:

• development of moral feelings (patriotism, citizenship, responsibility, faith, duty, conscience);
• the formation of a moral character (meekness, patience, altruism, peacefulness, mercy);
• consolidation of moral habits and attitudes (the ability to distinguish between good and evil, the willingness to overcome difficulties, to show selfless love);
• the formation of moral behavior (service to the Motherland, spiritual prudence, discipline, a tendency to good deeds).

Social and moral education

Sometimes the spiritual and moral education of schoolchildren is combined with social education. This is due to the fact that the life of an individual outside of society is impossible. Therefore, from childhood, it is necessary to teach a child to interact with people, to acquaint him with legal, civil, everyday, economic relations.

In many schools, subjects such as law, social science are introduced, in which they study legal aspects in the emergence of various life situations. However, children quickly grasp that any social and personal problems can be easily solved at the expense of third parties (prosecutors, police, courts). At the same time, they do not even learn to resolve conflict situations peacefully.

That is why social relations are studied along with moral actions and personal qualities. In some situations, teachers resort to the help of a psychologist who organizes various problem situations, trainings, games. But without interaction with parents, one hundred percent assimilation of social and moral norms is impossible.

Moral and civic education

In cadet schools, patriotic gardens, morality is considered together with citizenship. This is especially true in our time, when there are class and civil wars, when the history of military battles of different time periods is deliberately distorted.

Moral and patriotic education is expressed in informing about the political and social needs of the country and the formation of the ability to defend one's opinion. Then the child will be able to adequately assess the situation in his state, understand its problems and make conscious decisions to protect the interests of his Motherland: for example, transfer some of his things and toys to an orphanage, monitor the cleanliness of his yard, be attentive and careful with suspicious persons (scammers, drug dealers), etc.

The task of civic education is to teach children to accept their country with all the advantages and disadvantages, not to change it to foreign states, but to solve problems on their own. Also, this process is intended to push later senior schoolchildren to choose a profession that will help not only personal development, but also partially contribute to the solution of state problems.

Moral and aesthetic education

In some institutions, the moral education of children is accompanied by aesthetic development. In ancient times, music and art were compulsory subjects for all students. It is believed that the perception of beauty and goodness goes in unity. A person who is drawn to beauty will never commit an immoral act.

Preschoolers and schoolchildren are more emotionally open, therefore they perceive pictures, theatrical performances, audio fairy tales, performances that reveal moral actions, moral character more subtly.

Theater and literary works make it possible to most sharply demonstrate the antisocial qualities of a person. The child feels antipathy towards negative characters and tries not to repeat their mistakes. It is easier for the teacher to solve various conflict situations using examples from literary works. In addition, the program of spiritual and moral education involves visiting theaters, museums, exhibitions, which makes learning more interesting for children.

Features of moral labor education

To this day, society values ​​hard work, initiative, diligence, discipline, responsibility, mobility, the ability to plan, analyze and predict. It is these qualities that begin to form in preschool age, teaching children to be on duty in a group, a corner of nature, a locker room, etc.

Kids work on their site, removing snow in winter and watering plants in summer. It is important to reinforce in children respect for other people's work, to teach them to take good care of things. This is the labor spiritual and moral education of children.

From preschool age, children are taught to treat kindergarten like home. All assignments should be carried out conscientiously. This attitude is especially important in our time, when parents are reluctant to take part in collective cleaning of the territory, washing windows, fixing toys or furniture, and other similar activities. Moreover, most of the moms and dads in the future fiercely defend the rights of schoolchildren, forbidding them to practice, to be on duty in classrooms and around school, perceiving this as exploitation of child labor.

Moral and ecological education

Spiritual and moral education is inseparable from the flora and fauna. After all, kids unconsciously reach out to our smaller brothers. Therefore, educational institutions organize corners of nature, where they teach children to look after and take care of fish, hamsters, rabbits, birds, and plants.

It is important to instill in kids a love for all living things, to consolidate a sense of responsibility for our smaller brothers, to show that environmental pollution can lead to global irreversible consequences. Daily observation of natural phenomena, plants, animal behavior expands the child's horizons and emotional experiences.

Moral education of primary schoolchildren and preschoolers through environmental methods allows you to develop altruism, attentiveness, caring, mutual assistance, patience, kindness, hard work, responsibility. It is important for educators to constantly draw a parallel between the sensations of animals and plants with the feelings of people.

Moral education and moral development

What are the similarities and differences between terms such as moral education, development and formation? Preschool age, as Russo said, is a "blank slate", fertile ground for the "planting" of moral feelings. That is why you first need to form the rudiments of certain qualities in children.

Older preschoolers can already distinguish between good and bad deeds, can find cause-and-effect relationships, therefore the term "education" or "development" refers to them. Only upbringing is a continuous process throughout life. He can be focused and unmanageable. For example, at one time children wanted to become tough guys, like Sasha Bely (the film "Brigade"), despite the antisocial behavior of the protagonist. Therefore, the spiritual and moral education of schoolchildren should be continuous on the part of the teaching staff and parents.

Development, on the other hand, is a concrete process of a certain time period. For example, the development of moral feelings (collectivism, self-esteem and hard work) in older preschoolers. That is, the teacher conducts purposeful work with children to develop specific moral feelings.

In fact, the differentiation of these terms is required for students of pedagogical universities when choosing the topic of moral education for diplomas. In all other cases, the terminology is not so relevant, the main thing is the result.

Brief conclusions

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

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

Ministry of Education of the Moscow Region

State autonomous educational institution of higher professional education

Moscow State Regional Social and Humanitarian Institute

Final certification work

The upbringing of spiritual and moral culture among preschoolers

Performed:

FPK and PP listener

Olga A. Osmushkina

Supervisor:

K. p. N, assoc. N.V. Kosmacheva

Kolomna 2014

Introduction

Chapter 1. Theoretical aspects of spiritual and moral education of preschoolers

1 The concept and essence of spiritual and moral education of preschoolers

2 Tasks of spiritual and moral education of preschoolers

3 The role of preschool institutions and families in the upbringing of spiritual morality of preschoolers

Conclusions for chapter 1

Chapter 2. Analysis of the formation of the foundations of spiritual and moral education of preschoolers

1 Methods for the formation of spiritual and moral culture in preschoolers

2 Forms of work on spiritual and moral education

Conclusions on chapter 2

Conclusion

Bibliography

Applications

Introduction

Relevance of the topic research ... Spiritual and moral education in pedagogy is the formation of a value attitude towards life, ensuring sustainable, harmonious development of a person, including the education of a sense of duty, justice, responsibility and other qualities that can give a high meaning to a person's deeds and thoughts.

Spiritual and moral education of children is one of the main tasks of a preschool educational institution.

Preschool education is the most important period in the spiritual and moral formation of an individual. Moral education takes place thanks to purposeful pedagogical influences, familiarizing the child with moral norms of behavior in the process of various activities.

The feeling of patriotism is multifaceted in content. This is love for their native places, pride in their people, and the feeling of their inseparability with the world around them, and the desire to preserve and increase the wealth of their country.

Familiarity with the native language plays an important role in the formation of moral ideas, examples of which are presented in fiction, especially in the works of oral folk art (fairy tales, songs, proverbs, sayings, etc.), because they contain all the values ​​of the native language. In oral folk art, special features of the Russian character, inherent moral values, have been preserved. Introducing children to sayings, riddles, proverbs, fairy tales, they are thereby introduced to universal human moral values. A special place in the works of folklore is a respectful attitude to work, admiration for the skill of human hands. Thanks to this, folklore works are the richest source of spiritual and moral development of children.

In moral and patriotic education, the example of adults, especially close people, is of great importance. On specific facts from the life of older family members. Proverbs and sayings are a special genre influencing the spiritual and moral education of children. Concentration, capacity of the image in proverbs and sayings actively affects the moral and emotional sphere of preschoolers. The contradiction that is embedded in them, the multivariate, possible interpretation help to create a problematic situation with a moral content, which gives rise to the child's need to find a solution. In proverbs and sayings, various life positions are briefly and aptly assessed, human shortcomings are ridiculed, and positive qualities are praised. They have a pronounced moral and instructive character. Sayings and proverbs contain a whole complex of thought-out recommendations that express the popular idea about a person, about the formation of a personality, about spiritual and moral education.

So, in the formation of a new person, the importance of moral education is exceptionally great. And a big role in this belongs to preschool institutions, educators. All educational work of a preschool educational institution should be based on the unity of knowledge, beliefs and actions, words and deeds.

Purpose of the study : consider the basics of spiritual and moral education of preschoolers

Tasks research :

Define the concept and essence of spiritual and moral education of preschoolers

To reveal the tasks of spiritual and moral education of preschoolers

Consider the role of the preschool institution and the family in the upbringing of the spiritual morality of preschoolers

Describe the psychological and pedagogical conditions for the spiritual and moral education of preschoolers

Object of study: the process of forming the spiritual and moral education of preschoolers

Subject of study : pedagogical conditions for the formation of spiritual and moral education of preschoolers.

Methodological basis of the research ... The problem of moral education of preschool children was studied by: B.G. Ananiev, E.A.Arkin, V.G. Belinsky, R.S. Bure, G.N. Godina, A.D.Shatova, A.V. Zaporozhets, V. V. Zenkovsky, S. A. Kozlova, A. N. Leontiev, A. S. Makarenko. A great contribution to the development of various problems of raising children of early age was made by: N.A. Vetlugina, T.G. Kazakova, V.A. Sukhomlinsky, S.Ya. Rubinshtein, L.N. Tolstoy, K.D. Ushinsky and others.

The theoretical significance of the study thing is:

expanded theoretical ideas about the peculiarities of the formation of moral feelings in preschool children;

revealed the theoretical foundations of the formation of spiritual and moral feelings in children;

the pedagogical technology of the formation of spiritual and moral feelings and qualities in children has been determined;

the features of spiritual and moral education of senior preschool children in kindergarten are revealed.

The practical significance of the study due to the fact that:

the analysis of the state of moral concepts among preschoolers was carried out;

a methodology for the development of moral feelings in preschool children has been developed;

the features of the formation of moral qualities in preschoolers are revealed.

Study structure : the work consists of an introduction, two chapters, a conclusion, a bibliography, an appendix.

Chapter 1. Theoretical aspects of spiritual and moral education of preschoolers

.1 The concept and essence of spiritual and moral education of preschoolers

The modern national educational ideal is a highly moral, creative, competent citizen of Russia, accepting the fate of the Fatherland as his own, aware of responsibility for the present and future of his country, rooted in the spiritual and cultural traditions of the multinational people of the Russian Federation.

The most important goal of modern domestic education and one of the priority tasks of society and the state is upbringing, social and pedagogical support for the formation and development of a highly moral, responsible, creative, proactive, competent citizen of Russia.

Preschool age is the foundation of the general development of the child, the starting period of all high human principles. To preserve the human in our children, lay moral foundations that will make them more resistant to unwanted influences, teach them the rules of communication and the ability to live among people - all these tasks need to be solved within the walls of a preschool institution.

Russia, Motherland, native land ... Painfully familiar words to every person. But lately, these necessary and expensive words for every Russian person began to fade into the background. In our turbulent time, full of contradictions and anxieties, when the words "violence", "immorality", "lack of spirituality" have become familiar, we seriously think about how today's preschoolers will grow up. The growth of scientific and technological progress, a continuous cascade of discoveries, inventions gave rise to hypertrophied ideas about the absolute priority of logical knowledge over emotional and sensual, material wealth over spiritual. The dominance of foreign words, songs, films, games contributes to a decline in interest in the history of their country, traditions and customs, and national culture. How to keep children interested in art, national traditions and customs in the age of technicalism and pragmatism? Will we not get, in the face of modern preschoolers, a “lost generation” that has no moral values?

The catch phrase "It all starts from childhood" - collects as much as possible with this question. Thinking about the origins of moral feelings, we always turn to the impressions of childhood: these are the trembling of lace from young birch leaves, and native tunes, and the sunrise, and the murmur of spring streams. Raising the feelings of a child from the first years of life is an important pedagogical task. A child is not born evil or kind, moral or immoral.

Raising children without a spiritual and moral foundation is incomplete, moreover, it is harmful, because we graduate children from preschool educational institutions without clear ideas about good and evil. It is also harmful for us, adults, because we do not care about the most important thing in the development of a child - the nutrition of his soul.

The upbringing 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 in the process of upbringing, the historical continuity of generations is not observed. Children are deprived of the opportunity to take an example from people who lived in the past, 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, giving us a vivid example.

In the field of upbringing of preschoolers, the process of the formation of spiritual and moral foundations has been comprehensively studied. Moral and spiritual are defined as follows:

So, S.Ya. Rubinshtein believes that "spirituality" is a state of closeness of the soul, the inner world of a person.

R.S. Bure believes that "morality" - it is the firm constant determination of the will to follow the good instincts of the heart and conscience (kindness).

Based on this, spiritual exercises of the mind, feelings and heart of a child are the main means of spiritual and moral education, and the main form is serving good, serving people. What moral qualities a child will develop depends, first of all, on parents, teachers and adults around him, on how they bring him up, what impressions they will enrich him with.

According to N.A. Vetlugina, in the field of personal development, education should provide:

readiness and ability for spiritual development, moral self-improvement, self-esteem, understanding the meaning of one's life, individually responsible behavior;

readiness and ability to realize creative potential in spiritual and objective-productive activity, social and professional mobility based on moral norms, continuous education and the universal spiritual and moral attitude “to get better”;

strengthening of morality based on freedom, will and spiritual national traditions, the internal attitude of the individual to act in accordance with his conscience;

the formation of morality as a conscious person of the need for certain behavior, based on the ideas of good and evil, proper and unacceptable, accepted in society;

development of conscience as a moral self-awareness of a person, the ability to formulate one's own moral obligations, exercise moral self-control, demand from oneself to fulfill moral standards, give moral self-assessment to one's own and other people's actions;

the acceptance by the individual of basic national values, national spiritual traditions;

willingness and ability to express and defend their public position, critically assess their own intentions, thoughts and actions;

the ability to act independently and act on the basis of moral choice, take responsibility for their results, dedication and perseverance in achieving the result;

hard work, frugality, life optimism, the ability to overcome difficulties;

awareness of the value of other people, the value of human life, intolerance to actions and influences that pose a threat to life, physical and moral health and spiritual safety of the individual, the ability to counteract them;

love of freedom as the ability for conscious personal, professional, civil and other self-determination and development in combination with the moral responsibility of the individual to his family, society, Russia, future generations;

strengthening faith in Russia, a sense of personal responsibility for the Fatherland before past, present and future generations.

In the field of social relations, spiritual and moral development and education of students should ensure:

awareness of oneself as a citizen of Russia based on the adoption of common national moral values;

the readiness of citizens to solidarly confront external and internal challenges;

the development of a sense of patriotism and civil solidarity;

concern for the welfare of the multinational people of the Russian Federation, maintenance of interethnic peace and harmony;

awareness of the unconditional value of the family as the fundamental principle of our belonging to the multinational people of the Russian Federation, the Fatherland;

understanding and maintaining such moral foundations of the family as love, mutual assistance, respect for parents, caring for the younger and older, responsibility for another person;

respect for human life, concern for procreation;

law-abidingness and law and order consciously supported by citizens;

spiritual, cultural and social continuity of generations.

In the sphere of state relations, the spiritual and moral development and education of students should contribute to:

strengthening and improving a democratic federal rule of law with a republican form of government;

increasing confidence in state institutions on the part of citizens and public organizations;

increasing the effectiveness of the state's efforts aimed at modernizing the country;

strengthening national security.

The family plays an important role in the education of the foundations of morality. It is impossible to cultivate humanity if attachment to a close, dear person has not been established in the heart. It is with the education of love for parents, respect for family traditions that love for people, motherland, fatherland begins, this is said in all systems of raising children, from antiquity to our days.

1.2 Tasks of spiritual and moral education of preschoolers

Preschool institutions in the field of spiritual and moral education of preschoolers need to solve the following tasks:

Education of moral and aesthetic feelings;

Formation of the basic foundations of the personality;

Formation of a spiritual and moral attitude and a sense of belonging

to home, family, kindergarten, city, country;

to the cultural heritage of their people;

to the nature of the native land;

Creating conditions that ensure the emotional well-being of every child;

Providing an enriched artistic and aesthetic, cognitive development, identifying early giftedness.

The tasks set can be realized through the following forms of the educational process: direct educational activity; pedagogical projects; master classes; creative associations of teachers; club activities; leisure, entertainment; excursions; contests, exhibitions.

The task of the teacher is to select from the mass of impressions received by the child the most accessible to him: nature and the world of animals at home (kindergarten, native land); labor of people, traditions, social events, etc. Moreover, the episodes to which the attention of children is drawn should be vivid, imaginative, specific, and arousing interest. Therefore, starting work on fostering love for the native land, the teacher must know it well. He must think over what is more expedient to show and tell the children, especially highlighting the most characteristic for a given area or a given region.

According to L.F. Ostrovskaya, in moral and patriotic education, the example of adults, especially close people, concrete facts from the life of older family members is of great importance. Therefore, for high results in the upbringing of a spiritual personality, teachers of preschool institutions plan a variety of work with parents: conversations, consultations, joint preparation and participation in children's parties and entertainment, etc.

In the formation of a new person, the importance of spiritual and moral education is exceptionally great. And a big role in this belongs to preschool institutions, teachers. All educational work of a preschool educational institution should be based on the unity of knowledge, beliefs and actions, words and deeds.

The task of moral education is to form the child's understanding of each person as the highest value and to treat him accordingly. It is important from the first steps of a child's communication with others to teach him to honor every person - an adult or a peer, "stranger" or "friend" - everyone, so that the child treats people carefully, carefully, and knows how to take their opinion into account.

The basis of true respect for people in babies is love and sincere respect for everyone. And only children who have grown up in the spirit of such an attitude will respect their parents as well - this is the alphabet of upbringing.

But in order to cultivate a respectful attitude towards people in a child, one more important condition must be observed: to respect the child, to see him as a person.

Child psychologists specially studied the formation of such concepts in a child as "good" and "bad", and came to the conclusion that "good" for a child is something that is interesting and attractive. This combination of the concepts "good" and "pleasant" is characteristic only of an early age. Gradually, the child gains experience, and now he believes that "good" is something for which he is praised. If he carries out an assignment and is praised for it, he thinks that he did the right thing, good. Conversely, if he is scolded or punished, it means that he acted badly. Unpleasant sensations are associated with the concept of "bad."

Therefore, instead of imposing on the child his understanding of what is “good” and what is “bad,” it would be much more effective to provide him with pleasant emotions when he does something right, and not pleasant when he is bad. The child's abilities will develop as effectively as the parents successfully use the methods of praise and censure. Respect for a person, as a fundamental moral quality, is manifested in the relationship of people by delicacy, tact, politeness, benevolence.

The word "politeness" comes from the Old Russian "Veda" - knowledge. What meaning is meant? Knowledge of the essence of a person, his value and significance. A polite person treats other people like himself based on this feeling. He takes care of others, sparing their inner world. And this attitude must be taught, of course, from childhood. Politeness manifests itself primarily in speech. The child should be taught to address everyone with the word "please", to thank for the kindness and service rendered.

Politeness is also manifested in every action of a person, even in his gait, look. Raising respect for people in a child is a reliable guarantee against arrogance, arrogance, and arrogance. The child should feel like an equal among equals.

No less valuable is such a moral quality as humility. Modesty stands for "with a border, with the edge of your own self." A modest person always treats other people with respect, whoever he is, no matter what success he has achieved. In ancient times they said: "If you want to know a person, try him with fame, wealth and power." Modesty must be taught as kindness (in fact, this is one of the qualities of kindness), as literacy. Children often boast: “And my dad…”, “And at our house…”, etc. If adults do not catch up on time, it will be very difficult to educate a child to be humble.

No less valuable moral qualities are honesty, truthfulness, sincerity, which are also based on love and respect for a person. To bring up excellent moral qualities in children is a noble task of parents and teachers.

.3 The role of preschool institutions and families in the upbringing of spiritual morality of preschoolers

The child is constantly involved in some form of social practice; and if there is no special organization for it, then the educational influence on the child is exerted by its traditional forms, the result of which may be in conflict with the goals of upbringing.

The historically formed upbringing system ensures that children acquire a certain range of abilities, moral norms and spiritual guidelines that meet the requirements of a particular society, but gradually the means and methods of organization become unproductive.

And if a given society requires the formation of a new range of abilities and needs in children, then this requires a transformation of the upbringing system capable of organizing the effective functioning of new forms of reproductive activity. At the same time, the developing role of the upbringing system acts openly, making it the object of special discussion, analysis and purposeful organization.

Therefore, it is important to build the pedagogical process in such a way that the educator guides the child's activities, organizing his active self-education by performing independent and responsible actions. A teacher-educator can and must help a growing person to go through this - always unique and independent - path of moral, ethical and social development. Upbringing is not an adaptation of children, adolescents, youth to the existing forms of social life, not bringing them to a certain standard. As a result of the appropriation of socially developed forms and methods of activity, there is a further development of the formation of children's orientation towards certain values, independence in solving complex moral problems.

Upbringing is understood as the purposeful development of each growing person as a unique human individuality, ensuring the growth and improvement of the moral and creative forces of this person, through the construction of such a social practice, in the conditions of which what is in a child's state of being conceived or while only constitutes an opportunity turns into reality ... "To educate means to direct the development of a person's subjective world, on the one hand, acting in accordance with that moral image, an ideal that embodies the requirements of society for a growing person, and on the other hand, in pursuit of the goal of maximizing the development of the individual characteristics of each child."

This approach to the construction of the upbringing process - as an active purposeful personality formation - is consistent with our methodological approach to assessing the role of society and the place of a growing person's genotype in the formation of his personality.

Achievements of modern science, including the works of Russian philosophers and psychologists, teachers and physiologists, lawyers and geneticists, indicate that only in the social environment, in the process of purposeful educational upbringing, is an effective development of programs of human social behavior occurring, a person is formed as a person. Moreover, the social conditioning of personality development is of a concrete historical nature.

But the socio-historical formation of the personality is not a passive reflection of social relations. Acting as both the subject and the result of social relations, the personality is formed through its active social actions, consciously transforming both the environment and itself in the process of purposeful activity. It is in the process of purposefully organized activity that the most important need for the welfare of another is formed in a person, defining him as a developed personality.

The educational orientation in pedagogy gave way to a more realistic one, although no one denied the importance of moral enlightenment and knowledge as such in the process of the spiritual development of the individual.

However, the moral formation of the personality is not equal to moral enlightenment. It has been established that the value-oriented internal position of the child does not arise as a result of some "pedagogical influences" or even their system, but as a result of the organization of social practice in which he is included. However, the organization of social practice of upbringing the personality of a child can be oriented in two ways. One type is aimed at reproducing an already established social character. This type of organization corresponds to the adaptation of the pedagogical process to the already achieved level of the child's mental development. Such an organization of upbringing in no way corresponds to the goals of building a humane society, since it requires a solution to the problem of transforming human consciousness.

In this regard, domestic scientists and practicing teachers (R.S. Bure, L.A. Venger, L.S.Vygotsky, V.V.Davydov, A.V. Zaporozhets, N.N. Poddyakov, etc. ) proceeding from the fact that upbringing (including education) cannot be trailed "in the tail of child development", focuses on its yesterday, but must correspond to the "tomorrow of child development". This thesis clearly reflects the principle of an approach to the mental development of a personality as a controlled process that is capable of creating new structures of personal values ​​of growing people.

Management of the upbringing process, carried out as a purposeful construction and development of a system of assigned multidimensional activities of a child, is implemented by teachers who introduce children into the "zone of proximal development." This means that at a certain stage of development, a child may not advance further independently, but under the guidance of adults and in cooperation with smarter “companions,” and only then completely independently.

Thus, moral upbringing is an integral component in the educational process of the formation of a personality, the individual's mastering of moral values, the development of moral qualities, the ability to focus on the ideal, to live according to the principles, norms and rules of morality, when beliefs and ideas about what should be embodied in real actions and behavior ...

A well-developed children's team is a necessary condition for the self-affirmation of an individual. It is characterized by a commonality of goals and the adequacy of motives for substantive and practical joint activities aimed at the benefit of society, concern for a common result, a certain organization and nature of communication, a wide system of collective ties. The most developed forms of children's relationships are created in the process of purposeful organization of their socially approved activities: educational, organizational, social, labor, artistic, sports, etc. age groups, but also build them on a single basis. The combination of mutual responsibility, on the one hand, and on the other, the need for self-reliance in the organization and implementation of pro-social activities, provides conditions for the development of true independence. The maximum development of children's amateur performance is a defining feature of a developed children's team.

Socially recognized activity as a means of forming a children's collective and certain relations of its members can be realized if it is properly organized.

With this organization of social activity, the teacher must take into account that:

children of different ages perform separate parts of the overall task, i.e. age separation is carried out;

significant goals of this activity have both social and personal meaning;

an equal, proactive and creative position of each child is ensured (from planning cases to assessing its results);

the continuity and complication of joint activities is carried out, and not only in terms of the actual activity, but, most importantly, from the position of its active participant, acting first for the “contact” collective, then for a more general one, up to the scale of the region, city, society;

this activity is aimed at the benefit of other people, society. It is in the developed forms of socially approved activity that the child's ability to take into account the interests and position of another person is formed and, accordingly, to navigate in his behavior.

As an educational tool, the children's collective is organized by adults. In this case, the question of the ratio becomes important:

) children's needs for communication;

) the tasks assigned to this team.

In almost any organized children's association, there really is a certain combination of these two factors. However, the broadest opportunities for their interaction are created in the conditions of a formed children's collective. Actively involving children in solving socially important problems, such a team provides diverse forms of communication, determines the possibility of the development of an individual as a person. The psychological and pedagogical task in this case is that the children's collective is not perceived only as a form of expediency, so that in the eyes of children, the educational function of the collective recedes into the background before its socially useful function. Otherwise, its educational impact is leveled, being replaced by the influence of the so-called unofficial, informal children's associations.

The children's collective that exists in a modern educational institution is a multifaceted system, within which children can be members of associations that are different in nature and duration of existence.

An important role is played by the nature of the relationships that develop between children in the changing structure of permanent and temporary associations, which leads all preschoolers through the position of leaders and performers, forming the ability to command comrades and obey a comrade, creating an expanded network of various connections and relationships.

A special place in strengthening intercollective ties is occupied by the purposeful creation of temporary associations that allow organizing the activities of children in small groups who are entrusted with the implementation of short-term affairs. The psychological peculiarity of these groups lies in the fact that a child in such an association, which usually numbers only a few children, is constantly under the influence of the public opinion of his comrades and cannot deviate from the accepted norms of behavior. In addition, it is easier for children to self-guide with a small number of peers. But the main thing is that only in small groups can a child determine for himself such a position in joint work in which he is able to apply all his knowledge, strength and abilities, i.e. there is an opportunity for each to highlight his role in the overall activity, which is most adequate to his individual inclinations.

Among the important points in the organization of the children's collective is the formation of contact associations of preschoolers of different ages. The composition of children's groups of different ages neutralizes the tendency that usually exists in the association of peers to close in a circle of group interests. The child experiences the influence of each such group and, occupying a certain place in it, at the same time, he himself influences those around him, optimizing his own development.

But this path is realized only in the multifaceted system of the children's collective of the kindergarten as a whole, where in complex structural connections there are contact groups that are different in terms of the duration of existence, volume and content of activity.

In such a team, a very special psychological situation develops. The presence of common interests for children of different ages and those engaged in various activities: common affairs, relationships between groups, teams, headquarters, circles creates opportunities for the establishment of expanded types of relationships between children.

In particular, such a team ensures the unity, friendship, and camaraderie of older and younger preschoolers.

Renewed annually, this team maintains at the same time its laws, customs, traditions and requirements. In this respect, he is a constantly acting force helping to create, stabilize, and develop the interests of contact groups. The more the collective principles are expressed in the general team, the more firmly the contact associations of children are welded together; the more significant, the broader the overall goal, the more visible its social character, the stronger the ties of all children's collectives in their general hierarchy. The purposeful organization of a ramified children's collective provides the most favorable psychological conditions for the formation of the collectivist qualities of the personality of each child.

Conclusions for chapter 1

In the theoretical part of the work, based on the data of scientific, historical and pedagogical literature, the problems of spiritual and moral education of preschoolers were analyzed.

The upbringing of a growing person as the formation of a developed personality is one of the main tasks of modern society. Overcoming the alienation of a person from his true essence, the formation of a spiritually developed personality in the process of the historical development of society does not occur automatically. It requires efforts on the part of people, and these efforts are aimed both at creating material opportunities, objective social conditions, and at realizing new opportunities for spiritual and moral improvement of a person that open up at each historical stage. In this two-pronged process, the real possibility of a person's development as an individual is provided by the entire set of material and spiritual resources of society.

So, moral education must be organized systematically, based on knowledge and taking into account the objective laws of personality development, gradually introduce the child 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 society, appropriates, i.e. makes its own, belonging to itself, the ways and forms of interaction, expressions of attitude to people, nature, to oneself. The result of moral education is the emergence and affirmation in the individual of a certain set of moral qualities. And the more firmly these qualities are formed, the fewer deviations from the moral foundations accepted in society are observed in a person, the higher is the assessment of his morality by others.

Thus, spiritual and moral education is a long and contradictory process. And he goes far beyond the preschool age. The whole life of the child should be organized as a chain of continuous exercises in moral deeds.

Chapter 2. Analysis of the formation of the foundations of spiritual and moral education of preschoolers

.1 Methods formation of spiritual and moral culture among preschoolers

According to N.V. Kosmacheva, the most effective methods and techniques in the process of forming spiritual and moral culture among preschoolers are: [p.78-79]

teaching, explanation, problem situation, positive example, analysis and assessment of moral and immoral actions;

personal example of an adequate emotional response of the educator, illustrations (presentation for perception of a picture depicting people's emotions, schematic images of emotions, demonstration of cartoons and filmstrips of moral content, listening to music, telling the educator about his feelings and experiences in moral and immoral situations, creating situations of emotional experience, psychological trainings aimed at self-knowledge (impact on the emotional component of the moral sphere of preschoolers);

incentive methods (approval, praise, trust, appreciation, encouragement, gratitude);

methods of braking (censure, warning).

Particularly noteworthy is the involvement of children in solving problematic life situations that involve a moral choice, since it is this technique that opens up the opportunity for children to show moral behavior, to express moral feelings.

Play is the leading activity of preschool children. Such famous scientists as L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin. In general, as you know, in addition to playing, a preschooler has a number of other important "things" to do. He draws, and sculpts, and constructs, and cuts, etc. However, it is play that is the fundamental source of spiritual growth in preschool age. First of all, because only she is able to pull the child out of the shackles of everyday life. This is its colossal developmental strength. The game introduces children to a new "extraordinary" world - the world of social relations between people, their common meanings.

The methods used in the educational activities of a preschool institution are implemented in the form of the following forms:

conversations: "There is no sweeter friend than dear mother", "Tell about your mother"

classes: "The image of a loving mother in the icons of the Most Holy Theotokos", "From the Earthly Mother to the Heavenly Mother";

memorizing poems about mom, making gifts for mothers, grandmothers;

creative works - portraits of mothers or the whole family from different materials;

joint activities of children and mothers.

In the course of such work, children more and more clearly understand the connection between their behavior and the mood of their mother and loved ones. Implementation of the work program "Introduction to the origins of Russian national culture" can be represented by the following sections:

“How people lived in Russia”;

"Decorative and applied art";

"Folklore";

"People's game"

Also, one of the forms of work with children to understand oneself in the world of people is "Lessons of Kindness".

These are conversations on moral topics: "Once upon a time there was me." "Respect your father and mother - there will be grace in life", "Where there are good people, there will be no trouble", "Do a good deed boldly", "What do we call the Motherland?", "The house in which we live", which include reading and discussion with children of a small literary work selected in accordance with the topic of the lesson, games, situational tasks, consideration of didactic material. And almost every lesson involves the use in the practical part of various types of artistic activities of drawing, application, modeling. Productive activity develops fine motor skills of hands, contributes to the formation of aesthetic taste, expands children's ideas about the world around them and its properties.

While developing, the child cannot “assert himself at all”. He asserts himself necessarily on the basis of some of his impressive examples. The Russian cultural tradition sacredly preserves the images of heroes - defenders of the Fatherland, Orthodox saints. Children's consciousness grows together with them easily and naturally, because these are real historical personalities, many character traits, actions and even statements of which are carefully preserved by the people's memory and written history. From the teacher's stories, literature, videos, and historical films, children learn about the epic Ilya Muromets not only as a real historical person, but also as a saint of the Russian Orthodox Church. About Dmitry Donskoy, the young Moscow prince, who defeated the huge army of Mamai, on the Kulikovo field. Alexander Nevsky - the brave defender of Russia from the German and Swedish conquerors, Fyodor Ushakov, Alexander Suvorov, Kutuzov, who performed not only a military, but also a spiritual feat.

An important role for the development of the child's spiritual and moral sphere is played by classical music, sacred singing, listening to bells. We try to make children go from Russian folklore close and accessible to children's understanding, through children's musical classics, to the heights of creativity of Russian composers and spiritual singing, again accessible to children.

Throughout the year, work is necessarily carried out on folk and Orthodox holidays, which we introduce children to - Christmas, Maslenitsa, Annunciation, Easter, Trinity, Transfiguration of the Lord.

Acquaintance with an Orthodox church, its architectural, peculiarity, its purpose is one of the forms of introducing children into spiritual culture, which takes place in the form of an excursion to the Temple of the Archangel Michael.

Children, if they wish, light candles for the health of their mothers and fathers and all other loved ones.

Starting to acquaint children with works of fine art that introduce children to the world of high spiritual and moral images, we tell that the first Russian artists - painters were depicts of church painting.

The word "icon" means "image". According to the ancient tradition, icons are written (painted with paints) on a board. An icon or image is called an image of Jesus Christ, the Mother of God, angels and holy people. The icon accompanies a person in all places and affairs. Icons can be seen in churches, houses where Orthodox people live. We often see an icon in a car. Many people wear an icon on their chest - this is a breastplate. The icon is somewhat similar to the holy book. Only in the holy book do we read holy words, and on the icon we see holy persons whom we ask for help and protection.

In the matter of the spiritual and moral education of a child, the interaction of the teacher with the family is of great importance. But in most modern families, the way of life in accordance with Orthodox traditions has been lost. The interaction of employees and parents in the spiritual education of children goes through: classes and holidays, joint events for children and mothers, where pressing issues of raising children are discussed, meetings with a clergyman.

It can be concluded that the majority of parents (namely, 53% according to the results of the survey) are very concerned about the spiritual development of their children and try to use many opportunities for their moral development.

.2 Forms of work on spiritual and moral education

Forms of work on spiritual and moral education:

a cycle of classes called "Lessons of Kindness", the purpose of which is to foster moral values ​​and knowledge of oneself in the world of people.

acquaintance with calendar Orthodox and folk holidays and holding some of them (Nativity of the Most Holy Theotokos, Christmas Christmastide, Maslenitsa, Easter, Annunciation, Trinity)

thematic exhibitions of children's creativity.

acquaintance of children with the life of Orthodox saints and defenders of the Russian land, as an example of high spirituality and morality, patriotism in the form of a story using video films, children's literature before the saint's memorial day as a separate lesson or as part of a lesson to familiarize with others before Defender of the Fatherland Day, Victory Day ...

excursions to the temple in order to get acquainted with the peculiarities of architecture, internal structure, iconography;

excursions to nature (the beauty of God's world);

listening to bell and sacred music in thematic music lessons using appropriate recordings;

staging sketches on moral themes (about forgiveness, about hard work, about respect for elders).

First, people learn Christian love in their own family, then to all those close to them, and then to all people, therefore we begin our work on spiritual and moral education with the education of love for the mother through:

a conversation to identify the formation of children's knowledge about their mother and their attitude to her, to analyze their answers together with the children;

readings of fairy tales, in which the power of mother's love, her wisdom, sacrifice for her child is most vividly shown, which teach children to understand the importance of helping their mother, to be attentive to her: "Cuckoo" Nenets fairy tale, "Ayoga" Nanai fairy tale, "Bread and salt "Alexey Logunov," Mother's Love "Korean fairy tale.

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.

Thus, a number of the most important psychological qualities are formed in a preschooler's play. First of all, it is the ability to focus on the positions of other people. The child discovers that any action is woven into a complex system of human relations, one way or another addressed to another person.

Conclusions on chapter 2

As a criterion for the upbringing of a preschooler's personality, one considers its active civic position, which is manifested in the value relationship of the personality to reality. Of the many such relationships, one can single out as the most informative:

-attitude to learning;

-attitude towards people;

attitude towards oneself;

attitude to nature;

attitude to work;

attitude to reality.

The studies carried out have proven the validity of the hypothesis put forward. Really spiritual and moral education in modern society will be successful if conditions are created that contribute to the formation of cultural behavior

Conclusion

spiritual moral education patriotism

Thus, this work reveals the features of the spiritual and moral education of children, which include:

creation by adults of a cheerful environment around him;

to draw the attention of preschoolers to those aspects of reality that would strengthen their faith in the triumph of good and justice, to support in children the confidence that they are completely protected from evil and injustice, so that they never feel fear because of the imminent punishment that threatens them for a crime committed;

make sure that children can constantly exercise in a humane attitude towards each other, towards nature, towards adults;

example of a teacher.

The development of moral feelings in a child largely depends on the means and methods of education, on the conditions in which he lives. These conditions are his position in the family and in kindergarten, at school, the circle of his interests and affairs in which he participates. With purposeful upbringing, the child's feelings are much richer, more varied and manifest earlier than in children who have not received the correct upbringing. The methods of moral education of children are highlighted: the organization of practical experience of social behavior (the method of teaching, showing reality, the example of adults or other children, the method of organizing activities); the formation of moral ideas, judgments, assessments in children (conversations, reading works of art, viewing and discussing paintings, illustrations). Both the first and the second group include the method of persuasion, a positive example, encouragement and punishment.

The essence of moral education is to educate a child in a culture of behavior, moral qualities help the harmonious development and improvement of the personality. In order to achieve this goal, the child must grow and be brought up in a constant atmosphere of mutual understanding, love of parents and teachers.

Communication with a child should be based on trust, on a feeling of deep love, respect for his personality, rights. This parenting style contributes to the development of any child.

The studies carried out have proven the validity of the hypothesis put forward. Truly moral education in modern society will be successful if conditions are created that contribute to the formation of cultural behavior

Preschool childhood is an important period in a child's life, when feelings of their own capabilities, the need for independent activity, basic ideas about the world around, good and evil in it, ideas about the family life and native land are formed.

That is why at the present time it is extremely important to create a normally functioning system of spiritual and moral education in preschool institutions; a system based on the values ​​of traditional spiritual culture, meeting the needs of the development of the child's personality and aimed at the development of a physically, mentally (mentally) and spiritually healthy person.

The catch phrase “It all starts from childhood” is as much as possible combined with this question. Thinking about the origins of moral feelings, we always turn to the impressions of childhood: these are the trembling of lace from young birch leaves, and native tunes, and the sunrise, and the murmur of spring streams. Raising the feelings of a child from the first years of life is an important pedagogical task. A child is not born evil or kind, moral or immoral. What moral qualities a child will develop depends, first of all, on parents, teachers and adults around him, on how they bring him up, what impressions they will enrich him with.

Spiritual and moral education is a long-term process, involving an internal change in each participant, which can be reflected not here and not now, in preschool childhood, but much later, which makes it difficult to assess the effectiveness of the activities being carried out, but does not diminish the significance of our work.

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Annex 1

Outline of the conversation based on the fairy tale by V. Kataev "Seven-color flower"

Software content:

to consolidate the knowledge of children about the genre features of the fairy tale;

teach to see the positive and negative qualities of the characters in the fairy tale;

to teach children to give a motivated assessment of the actions of the heroes;

Methodical material:

V. Kataev's fairy tale "Flower-seven-flower"

Illustration for the fairy tale "Flower-seven-flower" artist V. Chizhikov.

Course of the lesson:

Preparatory part:

Children, if you had a magic wand or a magic flower that could fulfill any of your wishes, what wishes would you make?

Listen to Valentin Kataev's fairy tale "Seven-colored flower", in which the girl Zhenya fulfilled her seven wishes with the help of a magic flower.

Main part:

After reading the fairy tale, the teacher conducts a conversation.

Who is the main character of the tale?

How did Zhenya get a magic flower? How did you understand that the old lady was a good fairy?

What do you think Zhenya is? What can you say about her? (Kind, absent-minded, inattentive). Explain how you understood this.

Which of the desires that Zhenya made did seem trivial, unnecessary to you? Why did you decide so?

What desires seemed important? Explain why you think so.

You have heard the tale of Kataev. Does this tale sound like a story? How is it similar? But why do we say that this is a fairy tale? What's fabulous about this story?

In the fairy tale, you came across interesting words and expressions. Zhenya loved to count the crows. How did you get it? In what other cases do they say that you are a raven? How to say about it in a different way?

Seeing the bears at the North Pole, Zhenya screamed as best she could. What does this expression mean? How to say it differently?

Remember, when Zhenya got lost, she was about to cry. Suddenly out of nowhere ... How to say in another way? (As it fell from the sky, unexpectedly, unexpectedly, like a snow on your head.)

Just as unexpectedly, the old woman disappeared, as she fell through the earth, how can I say about it differently? (She was gone, disappeared, suddenly disappeared).

Zhenya is a good and kind girl, but I did not like her desire for toys at all. A greedy desire. Think about how it could be changed so that it becomes kind too.

Final part:

Imagine yourself in Zhenya's place. What seven wishes would you make? Tell about it (children's stories).

Appendix 2

Game - journey "The world around us"

Target:

foster friendly relationships, a sense of camaraderie;

foster a respectful, caring attitude towards the world and people;

the ability to show attention and care.

Methodical material:

Illustrations for the game.

Leading (captain): Attention! Attention! Our ship (a model of three-dimensional geometric figures) is leaving. Please take your seats!

Children sit on chairs. The whistle of the ship is heard, the sound of the sea is heard.

Sailor (child): There is a flood in the engine room. Our ship may sink.

Captain: This cannot be allowed! Maybe the passengers will help us? Tell me what you need to do to close the hole?

Children: Hammer in with nails. Insert a cork or a bucket. Plug with a rag.

Put the piece of iron. Pour cement.

Captain: Thank you! Now we are saved, and we can hit the road. Oh, and an exciting journey awaits us.

The whistle and noise of the sailing ship is heard.

Captain: See what you can see in the distance?

Children: Dry land! Earth!

Captain: Let's go ashore.

Children get up from their chairs. The singing of birds and the crackling in the forest are heard.

Captain: Look what a beauty! There are trees all around, birds are singing, the sun's rays are breaking through the foliage. How quiet and beautiful! Listen! Can you hear the crackling sound in the woods?

Children: This is probably a bear making its way through the deadwood. Let's go and see.

Captain: Is that a bear?

Children: It was a boy Petya who broke a tree.

Captain: Do you think he did it by accident or on purpose?

Children: On purpose, because he smiles and does not try to correct his act.

Captain: Now nothing can be fixed, the tree is dead, and instead of spreading branches, a twig sticks out.

Children: We can plant a new tree.

Captain: Well done guys! Trees are needed not only to decorate our planet, but also for the life of all the inhabitants of the Earth.

Children: If there were no trees, there would be nothing to breathe.

Captain: You hear some chirping, a bird cry! Probably trouble has happened, and the birds are calling us for help. Let's hurry there.

The singing of birds is heard.

Captain: So that's the thing. This is our old friend Petya.

Children: He shoots the birds with a slingshot.

Captain: Before we had time to correct his previous act, he again destroys nature! And what can we do good for the birds in the forest, in the park, in the garden?

Children: Hang up feeders, make birdhouses so that they have where to live and what to eat.

Captain: Well done, Seryozha! What a good birdhouse made!

It's time for us to hurry to our ship. Look at the clouds of smoke over the forest. Has a fire started? Rather, we run there.

A fire for a forest is a real disaster, in which not only trees die, but also animals and birds.

Children: It was our hooligan Petya who lit a fire in the forest. Broken trees, crippled birds are not enough for him, he has now started a fire. Bring sand and water faster, you will put out a fire.

Captain: Our journey through the forest has come to an end. All the way we came across Petya's antics. Do you guys understand what you can't do in the forest?

Children: Break trees, shoot birds with a slingshot, light a fire.

Captain: What else?

Children: You cannot make noise in the forest, leave trash after yourself, destroy animal burrows and bird nests.

Captain: Well done guys! Come on board our motor ship. It's time for us to sail home. To make the road seem boring to us, let's color only those pictures where the guys did good deeds.

All the pictures are laid out in front of the children. They choose the ones they need and paint. Painted pictures are taken home as a memory of the journey.

Captain: Well done! Everyone chose pictures of good deeds. Take them home and tell your brothers, sisters and friends about how to protect nature.

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Compiled by: Deputy Head

Spirituality and morality

“Man is a spiritual being, he

strives not only for physical

development, but also to spiritual

becoming. Combine the personal

and folk, earthly and heavenly,

bodily and spiritual is

natural human need,

called into this world. "

(L. Gladkikh.)

The words “let's talk about the forgotten” sound strange when it comes to something that must not be forgotten, it is impossible - about the moral upbringing of children, but this is precisely what is happening today in our life, in pedagogy, in upbringing. Meanwhile, the urgency of the problems associated with the moral education of the younger generation is indisputable.

By definition of the academician, spirituality - this is the moral and aesthetic state of a person, expressed in adherence to such values ​​as freedom, humanism, social justice, truth, goodness, beauty, in an endless internal dialogue aimed at knowing the secret of its purpose and the meaning of life.

Moral is a complex socio-psychological education, consisting of personal beliefs and emotional positions that "control" the needs and motives and determine the interests of the individual, his spiritual appearance and way of life. Morality "sets" a person's behavior from the inside, helps to resist the pressure of negative external influences and contradictions, which ensures a person's respect for himself.

“Education should educate a person and a citizen. Man is a healthy soul in a healthy body. Citizen - morality, education, art, independence. " ().

An important direction in the development of a child in a preschool educational institution is his social development, which is provided for by all preschool education programs. At the same time, social development is understood as the process and result of the assimilation of values, traditions, and culture of society by children. Recently, spiritual and moral education has been given serious importance in this process. Spiritual and moral education affects the entire spectrum of a child's relationship to himself and the world around him (family, compatriots, etc.) and determines the direction and ways of preventing asocial and inhuman manifestations.

"Preschool age is the time for the upbringing of the soul, not the education of the child ... Spiritual and moral upbringing of preschoolers is, first of all, the upbringing of feelings in relation to the people closest to them: parents, brothers, sisters, kindergarten teachers, group children, Motherland." (Kindergarten from A to Z. 2003. No. 3).

We studied the works of Rachinsky and, for a long time, got acquainted with the programs on spiritual and moral education and settled on the partial program and "Spiritual and moral education of senior preschoolers."

The program is secular in its focus. In accordance with Article 14 of the Law of the Russian Federation "On Education", which includes the requirement for the integration of the individual into the system of world and national cultures, its content reflects the spiritual experience of Russian Orthodoxy without introducing religious information. The tasks of its implementation are based on goals of spiritual and moral education, formulated: “In the Soul and heart of the Child should be settled: bright images, thoughts and dreams - a sense of beauty, striving for self-knowledge and self-development; responsibility for your thoughts; striving for the good; courage and fearlessness; feelings of care and compassion, joy and admiration; consciousness of life ... ".

Pursued goals:

Preservation of the spiritual and moral health of children;

Study of history, culture, natural and ecological originality of the Primorsky Territory, Russia;

Striving to revive the traditions of family education.

Main goals:

1. To cultivate respect for the moral standards of Christian morality. To learn to distinguish between good and evil, to value good, to be able to do good. To suppress (in various forms) immoral manifestations in the aspirations and actions of the child.

2. Create conditions for the perception of a holistic picture of the world.

3. To form a feeling of love for the Motherland based on the study of national cultural traditions: an initial idea of ​​the culture, history and life of the Russian people, their wealth and diversity, beauty and nobility;

4. Help parents in reviving the spiritual and moral traditions of family education of children.

5. Develop the ability to perceive and analyze literary works, teach to express feelings, enrich vocabulary.

6. To instill labor skills, to teach to carry out the simplest household tasks, to teach the basics of manual labor, productive activity.

7. To educate a worthy person and future citizen of Russia.

The principles of spiritual and moral education:

Conformity to nature (upbringing should be based on a scientific understanding of natural and social processes, be consistent with the general laws of human development in accordance with his gender and age);

Cultural conformity (education should be built in accordance with the values ​​and norms of national culture);

Humanistic orientation of education (realized through the formation of an attitude towards oneself, towards the world and with the world)

Principles of program implementation:

Systematic conduct of classes;

Interrelation with classes on the development of speech, familiarization with the outside world, musical education, etc.;

Cooperation between an adult and a child;

Cooperation of teachers and parents.

Areas of work:

1. Spiritual and educational(classes, conversations, oral teachings).

2. Educational and health-improving(holidays, mobile and edifying games, role and building games, walks, excursions).

3. Cultural and educational(meetings, targeted walks, excursions, concerts, watching films).

4. Moral and labor(self-service work, cleaning the group and territory, work according to interests, productive activity, making gifts for the holidays).

5. Family work.

Program structure

https://pandia.ru/text/78/601/images/image003_144.gif "width =" 641 "height =" 543 src = "> Call" href = "/ text / category / koll /" rel = "bookmark "> the collective the opportunity to increase the cognitive activity of children, to determine the ways of forming their ideas about the Orthodox culture, history and traditional life of the Russian people, helps to form an interest in the past of Mother Russia.

When you think about the fact that truth, heritage is a spiritual concept, when you begin to understand that you can give your pupil the joy of life, when you are able to leave your son or daughter your name, your honor, your business, your friends, your prosperous people, then you can firmly say: “I gave my youth understanding truths existence and wise life ". In fact, we don’t need to invent anything, we don’t need to search for anything. It is only necessary to turn to Russian folk culture, to our millennial historical past, to the spiritual heritage of Russian thinkers, holy fathers, national heroes.

The term "spiritual education" cannot be identical to moral education, since its meaning is broader. Spirituality implies the satisfaction and development of at least two important needs: the ideal need for knowledge of the meaning of life and the social need to live for others.

Our task, the task of teachers, is to convey all this to children in a form accessible to them, introducing them to the spiritual heritage of Russia.

Forms of work with children:

Classes, conversations, games of moral and spiritual-moral content;

Theme

"Conscience" "Gratitude and discontent" "Good and evil" "Generosity and Greed" "Truth and lie" "Envy and benevolence" "Obedience and stubbornness" "Hard work and laziness" "Mercy and Cruelty" "Motherland" "Friendship and Loyalty" "Betrayal" "Condemnation" "Restraint and Liberty" "Forgiveness and Resentment" "Memory" "Pure heart"

A name is a word that a person is called. The meaning of the name that a person bears. Relatives, relatives, kind. Why do you need to take care of your family? Caring for loved ones. The meaning of proverbs. That destroys the family, heals and creates. Images of relatives (parents, brothers and sisters) The word as the source of human life. What are the words. A person's conscience is an advisor in life. Why should you keep your conscience, live according to your conscience, fulfill all the commandments, the rules of life? Do not do what you do not wish for yourself. The meaning of proverbs. The concept of "gratitude". Words of gratitude for a good deed, service. The origin of these words. The meaning of proverbs. Kind words, good deeds. True kindness, false kindness. Shows of generosity. A generous person. Greed is stinginess, indiscretion of desires. The meaning of proverbs. What is truthfulness. Why you can't cheat. Potential consequences of doing truth. Human relationships. The meaning of proverbs. Various manifestations of envy in life. Benevolence is its opposite. Joy is kind. Joy is evil. The meaning of proverbs. Differences between the words "hear" and "listen". Obedience. Stubborn person. Disobedience. The meaning of proverbs. Why does a person work. What is hard work. Labor is business, the source of human life. Two troubles are laziness and idleness. The meaning of proverbs. Deeds of mercy: help those in need, comfort the offended, encourage, regret. Our Motherland is Russia (Rus). Holy Russia. Coat of arms. Homeland and its defenders. Friendship. Who can be called a true friend. What a friend and comrade I myself am. What is loyalty (responsiveness, sensitivity, mutual assistance, tolerance). The meaning of proverbs. True friend. Betrayal is treason. How to keep yourself from betrayal. What to do to correct errors. The meaning of proverbs. Do we have the right to condemn. The rules of the "triple sieve": is it true what you want to say; is it good what you want to say; whether others need to know. The meaning of proverbs. Restrain - limit yourself to bad deeds, live by the rules of good deeds. liberty is a violation of good rules. The meaning of proverbs. Why are we offended? How we understand the word "forgiveness". How often do we ask for forgiveness? Rules of life. Fair treatment of those who made a mistake. The meaning of proverbs. Memory. "Remembrance". Human footprint on the ground. Holidays of Russia (calendar, temple, labor, family). Memorable dates of history. The meaning of proverbs. "Loving heart". "Stone Heart". The commandment of love: "love your neighbor as yourself." What's stopping love? The rules of a kind, loving heart.

In connection with the changed socio-economic situation, the dominance of material values ​​over spiritual and moral values ​​is observed. Self-centered behavior prevails: people are distinguished by indifference to others, lack of mutual understanding and tolerance for shortcomings. The unwillingness to provide help disinterestedly necessitated the upbringing of a person who makes his choice, makes decisions and performs actions based on moral values. In this regard, the formation of moral value orientations in children from preschool childhood is one of the main tasks.

The developed topic of the classes aims to:

To contribute to the formation of the moral component of the child's personality;

Learn to look at the world through the prism of moral values;

Form an idea of ​​moral values, moral qualities;

Adequate emotional attitude;

Adequate moral behavior.

When planning and conducting classes, preschool teachers relied on their own creativity, made some changes in accordance with the topic and tasks, based on the age and individual characteristics of the pupils.

The intended result

Working on the program of spiritual and moral education, we set ourselves the goal of achieving the following results:

1. Initial ideas about the Motherland and family, good and evil, generosity and greed, love, obedience, benevolence and envy, loyalty and betrayal, mercy, sensitivity, conscience, gratitude, hard work, etc.

2. Moral needs, aspirations, feelings:

Active manifestation of a feeling of love and respect for family and friends: the desire to do something pleasant for them, to please the elders with their behavior, care, attention; feelings of gratitude and appreciation;

A feeling of benevolence to others (friendliness, willingness to be useful, to show concern), sympathy when upset, joy for the success of others, the desire not to judge other children is bad;

Love for your Fatherland, interest in your land;

A feeling of sympathy for people regardless of their nationality;

Introduction to the experience of national culture, acquaintance with the forms of the traditional family structure, understanding of one's place in the family and feasible participation in household chores;

Responsibility for your deeds and actions,

The need and willingness to show compassion and joy;

Subjective psycho-emotional well-being;

3. Moral skills and habits:

Follow the tradition of celebrating the name day;

Show attention and care to the elderly, the sick, the younger;

Analyze your own behavior in a situation of moral choice;

Treat people who have made a mistake fairly, without blaming or judging them;

Behave in an organized manner in public places (give way to adults, young children; observe the rules of decency, speak quietly, without attracting attention to oneself, do not interfere with others, observe neatness;

In a friendly and benevolent manner, address peers with a request to play together, respond to a friend's request to take him into the game, be attentive to the suggestions of another child when performing joint activities, agree with the idea proposed by a peer;

To tactfully express refusal to participate in common activities, politely respond to the refusal of another child;

The habit of doing everything that you can yourself, without requiring the help of others;

Respect for the work of adults and comrades, for things, maintaining order and cleanliness; active attitude to work.

The main result, which I would very much like to hope for, is the child's assimilation of eternal values: mercy, compassion, love of truth, in his striving for good and rejection of evil.

Bibliography

1. Spiritual and moral development of a modern child in various communities and social groups / Edited - M., 2009.

2., Kuprina etiquette (development of the child's communication skills). - M .. 2001.

4., Smirnov's communication: from one to seven years. - M., 1992.

5. Kindergarten and family / Edited by M .; Pedagogy 1997.

6. Kozlova education of preschoolers in the process of getting to know the world around them. - M., 1998.

7. Kurochkina to teach a child to act morally. - M., 2003.

8. On the formation of moral value orientations // Preschool education. - 2008. No. 4.

9. Introduction of the preschooler into world culture // Preschool education. - 2006. No. 5.

10. Pedagogical encyclopedic dictionary / Ch. ed. - -Bad. - M., 2002.

11. Programs for special preschool institutions. - M., 2004.

12. Modern Dictionary of Pedagogy / Comp. ... –Minsk, 2001.

13. Moral education of children in the modern world // Preschool education. - 2001. No. 9.

14. Spiritual and moral education of preschoolers // Preschool education. - 2004. No. 5.

15. Spiritual and moral education of older preschoolers: A sample program for preschool educational institutions. / Ed. ,

Application.

It is forbidden:

- upset elders, parents with disobedience, bad words and actions;

To be idle when everyone around you is working, it is bad to indulge in idleness;

Laugh at old age and old people; in illness, grief, sorrow of loved ones, it is necessary to hasten to come to the rescue, console, help;

Enter into disputes, bickering with respected and adults;

Express dissatisfaction with the fact that you do not have this or that thing, toys, delicacies; you have no right to demand anything from your parents;

Allow your mother to give you what she does not give herself: the best candy, a treat, and if she does, then you must definitely share; do that. What the elders forbid;

Leave the elder, the sick, the weak alone, if he has no one but you;

To offend a girl, a girl, a mother.

Friendship rules

Do not covet the primacy among friends. Don't let the best of it take you.

Do not boast or be proud of your successes, beautiful things, games, toys, etc. Do not be arrogant if you are good at something.

Always help your friend if he gets into trouble.

Do not quarrel with friends, do not argue over trifles, learn to yield, forgive insults.

Stop your friend if he does something bad. Good friendship means telling each other only the truth. If your friend is wrong about something, tell him about it without blaming or condemning him.

Do not envy your friends, but rejoice at their successes. If you did something wrong, do not hesitate to admit it, ask for forgiveness and correct yourself.

Don’t make a noise, don’t inform a comrade.

Be able to accept help and advice from other guys.

The rules of a loving heart

Loving heart:

Compassionate, never hurts anyone;

He is not exalted over others, he is not proud;

Suffers a lot, endures everything without despondency, without sorrow;

Does not get angry, does not get irritated, does not think evil;

He does not envy, does not seek his own;

He does not rejoice in unrighteousness, but rejoices in the truth;

Requires nothing in return: no fee, no approval, no other rewards;

Invariable, regardless of mood, comfort, or other circumstances.

The rules of fostering generosity

We teach ourselves to give, to share first with a friend that you like, with family and friends, and then with a stranger.

We share a little and, it turns out, we cannot but suffer at all.

We never tell anyone that we have shared with anyone. We learn to keep silent about the good we have done.

Good deeds rules

Do so to do as much good as possible for many people.

Do not do good for show.

Do not hide anger, hostility in your heart.

Try to root out bad habits.

Do not allow yourself to deceive others. Avoid idle chatter and slander.

Don't break your promises. If you gave your word, try to fulfill it.

Do not take, do not appropriate other people's, found things, money, toys. Do not hide or conceal. Try to find, give to the lost.

Take nothing without permission.

Help the poor, hungry. Do not pass indifferently past human misfortune, grief, despair.

Reconcile the quarreling.

Console in sorrow, sorrow, disease.

Never say bad, evil words that defile a person's soul.

Don't be greedy, inhospitable.

Talking about. What you think and feel (no hypocrite).

Do not shy away from responsibility for your actions (cowardice).

Try not to build your joys on someone else's grief (betrayal).

Courtesy rules

Be polite. Politeness is the ability to behave in such a way that others would be pleased with you.

Be always friendly: when you meet, say hello, thank you for your help and care, leaving, do not forget to say goodbye.

Give way to the elderly, sick and tired in transport; try to do it not for show; don't wait to be asked to give up your seat.

Help the fallen one to get up. Help the elder, the weak, the blind to cross the road.

Do it heartily, heartily, kindly, without embarrassment.

Never be late for anywhere. Always come at the appointed hour, minute by minute - save other people's time.

Don't make you worry about yourself. When you leave home, tell me where you went when you return and try not to be late.

Do not be fancy. Your whim can ruin the mood of others, cause them anxiety.

Application

"What is good and what is bad?".

Association game

Goals :

1. To acquaint children with the rules of behavior of people in society, to teach to distinguish between positive and negative actions.

2. To educate not only the desire, but also the need to show kindness and consideration to others and other humane feelings.

3. To develop the ability to understand the actions depicted in the picture, and relate them to reality, to promote the development of empathy.

Option 1: On a table surface, the elements are face up. Collect cards according to the following criteria:

Positive actions;

Negative actions;

Option 2: Select three elements of the game so that two of them make up a common pair. Connect the appropriate elements into one card, while speaking the situation depicted on the card. Collect the rest of the elements into cards on your own.

« TV"

Role-playing game

Goals:

1. To reinforce the role actions of television workers, to show that their work is collective, the result of the whole team depends on the quality of the work of one.

2. Strengthen children's ideas about the media, about the role of television in people's lives.

Sample game actions:

Choosing a program, drawing up a program by editors;

Writing texts for news, other programs;

Preparation of presenters, spectators;

Studio decoration;

Work of lighting and sound technicians;

Show the program.

Computers;

Microphones;

Cameras;

- "cracker";

Programs (texts);

Symbols of various programs;

Elements of costumes;

Make-up, cosmetic sets;

Interior elements, decorations;

Scripts, photographs.

"Emergency"

Role-playing game

Goals:

1. To create conditions and encourage social creativity, to form the ability to be divided into subgroups in accordance with the game plot and, at the end of a given game action, reunite into a single team.

2. Expand children's ideas about the humane focus of the rescue service, its necessity, mobility in emergency situations.

3. Develop the speech of children.

Sample game actions:

Alarm call;

Inspection of the scene, orientation on the ground;

Distribution of rescue work between different groups;

Use of special-purpose equipment;

Rescue of victims;

First aid;

Delivery of necessary items to the area of ​​the incident;

Return to base.

Subject-play environment. Equipment:

A set of equipment for special purposes;

Walkie-talkies, telephones;

Plans, maps;

Rescue service symbols;

Instruments;

Protective helmets, gloves;

Using attributes from other games, such as Ambulance.

Application

"Day of Kindness"

Event scenario

Goals:

· To form an idea of ​​kindness in children as an important human quality;

· To encourage the child's desire to do good deeds;

Teach children to convey the emotional state of a person using facial expressions,

gestures, as well as in speech or drawing.

Characters:

Teddy bear - teacher, child or soft toy, voiced by the teacher. Educator.

(The group is decorated with balloons, flowers, ribbons. The day before, a wall newspaper is drawn up, telling about the good deeds, deeds of children).

(Mishka comes to visit the children and tells them his sad story).

Bear: the old woman Laziness attacked the forest in which I live. She enchanted everything around: the grass dries up, the flowers wither, all the trees are cobwebbed. The birds have not been singing their songs for a long time, and the animals, forest dwellers, have fallen into hibernation, they do not even hear their little children cry from hunger, cold and loneliness. I was the only one who managed to escape from the captivity of an evil and lazy old woman. I came to you guys for help, so that you can help me free the forest from old Leni.

Educator: Children, can we help our guest?

(The kids agree.)

Educator: Mishutka, tell us, please, how to help you?

Bear: Forest dwellers and our forest will be saved by the kind deeds of children, hard work, politeness. Children, can you do good deeds?

(Answers of children).

Bear: Do you know what kindness and good deeds are? How can they be done in your opinion?

(Estimated children's answers: watering flowers, helping a friend in need, speaking polite words, helping kids, mother, grandmother).

Educator: A kind person is someone who helps adults, does not offend the younger ones, protects the weak, is polite and attentive to everyone, speaks only kind, good words.

Invented by someone simply and wisely

When meeting, say hello: "Good morning!"

"Good morning to the sun and the birds!

Good morning, smiling faces! "

And everyone becomes kind, trusting,

Good morning lasts until evening.

(Krasilnikova "Good morning".)

Bear: Children, and you, too, when meeting each other in the morning in kindergarten say kind words to each other - greetings?

(Children’s affirmative answers).

Bear: You see, you have one good deed. But one kind deed, unfortunately, cannot save the forest, and it may perish.

Educator: Don't be upset, Bear! We are now collecting for you a full "piggy bank of good deeds." You will take this "piggy bank of good deeds" to the forest.

(The teacher shows the children a piggy bank and suggests throwing the first piece into it - "dobrink").

Educator: Oh, guys, look at our flowers: they are crying.

(The teacher draws the attention of the children to dry soil in flower pots. Children water the flowers.)

Bear: How else can you help flowers?

Children: Water, wipe the leaves, loosen the ground.

(Children help flowers).

Educator: Well done, guys, how kind and caring you are.

(The bear offers to play the game "Kind and polite words")

Ball game "Kind and polite words"

Children stand in a circle. The teacher picks up the ball and starts the game. He says any kind or polite word and throws the ball to one of the children. The person who catches the ball comes up with a new word, names it and throws the ball to another child. The ball is not caught if a "unkind" word has been pronounced, and the child can explain why he did not like this word or not.

Educator: Children, while we were playing, we received a signal from our books: they also need help.

(Children tidy up the book corner, repair books if necessary.

The teacher reminds the children that after each good deed they need

to throw chips into the piggy bank - "dobrinks").

(The bear offers to play the game "Changer").

Game "Changer"

The game is played in a circle. Participants choose a driver. He gets up and carries his chair out of the circle - there are one fewer chairs than the players. The teacher names the sign, for example: "Those who have ... (blond hair, red socks, blue shorts, etc.) change places." Children who have this trait quickly get up and change places. The driver at this time is trying to take the vacant seat. The player without a chair becomes the driver. Mandatory rule: respect for the right to personal dignity and respect for this dignity.

Bear: And your toys, guys, need help too! Many of them have gloomy eyes.

(Children wash toys, tidy up dolls' dresses, neatly fold building material, dust off the shelves with play material).

(The game "Beat the transformation" is held).

Game "Beat the transformation"

The leader in a circle passes objects (ball, pyramid, cube, etc.), calling them by conventional names. Children act with these objects as if they were objects named by an adult. For example, a ball is passed in a circle. The presenter calls it an "apple" - the children "wash", "smell", "eat" it.

Bear: Children, do you have friends? Do you often say kind words to them?

(Answers of children)

(The game "Magic Chair" is played).

Game "Magic Chair"

Children stand in a circle, the teacher puts a chair in the center of the circle and says: "Now I will touch this chair with my magic wand, and it will instantly become magical. And its magic lies in the fact that if someone sits on this chair, the people around you they immediately begin to say only good words about this person (child). "

An adult invites one of the children to sit on the "magic chair" and immediately begins to say something good about this child. Then the "magic" wand is passed on to the child, who stands to the right of the teacher, and he continues to say kind words about the pupil sitting on the chair. The adult gives each participant the opportunity to speak out, and then asks the child sitting on the chair how he felt, and whether he was pleased to hear kind words addressed to him. Then another child is invited to sit on the "magic" chair. Game continues. At the end, Mishka is invited to sit on the "magic chair", the children say kind words about him.

Bear: Children, I liked sitting on your wonderful chair, but I really want to help my friends, save my forest from the evil old woman Leni.

Educator: Mishutka, many good deeds have already accumulated in our "piggy bank", take it to your friends, forest dwellers.

(The bear takes the "piggy bank of good deeds", thanks the children for their help, says goodbye to them).

Educator: Guys, today we have a wonderful day - the Day of Kindness. I hope our good deeds will save the forest and its inhabitants from old Leni. And we will continue to do good deeds until the evening and we will only say kind words to each other, which everyone is pleased to hear.

(In the evening, the teacher invites the children to draw how they spent this unusual day. Children, if they wish, take their drawings home to acquaint their families with such a wonderful day as Kindness Day).