Few parents, at the birth of their first child, think about how he will bring up high moral feelings and spirituality in his child. Meanwhile, this is one of the most difficult pedagogical tasks. Its implementation requires certain psychological and pedagogical knowledge and skills. Specialists of a preschool institution can become good helpers in this matter for parents.
Basics of early childhood education
Pedagogy is an independent science with a rich history of its development from ancient times to the present day and an extensive theoretical and practical base.
The objects of pedagogy are both people of all ages and those social processes that influence their development. That is, the upbringing of a person is impossible in isolation from the social environment, the moral and spiritual values of which he must learn and then support and develop. Any human society is extremely interested in this.
PreschoolPedagogy, as part of the general, has its own goals, objectives, means, methods and techniques for raising children from birth to school.
One of the central tasks of pedagogy is the moral and spiritual education of preschoolers.
Spiritual education - "education of the soul", the education of a person who is close in spirit to people, the society in which she lives.
Moral education is the education of a citizen for whom social principles and norms are natural and most important in all life situations.
The environment in which a child is brought up must be educational: it is known that there are no trifles in education. Literally everything - from the appearance and behavior of adults to toys and everyday things should serve the pedagogical tasks set. These conditions are the basis of the spiritual and moral education of preschoolers.
The essence of the pedagogical skill of the educator
The moral and spiritual education of preschool children is a long-term and difficult task. Her decision does not end with the transition of the child from kindergarten to school. But it is in preschool age that the foundations of spirituality and morality are laid. What should a teacher know and be able to do to be successful?
A teacher of a preschool group, first of all, should be able to observe and carefully analyze the actions and statements of children on the topics of morality and spirituality. His findings are then fed into plans for group and individual work with children.
Quite painstaking is the work of studyingeducational potential of families of pupils. Do parents and other relatives of the child make mistakes in the spiritual and moral education of the child, what methods and techniques do they prefer, are they ready to cooperate with kindergarten teachers? Categorical and edifying work with the family is unacceptable, since the educational system of each cell of society can have many nuances related to both family and national traditions.
Analysis and generalization of observations of children and their families will push the educator to the need to plan and conduct specific activities for the spiritual and moral education of children. To do this, he must know what means, forms, methods and techniques exist in pedagogy and which of them can be applied in a particular kindergarten.
The pedagogical skill of an adult is not only to tell a small child about, for example, kindness. He must organize for him the "practice of good deeds": show other people's good deeds, give them a sincere and emotional assessment. And then put the baby in such conditions that he himself did a good deed and got real satisfaction from it.
Age-appropriate children
Many adults doubt the availability of moral and spiritual categories for the understanding of children. However, serious studies have shown that already 1.5-2-year-old children are capable of empathy. They show positive or negative emotions if something happens to their toy.or with others:
"The bear fell, it hurts." - The child may feel sorry for the toy, press it to the chest, shake it, trying to console.
"What a fine fellow you are, you ate all the porridge." - The baby smiles, claps his hands, tries to snuggle up to his mother.
Adults with their actions in specific situations, emotional speech and facial expressions teach children the lessons of attitude to their behavior and what is happening around. Gradually, with the development of the mental functions of the brain, babies learn the standards of reaction to certain events and begin to consciously be guided by them.
At the 3rd year of life, a child develops self-control skills, when he can already restrain his own desires, correctly responds to prohibitions, learns to reckon with others. He has a clearer idea of \u200b\u200bwhat is good and bad. That is, the beginnings of prosocial behavior are manifested: concern for others, generosity, collectivism. More clear outlines of representation are obtained in the future under the influence of skillful pedagogical guidance from parents and teachers.
The immutability of moral behavior is fixed in the mind of a preschooler when he enters the children's team of a preschool institution. The need to take into account the demands and desires of other children must be combined with the need to defend their own interests. He has ample opportunity to compare his actions with others, the reactions of adults to the actions of other children. A child of 4-6 years old is able to realize the degree of fairness of the requirements, punishments andrewards.
The development of abstract thinking allows the older preschooler to gradually assimilate and concretize such intangible concepts as friendship, duty, patriotism, honesty, hard work. He is already able to give a reasonable assessment of the behavior of literary heroes or cartoon characters.
Accounting for age and individual characteristics dictates to adults the need for careful selection of the content and methods of moral and spiritual education of preschoolers.
Preschool Education Tools
The means of achieving the educational goals set by the teacher are numerous: the word in its broadest sense, literature, children's films, nature, art of various genres, communication with carriers of high morality and spirituality, their own activities in the classroom, outside of class on weekdays holidays.
The choice of means of education is dictated not only by the age of the pupil, but also by the level of formation of one or another moral quality in him.
Generally, we can say that the very moral and spiritual atmosphere in which the baby lives is a means of education. Its potential depends on the moral examples that adults show him at home, in kindergarten, on the street, from TV screens.
The educator must find opportunities and forms of interaction with other cultural and pedagogical institutions that are also involved in raising children. Pedagogical partnershipenriches with new ideas, forms, methods of working with children and their parents.
Methods and techniques of education
The topics of spiritual and moral education of preschoolers are varied. Their choice and the choice of a set of methods and techniques for the implementation of their tasks depends on the level of formation of ethical concepts and behavior of children.
Ethical story, clarification, suggestion, exhortation, ethical conversation, example - form personal consciousness.
Exercise, assignment, accustoming, requirement - organize the spiritual and moral activities of children.
Encouragement, punishment - stimulate approved behavior.
The main methods of spiritual and moral education of preschoolers are among the most difficult. Their single use does not provide a momentary increase in the morality of the pupil. They require systematic long-term use, careful analysis of the results of application and prompt correction.
Fairy tale education
The world of fairy-tale characters at a level accessible to children's perception reveals to the preschooler all the subtleties of real human relationships. That is why a fairy tale, as a means of spiritual and moral education of preschoolers, cannot be replaced by anything.
Fairy tale characters with their good and bad deeds, assessment of their consequences teach the baby to understand the interdependence of people in real life. Exaggerated polar qualities of the heroes of a fairy tale(a villain is a kind man, a coward is a brave man) open their eyes to the nuances of human relations. A simple question of the educator “What did this fairy tale teach us? Which character do you want to be like? or comparing a child with a positive fairy tale character stimulates the desire to be better and better.
A conversation with a child after reading a fairy tale or watching a cartoon should be aimed primarily at identifying the characteristics of the characters and the reasons for their actions. The result of it should be their independent and sincere assessment and the desire “I will do well, and I will not do badly.”
Spiritual and moral education of preschoolers by means of a fairy tale teaches them to hear and appreciate the poetry of their native word. In their games with toys and objects, children animate them, endow them with the behavior and speech of fairy-tale characters, approve or condemn their actions.
Programming educational work
Solving the complex problems of the moral and spiritual education of preschoolers, the teacher is faced with the need for its long-term planning. Focusing on the goal of educating a spiritual and moral personality, the educator mentally draws the route along which he will lead the children in order to achieve this goal.
The program for the moral and spiritual education of preschoolers includes:
- A clear educational goal. It should take into account the age-related characteristics of the development of children and the results of an analysis of the level of their moral and spiritual development.
- Tasks, the solution of which together will lead to the achievement of the goal.
- List of specific educational activities indicating their goals and objectives, main methods and means, timing of implementation, venue, participants (thematic classes, conversations, organizing various activities, reading children's literature, excursions, visiting cinema, theater).
The program of work with a specific age group of children is drawn up for a long time and is coordinated with the work program of the children's institution.
Educational event project
The program includes a number of projects, the implementation of which will lead to its implementation. Their topics correspond to the theme of the program. For example, the program "Spiritual and moral education of preschool children with a fairy tale" may include several projects. These include “In the world of Russian fairy tales” (reading, watching cartoons), conversations “The hero of a Russian fairy tale - what is he like?”, “The work of illustrators”, a thematic excursion to the museum, an art activity lesson “Draw your own fairy tale”, visiting and staging a puppet show, meeting with the heroes of a fairy tale, consultations, lectures for parents.
In fact, the project for the spiritual and moral education of preschoolers is planning the step-by-step implementation of the activities included in the program. Its success depends on how thoughtful and successful the implementation of each of the projects included in it will be.
Teachers of parallel groups can plan common thematic events. This enhances their educational effect, as children develop collectivism, a sense of responsibility for the common cause.
Structure of the event plan
- Name of the event. Each project should have an interesting, child-friendly title.
- Goal. It is formulated in a general way, for example: “Spiritual and moral education of preschool children by means of folk music.”
- Tasks. Cognitive, developing, educational - concretize the common goal.
- Preliminary work. Previous activities are indicated that prepare the minds of children for the perception of new material.
- Materials and equipment. Demonstration and handout material, technical means, tools, their number, location in the group are listed.
- Introductory part. The attention of children is concentrated on the topic of the lesson. Game, surprise moments are used, especially in younger groups.
- The main part. The teacher plans different types of children's activities: perception of new material on the topic of the lesson (teacher's story), fixing it in memory (brief conversation, riddles, exercises), 1-2 physical minutes, practical activities (making crafts, drawing on the topic of the lesson, games).
- The final part. The teacher sums up the lesson, briefly analyzes and encourages the work of children.
Integration of educational efforts
High spirituality and moral qualities of a person are laid in preschool age and developed by all adults directly or indirectly involved in the life of a child. The kindergarten teacher, planning this work, cannot limit himself only to his own efforts due to its scale.
Programs and projects of events in the group are coordinated with the work program of the entire kindergarten on the topic of moral and spiritual education. The management of the preschool educational institution organizes the professional development of teachers through the exchange of experience, participation in seminars, open events with their subsequent discussion, in practical planning exercises, teachers' councils.
Society is extremely interested in educating worthy citizens, so a kindergarten teacher can involve specialists from other cultural and educational institutions - libraries, museums, palaces of culture, schools - to work with children. Their participation requires prior agreement on the topic, goals and objectives, forms of participation in the project.
Working with parents
The teacher is interested in the fact that the parent team becomes a full-fledged participant in the educational process in kindergarten. To do this, it is necessary to carefully study the pedagogical possibilities of the family, the family way of life, traditions, and the views of parents on the upbringing of children.
Forms of work with parents on the topics of moral and spiritual education of children are diverse: individual consultations, parent-teacher meetings, round tables, demonstration classes in groups. Their goal is to increase the psychological and pedagogical competence of parents.
Teachers can issue thematic memos, leaflets, recommendations for holding family holidays and events dedicated to state and regional events, exhibitions of pedagogical literature. In groups, corners for parents are made out, albums of the correspondingtopics.
For mass and group events in kindergarten, parents can be involved as decorators, performers of art numbers, roles in theatrical performances.
Special delicacy requires the interaction of a teacher with families of other nationalities, with believers of various religious denominations.
Conclusion
Historical experience shows that only a society survives in which the population is guided by high civic feelings and is able to subordinate its own interests to public interests.
It is safe to say that the near future of our country is in the hands of today's teachers and parents of preschool children. What it will be - spiritual or unspiritual, moral or immoral - depends entirely on their own civil and professional competence.
