Moral education of a child.

It all starts from childhood. Education of morality begins from the cradle. When a mother smiles at a child and rejoices at him, this is already the education of the deepest morality, his friendly attitude towards the world. Next comes kindergarten, then school. The central figure in society, on which its future depends, are teachers, who also give out wisdom - in the book. Only high culture can unite us.

And every era has its own style, every society has its own rules of behavior, but there are universal human values, and it is on their basis that the culture of any nation develops. An integral part of culture is etiquette, which has evolved over centuries and is rooted in the sphere of morality.

First of all, a child needs to be instilled with etiquette from an early age. Teach the child everywhere and in everything to respect society as a whole and each of its members individually, treat them the way he treats himself and so that others treat him the same way. The rule is very simple, but alas? In everyday practice, human relationships are not always realized by everyone. Meanwhile, the culture of human relations, communication between people play an important role in life. If a child manages to communicate culturally with loved ones and acquaintances, he will behave the same way with complete strangers.

Moral education is one of the most pressing and complex problems that must be solved today by everyone involved with children. What we put into the child’s soul now will manifest itself later and become his and our life. In childhood, the assimilation of social norms occurs relatively easily. Preschool age is a period of active knowledge of the world and human relationships. The younger the child, the more influence you can have on his feelings and behavior.

The formation of the foundations of a culture of behavior begins from the very first years of a child’s life. He, imitating an adult, begins to master the basic norms of communication. By older preschool age, a child can develop fairly stable forms of behavior and an attitude towards the environment in accordance with the learned moral norms and rules.

Under favorable conditions of public and family education, a child of senior preschool age clearly manifests a feeling of attachment to peers, the teacher, and kindergarten. Children are friendly with others, easily enter into communication, kind, sensitive, attentive to the comments of adults, and are capable of acutely experiencing them. They perceive approval of their actions with joy and express their readiness to do even better.

A characteristic feature of children of senior preschool age is their emerging social orientation. It manifests itself in real children's relationships, and in their statements, and in the assessment of the actions of peers, and in the general direction of the joint activities of all members of the children's team. Children of this age begin to develop a public opinion on which the teacher can, to a certain extent, rely. Children can condemn the behavior of peers - their selfish actions, dishonest attitude towards business - and express approval of the good behavior of a friend.

The sum of skills and abilities allows you to maintain general order in the daily routine, the way of life of the family, at home, and in establishing correct relationships between the child and adults and peers. These skills are related to personal neatness and neatness, cleanliness of clothes, shoes; with food culture (behavior at the table, ability to use cutlery); with a culture of behavior with adults and with peers (at home, in the yard, on the street, in public places, in villages); with a culture of play, training, fulfillment of work duties; with the culture of speech (form of address, culture of vocabulary, tone, tempo of speech).

In the process of forming a culture of behavior in children of senior preschool age, both the educational institution and the family participate simultaneously. Fostering a culture of behavior requires a mandatory connection with the upbringing of children in the family and coordination of the efforts of the teacher and parents. It is very important for teachers to find methods that allow them to establish close contacts with the family in order to ensure unity in fostering a culture of behavior.

A certain contradiction has arisen: despite the fact that the culture of behavior of children has always been given much attention in the psychological and pedagogical literature, the problem of educating a culture of behavior in preschool children remains relevant and insufficiently developed.

Currently, the problem of moral education of preschool children, in my opinion, is the most pressing, because upon entering school, a first-grader must not only have reading, writing and counting skills, but also be able to communicate, adapt, listen, hear and understand.

The moral education of a child is an important factor in the development of his personality. This means positive changes in society and a reduction in immorality in the country in the very near future.

Download:

Preview:

Consultation for parents

Spiritual and moral education of preschool children

Spiritual and moral education in kindergarten is an integral part of the comprehensive education of a child, a necessary prerequisite for the revival of national culture; A qualitatively new stage of spiritual and moral education in kindergarten is the integration of its content into the everyday life of children, into all types of children's activities and traditional methods of preschool education.

Childhood is a time for the development of all human powers, both mental and physical, the acquisition of knowledge about the world around us, the formation of moral skills and habits. In preschool age, there is an active accumulation of moral experience and turning to spiritual life. Systematic spiritual and moral education of a child from the first years of life ensures his adequate social development and harmonious personality formation.

Purpose of education:

• To lay the foundations of a spiritual and moral personality with an active life position, the ability for perfection and harmonious interaction with other people.
• To cultivate in children mercy, compassion, the ability to forgive insults, the desire to help those in need, to be tolerant and peaceful in relationships with everyone.
• Learn to be an example for others not in words, but in deeds, avoid evil, envy - be content with what you have, be able to ask for forgiveness, act honestly, never do to others what you do not want for yourself.
• Help maintain purity and chastity.
• To arouse interest in the study of Orthodoxy among educators and parents, thereby opening the way to spiritual improvement and knowledge of national culture.

Tasks:

• To foster patriotic feelings that connect different generations.
• Teach ethical behavior and self-discipline.
• Improve artistic taste, develop the creative potential of every child.
• To form artistic and speech skills, to replenish children’s vocabulary.
• To cultivate spiritual and moral feelings, revealing the meaning of Orthodoxy in a person’s life as an act of love, kindness, humanity, and unity.

Orient the family towards the spiritual and moral education of children, familiarize parents with the basics of Orthodox pedagogy and

Psychology, the formation of ideas about the forms of family life.

Education of a spiritual personality is possible only through the joint efforts of the family, educational institution and the state. One of the problems of modern education is that the historical continuity of generations is not respected in the process of education. Children are deprived of the opportunity to follow the example of people who lived in the past; they do not know from the point of view of what truths past generations solved the problems that arose before them, which served as a beacon and source of creativity for them.

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

A characteristic feature of the work to form a spiritual and moral attitude towards cultural heritage and a sense of belonging to it is the introduction of children to peasant culture and way of life. Peasant art enters the life of a modern child along with folk songs, fairy tales, and epics, which is why it is so close and understandable to him. Our kindergarten teachers, together with parents and museum workers, help children get an idea of ​​different types of folk art and experience their relationship to them in productive, playful activities. Introducing a child to folk art develops his taste and respect for material values ​​created by previous generations.

Optimal for spiritual and moral education in kindergarten is to hold seasonal musical and play holidays: in the fall - “Fair”; in winter - “New Year”, “Christmas”, “Christmastide”, “Defenders of the Fatherland”, “Maslenitsa”; in the spring - “Our Beloveds”, “Birch Festival”, “Easter”, “No One is Forgotten and Nothing is Forgotten”, “Birch Trees’ Name Day” (Trinity). Children of senior preschool age get an idea of ​​the material from which objects of folk and applied art are made. Teachers involve children in the process of making folk toys and other objects, during which children acquire skills in working with artistic materials and the habit of making pleasant and useful things for people with their own hands. This work introduces children to folk costume. This is very important, as it allows us to show the continuous connection of generations and the connection of the art of costume making with the spiritual traditions of the people.

Throughout the year I introduce children to folk costumes. With older preschoolers, I classify it according to its affiliation: festive, everyday; for a woman, girl; female, male. I introduce costume decor, jewelry materials: pearls, beads, multi-colored glass, etc. I help children see beauty in a joyful range of colors and try to depict it in productive creative activities. Children decorate women's folk with decor: a suit, a men's braid, etc. (in drawings, appliqués.) The subject of knowledge of folk culture is also architecture as a part of folk art, associated with traditional folk culture and the natural environment.

Children under 5 years old get an idea of ​​a wooden house with carved platbands and a modern brick house. They compare their great-grandmother's house and the house in which they live. Find commonalities and differences between them.

Children of senior preschool age receive new knowledge: about the architecture of ancient and modern cities (villages); about a rural log house, a painted mansion; city ​​house; wood carving; religious buildings (cathedrals, churches), their appearance and decorations, etc. Get acquainted with the proverb “Good work lives for two centuries.” A person dies, but his work, done with love, remains to live for a long time, his grandchildren and great-grandchildren take care of him.

Together with parents, I am expanding the circle of children’s involvement in oral folk art. I introduce older preschoolers to magical

fairy tales, aphorisms, proverbs, sayings, folk signs, heroic epics.

Play is a natural companion in a child’s life, a source of joyful emotions and has great educational power. Therefore, in our work we always turn to games: both didactic and folk. Folk games are an integral part of the spiritual and moral education of preschool children. They reflect the way of life of people, their work, way of life, national foundations, and ideas about honor. The joy of movement is combined with the spiritual enrichment of children. The peculiarity of folk games is that they, having a moral basis, teach the child to find harmony with the world around him. Children develop a stable, interested, respectful attitude towards the culture of their native country, creating an emotionally positive basis for the development of spiritual and moral feelings. In terms of content, folk games are laconic, expressive and accessible to children. They stimulate active thought, help broaden one’s horizons and clarify ideas about the world around us. Folk games, in combination with other educational means, represent the basis for the formation of a harmoniously developed, active personality, combining spiritual wealth and physical perfection. Before the game, we talk about the culture and life of a particular people (Russian folk games “Geese-swans”, “Bear in the forest”; Khakass folk game “Wolf in a flock”, etc.)

It would be unfair if we do not note the importance of didactic games in the formation of the spiritual and moral qualities of a preschooler. Feelings of respect and pride are instilled by didactic games with national flavor: “Decorate the clothes with a national pattern”, “Fold the clothes”, “Mashenka and Gulchechek’s House”, “Sort the patterns”, “Correct the mistake” (national dolls are dressed incorrectly). A series of didactic games around the hometown helps to develop a feeling of love for the Motherland based on the study of national cultural traditions. “Hometown Patterns”, “Make No Mistake”, “Did You Know?” (celebrities of the city), “Trip around the city”, “Where is the monument?” “Birds of our city”, “Collect the whole”, “Riddles about the city”, “Does this happen or not?” help in developing love for one’s native land and pride in belonging to this people. We use a lot of verbal games in the education of spiritual and moral feelings. For example, the games “Tasty Words” (a child with his eyes closed determines who said a polite word), “Flower of Beautiful Words” (children insert their petals while pronouncing a magic word), “Share a Smile”, “Glade of Kindness”, “Praise a Neighbor”, “My toy talks about me”, “I love my loved ones” (the child only shows with his movements how he loves his loved ones).

Games aimed at fostering a friendly attitude towards peers and a humane attitude towards people

Game "Life in the Forest"Teacher (sits on the carpet, seating the children around him). Imagine that you find yourself in a forest and speaking different languages. But you need to communicate with each other somehow. How to do this? How to ask about something, how to express your friendly attitude without saying a word? To ask a question, how are you doing, clap your palm on your friend’s palm (show). To answer that everything is fine, we tilt our head to his shoulder; we want to express friendship and love - we affectionately stroke the head (show). Are you ready? Then we started. It’s early morning, the sun is out, you just woke up... The teacher unfolds the further course of the game at random, making sure that the children do not talk to each other.

Game "Ants" Teacher (seating the children around him). Have any of you ever seen an anthill in the forest, inside of which life is seething day and night? In late autumn, when the cold sets in, the ants gather together to sleep in their warm house. They sleep so soundly that they are not afraid of snow, blizzards, or frosts. The anthill wakes up with the onset of spring, when the first warm rays of the sun begin to break through the thick layer of needles. But before they begin their usual work life, the ants throw a huge feast. I have this proposal: let’s play the role of ants on a joyful holiday day. Let's show how the ants greet each other, rejoicing at the arrival of spring, and how they talk about what they dreamed about all winter. Just don’t forget that ants can’t talk. Therefore, we will communicate with gestures. (The teacher and children act out the story presented with pantomime and actions, ending it with a round dance and dancing.)

Game "Good Elves"Teacher (sits on the carpet, seating the children around him). Once upon a time, people, fighting for survival, were forced to work day and night. Of course, they were very tired. The good elves took pity on them. As night fell, they began to fly to people and, gently stroking them, lovingly lull them to sleep with kind words. And people fell asleep. And in the morning, full of strength, they set to work with renewed energy. Now we will play the roles of ancient people and good elves. Those who sit on my right hand will play the roles of these workers, and those on my left will play the roles of elves. Then we will switch roles. So, night came. Exhausted from fatigue, people continue to work, and kind elves fly in and lull them to sleep... A wordless action plays out.

Game "Shadow Theater"Educator: Have you noticed how on a bright sunny day your own shadow relentlessly follows you, exactly repeating and copying all your movements? Whether you are walking, running, jumping, she is with you all the time. And if you are walking or playing with someone, then your shadow, as if making friends with the shadow of your companion, again repeats everything exactly, but without talking, without making a single sound. She does everything silently. Let's imagine that we are our shadows. Let's walk around the room, look at each other, try to communicate with each other, and then together we will build something from imaginary cubes. But how? We will move quietly, without making a single sound. So, let's start! Together with an adult, children silently move around the room, look at each other, and shake hands. Then, following his example, a tower is built from imaginary cubes. The success of the game depends on the imagination of the teacher.

Game "Live Toys"Teacher (sits on the carpet, seating the children around him). You've probably been told or read fairy tales about how toys come to life at night. Please close your eyes and imagine your favorite toy, imagine what it does when it wakes up at night. Introduced? Then I suggest you play the role of your favorite toy and get acquainted with the rest of the toys. Only again, we carry out all our actions in silence, so as not to wake up the elders. And after the game, we’ll try to guess who represented which toy. This is how we use didactic and folk games in educating spiritual and moral qualities in preschoolers. Expected result: The divine fire inherent in childhood will warm the soul and heart of the child. He will bring it to the people. With the help of systematic work on spiritual and moral education, based on Orthodoxy, I hope to achieve the following results:

stability of behavioral skills;

the formation of the foundations of the value spheres of the individual;

stability of mental development;

integrity of perception of the world;

education of a comprehensively and harmoniously developed personality;

forming a team where everyone is valuable and everyone is in harmony with each other;

development of abilities for self-improvement and independent creativity;

The main result, which we would very much like to hope for, is the child’s assimilation of eternal values: mercy, love of truth, his desire for good and rejection of evil.

“Without memory there are no traditions,

without tradition there is no education,

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 involved with children. What we put into the child’s soul now will manifest itself later and 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 occurs relatively easily. The younger the child, the more influence you can have on his feelings and behavior. Awareness of moral criteria occurs much later than the formation of moral feelings and an algorithm of social behavior.

We, adults, must turn to the soul of a child. Educating his soul is creating the basis for the moral values ​​of a future adult. But, obviously, rational education of morality, which does not affect the child’s emotions, will never lead to the desired result. Education, skills, and 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 take place. Culture is, first of all, a system of values ​​enshrined in traditions. It is necessary to satisfy spiritual needs and search for higher values. An amazing and mysterious phenomenon of folk culture is holidays and rituals. The roots of spiritual and moral education lie in Orthodoxy. All our moral values ​​come from the New Testament: respect for parents and elders, love for neighbor and Motherland, selflessness, sacrifice, modesty, honesty, patience, concession, forgiveness, etc.

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

In addition, Old Church 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 objects of folk life found in folklore works. It is no secret that kindergarten graduates’ ideas about Russian culture were and remain fragmentary and superficial.

Surrounding objects that awaken a child’s soul for the first time, cultivating in him a sense of beauty and curiosity, must be national. This will help children from a very 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 occupy an important place in introducing children to the traditional values ​​of folk culture. They focus on the most subtle observations accumulated over centuries on the characteristic features of the seasons, weather changes, and the behavior of birds, insects, and plants. Moreover, these observations are directly related to work and various aspects of human social life.

As a result of mastering folk traditions, children will 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, and humanism. The study of calendar children's folklore is carried out through the children's participation in folk ritual holidays (Christmas (Christmastide), Maslenitsa (Tuesday-Flirting), Cornflower Day (Wildflower Festival), Peter's Day (Haymaking), etc.). Folk ritual holidays are always associated with the game. Folk games are national wealth, 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 personality. Thanks to them, in accessible forms, on close and understandable material, children learn the morals and 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 brings priceless fruits.

References

1. Zagrutdinova M., Gavrish N. Use of small folklore forms // Doshk. education.-1991.-No.9.-P.16-22.2.
2. Zyazeva L.K. The world of childhood in traditional culture.-Moscow, 1993

Currently, the problem of morality is attracting increasing attention from psychologists, teachers and many other specialists. This concept is important and relevant for the complex of sciences related to moral education: psychology, pedagogy, philosophy and ethics.
First of all, let's consider what morality is. This term originates from the word disposition. From Latin morals sound like “moralis” - morality. Thus, “mores” are those standards and norms that are accepted and guided by people in their behavior, in their everyday actions. Morals are not characterized by eternity or immutable categories. And they are reproduced by the force of habit of the masses, supported by the authority of the masses of society, i.e. public opinion, not legal provisions.
Morality consists in the awareness of certain moral norms and requirements that a preschooler fulfills on the basis of internal needs and the ability to follow them at every moment of his activity and life. Consequently, morality is the morality learned and accepted by the preschooler.
The moral formation of a child’s personality is one of the most important tasks in raising the younger generation.
The main core of comprehensive personal development- this successful implementation requires consistency and continuity in the educational work of the mother, teachers, father and loved ones who surround the child.
Consequently, a value vacuum has arisen, without spirituality, caused by the alienation of a person from culture, as a way of preserving and transmitting values. In this case, characteristic of our society, lead to a change in the understanding of good and evil in the younger generation and put society and older generations in danger of moral degradation. This means that a rethinking of the very system of moral education of the younger generation is required.
It is in preschool age that the foundations of moral behavior are formed, and who exactly can have a great influence on the development of a preschooler’s personality is, of course, the mother. Therefore, society is faced with the task of preventing preschoolers from displaying childish aggressiveness, cruelty, emotional deafness, and isolation from themselves and their own interests.
In my consultation, I would like to show how maternal attitude influences the development of a preschooler’s personality in moral terms.
It is with the mother that the preschooler first masters various forms of communication, which is what leads to successful adaptation in the wider social sphere in the future.
The process of establishing and developing contacts between people, and primarily with the mother, generated by the needs of activity and including the amount of information, the development of a unified strategy for interaction, perception and understanding of another person.
The correct relationship between mother and preschooler is the most important factor in the development of the child. If this relationship is disrupted, it can lead to the child experiencing disappointment and a tendency to engage in various actions that are considered inappropriate by society.
The most important thing for a mother- this is to surround the child with care, attention, affection, so that the society on the poorly differentiated sense organs acts on him with the appropriate number of stimuli needed by the body, so that as the child’s psyche becomes more complex, the volume of information becomes more complex and increases.
For a child, a mother is a source of emotional warmth and support, reasonable stewards, a role model, friend and adviser. Also, relationships depend on various factors, for example, on the mother’s attitude towards the child, on her idea of ​​the preschooler, and it can also be emphasized that much depends on the nature of the treatment he receives. We can note that we should not forget about the method of influence on the child - encouragement, punishment, control and others.
Moral behavior depends on the motives that characterize it. The motives are different. The mother will instill and show motives to the preschooler, and this will manifest itself in moral behavior. Here you can consider various motives: sacrificial, compassion, charity, justice and others. Let us dwell on some motives that are considered more important in our society.
Moral motivation of a programmatic nature. Here the mother is a positive example and teaches the preschooler to live from a programming point of view. That is, in this setting, the child always plans his actions, his behavior, moral values ​​and even his life. He can imagine himself as a genius, sometimes he dreams of a happy family life and material well-being. An important role is played by example, the mother’s attitude to life, moral values, actions and morals. But at the same time, the child and mother rely on a number of criteria that show how to live in this world.
Compassion is also the basis of moral behavior in the characteristics of education. The essence of this motive is that by showing pity for another person, he actually feels sorry for himself, suggesting that it is possible that he may find himself in the same situation. Therefore, the mother instills in the child a moderate motive of compassion, which can possibly lead our society to reasonable manifestations of moral behavior and actions.
The motive of justice plays a significant role in moral behavior. This motive is characterized and developed not only on the basis of moral, but also other forms of social consciousness. Consequently, in emotional terms, moral behavior based on the idea of ​​justice is associated primarily with negative emotions. It can manifest itself when justice is violated, i.e. indignation at unjust actions or unjust social orders. Justice also manifests itself in the individualization of the individual. The mother introduces the concept to the preschooler and strives to show his self-expression. If most of the self-expression is manifested in the child, it can lead to selfishness. Such an assessment causes corresponding negative emotions, which form the basis of a sense of justice.
One can also say about the sacrificial motives of moral behavior. They are farther from the influence of positive emotional motivation. The behavior of a preschooler here can be formed based on the desire to avoid strong negative emotions. It may even lead to an alternative to life itself. For example, a person cannot be betrayed, even knowing that he is going to certain death because he ideally imagines life with the consciousness of an unfulfilled duty as complete torment.
Thus, we can talk about various motives that characterize the moral behavior of a preschooler. Most importantly, the mother is an example and support in the formation of moral behavior. And just as the mother shows her moral behavior, values, and society norms, so will the preschooler show them in his life.
Used literature:
1. Buyanov M.I. A child from a dysfunctional family: Notes from children. Psychiatrist; Book For teachers and parents. M.: Education, 1988. – 207 p.
2. Volosova, E. Emotional education of a child in everyday life [Text]/ E. Volosova// Preschool. Education. - 1991. - No. 11. - p. 58-60.
3. Brief psychological dictionary/composition. L.A. Karpenko; Under general Edited by A.V. Petrovsky, M.G. Yaroshevsky - M: Politizdat, 1985 - 413 p.
4. Kovalev S.V. Psychology of family relationships. – M. Pedagogy, 1987 – 213 p.
5. Ovcharova R.V. Psychological support for parenting. – M.: Publishing House of the Institute of Psychology, 2003. – p.319.
6. Ramikh R.A. Motherhood as a sociocultural phenomenon. – Rostov-on-Don, 1997. – p. 227.

Natalia Sazonova
Consultation for parents “Moral education of preschool children.”

Consultation for parents« Moral education of preschool children.»

Moral person manifests itself in conscious adherence moral principles and in familiar forms moral behavior. A child goes through a life path, at the beginning of which his behavior is determined by external influences and instinctive impulses. Upbringing helps him come to an internally meaningful, conditioned worldview, moral feeling and consciousness, behavior, self-control, self-regulation and self-government. Throughout this journey, the child is at different levels of managing his own behavior.

Success moral education children largely depends on the nature of the subjective moral space, in which they live. It includes relationships and communication in a team, family, on the street with comrades and friends, parents, teachers, attitude towards oneself, towards nature, towards the outside world, work, lifestyle, towards social requirements

Moral is formed not at verbal or activity events, but in everyday relationships and the complexities of life, which the child has to understand, make choices, make decisions and perform actions.

A child who is able to correctly assess and understand the feelings and emotions of another person, for whom the concepts of friendship, justice, compassion, kindness, love are not an empty phrase, has a much higher level of emotional development, has no problems in communicating with others, and endures much more resiliently. stressful situations and is not susceptible to negative influence from the outside.

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

The first task parents is that to help preschooler determine the objects of his feelings and make them socially valuable. Children in communication form the ability to express their feelings, evaluate them, develop the ability to empathize and sympathize, which is very important in moral education of the child. The inability to express one’s emotions and understand the feelings of others can lead to the formation "communication deafness", which can cause conflicts between the child and other children and negatively affect the process of forming his personality. Therefore, another very important direction moral education children - to develop their ability to empathize. It is important to constantly draw the child’s attention to what experiences he is experiencing, what the people around him are feeling, to enrich the child’s vocabulary with various words that express experiences, emotions, and feelings. As the child develops, he tries on various social roles, each of which will allow him to prepare for various social responsibilities - student, team captain, friend, son or daughter, etc. Each of these roles is of great importance in the formation of social intelligence and involves the development of one’s own moral qualities: justice, responsiveness, kindness, tenderness, care, etc. And the more diverse the child’s repertoire of roles, the more moral principles he will become acquainted with and the richer his personality will be.

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

Means moral education

Moral education determined by certain means, among which it is necessary indicate: artistic media; nature; children's own activities; communication; environment.

1. Artistic group funds: fiction, visual arts, music, cinema, etc. This group of means is very important in solving problems moral education, since it contributes to the emotional coloring of cognizable moral phenomena. Artistic means are most effective in developing moral ideas and education of feelings.

2. Means moral education of preschoolers is nature. It is able to evoke humane feelings in children, a desire to take care of those who are weaker, who need help, to protect them, and helps to build self-confidence in the child. Impact of nature on moral the sphere of children’s personality is multifaceted and, with appropriate pedagogical organization, becomes a significant means education the child's feelings and behavior.

3. Means moral education of preschool children is own activity children: play, work, learning, artistic activity. Each type of activity has its own specifics, performing the function of a means education. But this means - activity as such - is necessary, first of all, when nurturing the practice of moral behavior.

A special place in this group of means is given to communication. It's like a means moral education, best performs the tasks of correcting ideas about morality and nurturing feelings and relationships

4. Means moral education the whole atmosphere in which the child lives may be, the atmosphere may be imbued with goodwill, love, humanity or, on the contrary, cruelty, immorality.

References

1. E. A. Alyabyeva “ Morally-ethical conversations and games with preschoolers" - M., 2007

2. Babansky Yu. K. "Pedagogy". - M., - 2008

3. Bolotina L. R., Komarova T. S., Baranov S. P. “ Preschool pedagogy: Textbook for students of secondary pedagogical educational institutions. 2nd ed.” - M: Publishing center "Academy", 2007

4. Bure R. S., Ostrovskaya L. F. « Teacher and children» . - M., 2005

5. Developmental and educational psychology. // M. V. Matyukhina, T. S. Mikhalchuk, N. F. Prokina, etc.; Under. ed. Gamezo M.V. et al. - M., 2008.

6. Education of moral feelings in older preschoolers: 2nd ed. // Bure R. S., Godina G. N., Shatova A. D. et al.; Under. ed. Vinogradova A. M, 2008

7. Ermolaeva M.V., Zakharova A.E., Kalinina L.I., Naumova S.I. Psychological practice in the education system. - Voronezh: NGO "MODEK", 2008

8. Konstantinov N. A., Medynsky E. N. History of pedagogy. M., -2010

9. Kozlova S. A., Kulikova T. A. Preschool pedagogy. - M., 2008

10. ABC moral education / Ed.. I. A. Kairova, O. S. Bogdanova. 3rd ed. -M. ,Enlightenment, 2009

11. Preschool pedagogy / Kozlova S. A., Kulikova T. A., 2006

12. The world of childhood. Preschooler / Ed.. A.V. Zaporozhets. - M., Pedagogy, 2007.

13. Mendzheritskaya D. V. To the teacher about a children's game. - M., Education, 2008.

14. Moral education of a preschooler / Ed.. V. G. Nechaeva. - M., Pedagogy, 2006.

Books for children by moral education.

1. "Boy - Star". Oscar Wilde

2. stories from "ABC" L. N. Tolstoy ( "Bone", "The Girl and the Mushrooms","The Lion and the Dog", "Filippok" etc.)

3. "Alyonushka's Tales" D. N. Mamin-Sibiryak

4. poems by N. A. Nekrasov, V. V. Mayakovsky "What is good and what is bad"

5. tales of A. M. Gorky,

6. "Greedy" I'm Akim.

7. B. Zhidkov "Collapse", "On the Ice",

8. Korshunov "The boy is in a hurry",

9. S. Ya. Marshak “Unknown Hero”

G. Brailovskaya "Our moms, our dads".

10. V. Oseeva "Just an old lady", "Magic Word"

11. I am Segel "How I Was a Mom".

12. P. Voronko "Boy Help"

13. D. Gabe "My family".

14. A Barto “Vovka is a kind soul”

15. R. n. With. "Sister Alyonushka and brother Ivanushka".

16. L. N. Tolstoy "Old grandfather and grandson".

17. E. Blaginina "Alyonushka".

18. A. S. Pushkin "The Tale of the Fisherman and the Fish".

19. N. Nosov "Karasik", "On the Hill", "Cucumbers", "Patch"

20. V. Kataev "Flower - seven-flowered", "The pipe and the jug"

21. M. Motherland"Mom's Hands".

22. E. Blaginina "Mom's Day", "Let's sit in silence".

23. J. Rodari “What do crafts smell like?”

24. E. Permyak "Mom's work"

25. V. Sukhomlinsky "My mom smells like bread".

26. L. Kvitko "Grandma's Hands".

27. S. Mikhalkov “What do you have?”.

28. N. Nekrasov "Grandfather Mazai and the Hares".