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. Experts of a preschool institution can become good helpers in this matter to parents.
The basics of educating preschoolers
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 affect their development. That is, the education 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.
Preschool pedagogy as part of the general, has its goals, objectives, means, methods and techniques of raising children from birth to school.
One of the central tasks of pedagogy is the moral and spiritual education of preschool children.
Spiritual education - “education of the soul”, 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 any life situations.
The environment in which the child is brought up should 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 assigned pedagogical tasks. These conditions are the basis of spiritual and moral education of preschool children.
The essence of the pedagogical skill of the educator
The moral and spiritual education of preschoolers 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 precisely in preschool age that the foundations of spirituality and morality are laid. What should a teacher know and be able to make his work successful?
The teacher of the 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 then lie in plans for group and individual work with children.
Quite painstaking is the study of the educational potential of families of pupils. Do parents and other relatives of the child make mistakes in the spiritual and moral education of the baby, what methods and techniques do they prefer, are they ready to cooperate with kindergarten teachers? Categorical and edifying in working with the family is unacceptable, since the educational system of each cell of society can have many nuances associated with both family and national traditions.
Analysis and generalization of observations of children and their families will prompt the educator to the need for planning and conducting specific activities on 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 just to tell a small child what kindness, for example, is. He must organize for him a “practice of good deeds”: to show others ’good deeds, to give them a sincere and emotional appreciation. And then put the baby in such conditions that he himself did a good deed and received real satisfaction from it.
Consideration of age features of children
Many adults doubt the accessibility of moral and spiritual categories for children's understanding. 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 to others:
"The bear fell, it hurts." - The child may feel sorry for the toy, press it to his chest, shake, trying to console him.
"What a fellow you are, I ate all the mess." - The kid smiles, claps his hands, tries to snuggle up to his mother.
Adults through their actions in specific situations, emotional speech and facial expressions teach children lessons in their attitude to their behavior and what is happening around them. Gradually, with the development of mental functions of the brain, kids learn the standards of reaction to certain events and begin to consciously be guided by them.
At the 3rd year of life, the child develops self-control skills, when he can already restrain his own desires, correctly reacts to prohibitions, learns to reckon with others. He has a clearer idea of ​​what is good and bad. That is, the rudiments of prosocial behavior are shown : caring for others, generosity, collectivism. Clearer contours of the presentation are further obtained under the influence of skillful pedagogical guidance from parents and teachers.
The immutability of moral behavior is enshrined in the mind of a preschooler when he falls into the children's team of a preschool institution. The need to reckon with the requirements and desires of other children must be combined with the need to defend their own interests. He has a wide opportunity to compare his actions with strangers, adult reactions to the actions of other children. A child of 4-6 years old is able to realize the degree of justice of the requirements, punishments and rewards imposed on his behavior.
The development of abstract thinking allows the senior 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 painted 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 preschool children.
Means of educating preschoolers
The means of achieving the goals of education set by the teacher are numerous: the word in its broadest sense, literature, children's films, nature, art of various genres, communication with speakers of high morality and spirituality, their own activities in the classroom, out of class on weekdays and holidays.
The choice of educational tools is dictated not only by the age of the pupil, but also by the level of formation of one or another moral quality.
In general, we can say that the 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 teacher must find opportunities and forms of interaction with other cultural and pedagogical institutions, which are also involved in raising children. The pedagogical partnership enriches 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 preschool children are diverse. 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 children's behavior.
Ethical story, clarification, suggestion, exhortation, ethical conversation, example - form a personal consciousness.
Exercise, commission, training, requirement - organize the spiritual and moral activities of children.
Encouragement, punishment - stimulate approved behavior.
The basic methods of spiritual and moral education of preschoolers are among the most complex. Their single use does not provide a momentary increase in the morality of the pupil. They require systematic long-term use, a thorough analysis of the results of application and operational correction.
Parenting a fairy tale
The world of fairy-tale heroes at a level accessible to children's perception reveals to the preschooler all the subtleties of real human relations. That is why a fairy tale, as a means of spiritual and moral education of preschool children cannot be replaced with anything.
Fairy-tale heroes, with their good and bad actions, the assessment of their consequences, teach the baby to understand the interdependence of people in real life. The exaggerated polar qualities of the heroes of the tale (villain - kind, coward - brave) open their eyes to the nuances of human relations. The teacher’s simple question “What has this tale taught us? Which of the heroes do you want to be like? ”Or comparing a child with a positive fairytale hero 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, first of all, at identifying the characteristics of the characters of the characters and the reasons for their actions. Its result should be their independent and sincere assessment and desire "I will do well, and I will not be bad."
The 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 tasks of moral and spiritual education of preschool children, 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 a route along which he will have to take the children to achieve this goal.
The program on moral and spiritual education of preschool children includes:
- Clearly formulated educational goal. It should take into account 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.
- A list of specific educational activities with an indication of their goals and objectives, basic methods and means, implementation dates, venue, participants (thematic classes, discussions, organizing various activities, reading children's literature, excursions, visiting the cinema, theater).
The work program with a specific age group of children is drawn up for a long time and is coordinated with the work program of the child care institution.
Educational project
The program includes a number of projects, the implementation of which will lead to its implementation. Their themes 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 the Russian fairy tale - what is he like?”, “Creativity of illustrators”, a thematic tour to the museum, a lesson in the artwork “Draw your own fairy tale”, visiting and staging a puppet show, meeting with the heroes of a fairy tale, counseling, lectures for parents.
In fact, the project on spiritual and moral education of preschool children is the planning of step-by-step implementation of activities included in the program. Its successful implementation 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, since children form a collectivism, a sense of responsibility for a common cause.
Action Plan Structure
- Event title. Each project should have an interesting name that attracts the attention of children.
- Goal. It is formulated in a general form, for example: "Spiritual and moral education of preschool children by means of folk music."
- Tasks. Cognitive, developing, educational - specify the common goal.
- Preliminary work. Previous activities that prepare the minds of children for the perception of new material are indicated.
- Materials and equipment. Demonstration and handouts, technical equipment, tools, their number, location in the group are listed.
- Introductory part. The attention of children is focused on the topic of the lesson. Used gaming, surprise moments, especially in younger groups.
- Main part. The teacher plans different types of activities for children: the perception of new material on the topic of the lesson (educator's story), fixing it in memory (brief conversation, riddles, exercises), 1-2 physical lessons, practical actions (making crafts, drawing on the topic of the lesson, games).
- Final part. The teacher summarizes the results of 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 are developed by all adults directly or indirectly participating in the life of a child. When planning this work, a kindergarten teacher cannot limit himself only to his own efforts due to its scale.
Programs and projects of activities in the group are coordinated with the work program of the entire kindergarten on the topic of moral and spiritual education. The leadership of the pre-school educational institution organizes professional development of teachers through the exchange of experience, participation in seminars, open events with their subsequent discussion, in practical exercises on planning, and teacher councils.
Society is extremely interested in educating worthy citizens, therefore, a kindergarten teacher can attract specialists from other cultural and educational institutions — libraries, museums, cultural centers, and schools — to work with children. Their participation requires preliminary coordination on the topic, goals and objectives, forms of participation in the project.
Work with parents
The teacher is interested in the parent team becoming a full-fledged participant in the educational process in kindergarten. For this, it is necessary to carefully study the pedagogical possibilities of the family, family life, traditions, and the views of parents on raising children.
The forms of work with parents on the topics of moral and spiritual education of children are diverse: individual consultations, parent-teacher meetings, round tables, and demonstrative 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, and exhibitions of pedagogical literature. In groups, corners for parents, albums of relevant subjects are drawn up.
For mass and group events in kindergarten, you can attract parents as designers, performers of artistic numbers, roles in theatrical performances.
Particularly sensitive is the interaction of the teacher with families of other nationalities, with believers of various religious faiths.
Conclusion
Historical experience shows that only a society survives in which the population is guided by high civic feelings and is able to subordinate their own interests to public interests.
It is safe to say that in the hands of current teachers and parents of preschool children is the near future of our country. What it will be - spiritual or unspiritual, moral or immoral - is completely dependent on their own civic and professional competence.