“The formation of moral qualities in children of senior preschool age through Russian folk tales and tales of Russian poets. The topic of self-education of a primary school teacher is "the formation of moral values ​​of younger students through a system in

MUNICIPAL BUDGET GENERAL EDUCATIONAL INSTITUTION
COMPREHENSIVE BOARDING SCHOOL № 1
BASIC GENERAL EDUCATION TOMSK
Plan
By
self-education
educator
Belyaeva Irina Ivanovna
Subject:
"Spiritual and moral education
in adolescence of children with disabilities"

Tomsk2017
Self-education work plan
Priority direction: "Systemic approach to solving the problems of socialization
boarding school students
Topic: "Spiritual and moral education in adolescence of children with disabilities"
Issues of moral development,
Relevance of the topic.
education,
human perfection worried society always and at all times.
Especially now, when cruelty and violence can be encountered more and more often, the problem
moral education is becoming increasingly important. It is the teacher
having the ability to influence the upbringing of the child should give this
problem an important role in their activities.
V.A. Sukhomlinsky spoke about the need to engage in moral
raising a child, to teach "the ability to feel a person." In junior
school age, when the soul is malleable to emotional influences,
it is necessary to teach the norms of morality, the ABC of morality.
School age is the beginning of a conscious perception of the world, when
the criteria for good and evil, decency and deceit, courage and
cowardice. Therefore, this age is one of the main stages of education, in
which laid down the basic principles of humane life.
In the system of moral education, the following areas can be distinguished
activities of teachers:
 formation of the need for a healthy lifestyle;
 patriotic education;
 the formation of the spirituality of schoolchildren through their attitude to literature and
the media;
 aesthetic development of children;
Purpose: moral education is to socially necessary
the demands made by society, educators turned into internal
incentives for the development of the personality of each child; brought up such socially
significant personality traits such as duty, honor, conscience, dignity, tolerance,
mercy.
The concept of "moral education" is quite broad.
The core of education is the development of the moral feelings of the individual. When

these feelings are brought up, then the person, as it were, involuntarily correctly orients
in the surrounding life.
Objectives: defined as expected outcomes in the requirements logic
personal results and include:
 Education of citizenship, patriotism, respect for rights, freedoms
and duties of a person.
 Education of moral feelings and ethical consciousness.
 Education of industriousness, creative attitude to learning, work, life.
 Formation of a value attitude towards health and a healthy lifestyle
life.
 Raising a value attitude towards nature, the environment
(ecological education).
 Education of a value attitude to the beautiful, the formation
ideas about aesthetic ideals and values ​​(aesthetic
upbringing).
 Implementation of correctional and developmental support in
educational process.
PLAN
work on self-education of the educator
Belyaeva Irina Ivanovna
for 20172018 academic year
Stages of work
The content of the work
Timing
Stage 1
Installation
preparatory
1. Definition of the topic.
2. Definition of goals and objectives.
3. Selection of sources of self-education.
4. Collection of bibliography on the selected
September
2017
problem.
stage 2
1. Search for materials on the Internet.
2. Collection of bibliography on the selected
theoretical
problem
3.Introduction to the advanced
pedagogical experience gained
colleagues in the city, region, country
4. Study of methodological literature
on this issue:
"ABC of moral maturation"
SeptemberDecember
2017
Constantly,
during a year.

IN AND. Petrov.
5. Selection of activities
as part of the work on the methodological
topic.
6. Speech on the topic
self-education at MO.
Stage 3
Practical
1. Carrying out monitoring
research (initial
diagnostics)
 Questioning
JanuaryApril
2018
2. Carrying out corrective,
practical (open) classes:
3. Conversations.
4. Holding open events
5.Holding
diagnostics

intermediate
Stage 4
Estimated
1. Analysis of the work on the topic
self-education for 20172018 academic year
year
May
2018
Basic principles of education
The first principle: (the principle of natural conformity) the harmony of man with
nature. In the process of training and education, it is necessary to take into account natural
properties, natural talents of the child, treat them with the utmost care. Not
fight with the nature of the child, not to remake, but to develop what already exists,
to grow what is not yet.
The second principle is the harmony of man with culture. cultural factor
requires the familiarization of all children with knowledge of aesthetic canons, principles,
laws, traditions, the formation of ideas about the ethical ideals of the people,
on which various components of national culture are built.
The third principle is harmony in the relationship of a person with other people.
It is necessary to educate active
independent,
tolerant, enlightened, cultured, caring person.
The fourth principle is harmony in oneself, self-creation of personality or
relation of the individual to himself.
proactive,

The fifth principle is an active approach. Education is only possible through
inclusion in activities. The child develops in activities: play,
labor, leisure, creative.
The sixth principle is the principle of success. The major tone of a child's life must
rely not only on the general school climate, but also on their own successes in
activities. Success not only helps to unlock potential, but also opens
new opportunities.
Seventh principle
differentiation of education. Assumes selection
content, forms and methods, taking into account the specific positions of children and adults,
taking into account their ethnic, religious, historical, cultural conditions,
recognition of the unique originality of the participants in the educational process.
The eighth principle is a holistic approach. Education and training are
equal and interacting components.
­
The main directions of educational work
It is necessary that the educational environment be as diverse as possible,
variable. Spiritual and moral development and education of students is based on
on the basis of basic national values ​​in the following areas:
1. Education of citizenship, patriotism, respect for rights, freedoms and
the duties of a person.
Values: love for Russia, one's people, one's land, service to the Fatherland;
the value of freedom of choice and the recognition of law and order, the value of peace in
multinational state, tolerance, trust in people as a social
form of civil society.
2. Education of moral feelings and ethical consciousness.
Values: the value of human life, the meaning of life; the value of the world as
principles of life, the value of goodness, justice, mercy, care for elders
and younger ones, help, honor, dignity; freedom of conscience and religion;
tolerance, understanding of faith, spiritual culture and secular ethics.
3. Education of industriousness, creative attitude to learning, work, life.
Values: the value of labor and creativity; the value of knowing the world; value
such personality traits as purposefulness and perseverance, thrift,
diligence.
4. Formation of a value attitude to the family, health and a healthy lifestyle
life. Values: the value of the family, the care of parents for children, for elders and

junior; the value of health (physical, moral and social
psychological), the desire for a healthy lifestyle.
5. Education of a value attitude towards nature, the environment
(ecological education).
Values: planet Earth is a common home for all inhabitants of the Earth; value
nature, native land, native nature, reserved nature; responsibility
man for the environment, ecological consciousness.

6. Parenting

relationship
valuable
beautiful,
formation of ideas about aesthetic ideals and values
(aesthetic education).
Values: the gift of words, the value of beauty in its various manifestations, beauty,
harmony, self-expression in creativity, art, the value of labor - as
conditions for achieving mastery, the value of creativity.
To

Correctional work
Purpose: Creation of conditions for the provision of pedagogical assistance to pupils with
HIA.
Tasks:
1. Identification of pupils prone to violation of discipline, norms
morality and law.
2. Determining the causes of deviations in legal and moral development, and
as well as individual psychological characteristics of personality in
identified pupils.
3. Drawing up a plan for pedagogical correction of personality and elimination
causes of its moral deformation, deviations in behavior.
4. Changing the conditions of family education.
Expected result:
Successful socialization and rehabilitation of pupils in modern
society.

Corrective work is built in the following areas:
 Correction of the child's attitude to himself - a change in internal
attitudes, systems of moral and legal values.
 Correction of attitude towards other people - the development of empathy, the acquisition
verbal and communication skills
 Correction of attitude to life - the formation of abilities to
moral choice and a worthy place in life.

 Correction is carried out through a rational combination of collective,
group and individual forms of work.
The main results of spiritual and moral development and education of children
are assessed as part of monitoring procedures in which the lead
methods are: observations, questionnaires that allow you to analyze (not
evaluate) the value sphere of the individual; various test tools,
created taking into account the age and individual characteristics of children;
self-evaluative judgments of children.

Self-education plan for the preschool teacher on the topic: « Moral and patriotic education of preschool children in the conditions of the Federal State Educational Standard of Education "

Subject: Formation of patriotic feelings in preschoolers.

Target: to study the ways, means and methods of patriotic education of preschool children.

Relevance of the chosen topic

The events of the last decades in our history make us take a fresh look at the seemingly quite familiar and quite understandable meanings of the words - patriotism and citizenship. In Russian society, there is a lack of morality, both among individuals and in relationships between people. One of the characteristic manifestations of spiritual emptiness and low culture was the loss of patriotism as one of the spiritual values ​​of our people. Modern children have distanced themselves from the national culture, the socio-historical experience of their people.

The concept of "patriotism" is understood broadly: and as love for the Motherland, devotion to one's fatherland, one's people; and as attachment to the place of one's birth, place of residence; and as a willingness to subordinate their interests to the interests of their native country, the desire to defend the interests of the Motherland. Given this circumstance, it is rather difficult to explain to a child what our large country is like, how it should be treated. Therefore, it is advisable to start explaining this issue with what the child encounters every day: family, father's house, native street, the history of his city or village, the traditions of his ancestors.
The period of preschool childhood is conducive to the education of patriotic feelings, because. it is at this time that the formation of cultural and value orientations, the spiritual and moral basis of the child's personality, the development of his emotions, feelings, thinking, mechanisms of social adaptation in society, the process of self-awareness in the world around begins. Also, the period of preschool childhood is favorable for the emotional and psychological impact on the child, because. images of perception of reality, cultural space are very bright and strong and therefore remain in memory for a long time, and sometimes for life, which is very important in the education of patriotism.

Work plan for the year

:

(Svadkovsky I.F.)

Target:

Tasks:

Hypothesis:

Relevance:

1. Diagnostic stage

Research methods:

Observation;

The “Share the Toys” Methodology Ed. and comp. I.B. Dermanova - St. Petersburg, 2002;

:

Problem:

Timing : Result:

2. Prognostic stage

The purpose of the work on the topic:

Tasks:

Cool clock;

Target walks, excursions;

1. Information methods

1. Exercise

2. Role play

Expected Result :

Deadlines: the first year of work on the topic of self-education.

Result: speech at a meeting of the MO.

1

2

Conducting open classes;

3

-

Definitions of the level of moral education:

M.I. Shilova to determine the level of moral education;

:

Work Orientation:

Result:

Deadlines:

4. Generalizing stage

Definitions of the level of moral education:

M.I. Shilova to determine the level of moral education;

Let's Do It Together method Ed. and comp. I.B. Dermanova - St. Petersburg, 2002.

The study of children's ideas about moral qualities:

Identification of children's attitude to moral standards :

ABOUT

Deadlines: third year of work on the topic.

Individual theme of self-education: “The formation of the moral qualities of a person on the basis of

common human values.

“In the upbringing of a person, it is important to ensure that moral and moral truths are not only understood, but also become the goal of every person’s life, the subject of their own aspirations and personal happiness” (Svadkovsky I.F.)

Questions of moral development, upbringing, improvement of a person worried society always and at all times. Especially now, when cruelty and violence can be encountered more and more often, the problem of moral education is becoming more and more urgent. Who, if not a teacher, who has the opportunity to influence the upbringing of a child, should give this problem a crucial role in their activities. And that is why the goal of the teacher is to protect the child from the world of cruelty and rudeness, to acquaint the child with the principles of morality and ethics, to form moral ideas and concepts.

The main core in the general system of comprehensive development of the individual is moral education. Moral education is a process aimed at the formation and development of the integral personality of the child, and involves the formation of him to the Motherland, society, team, people, to work, to his duties and to himself.

The task of moral education is to turn the socially necessary requirements of society into internal incentives for the personality of each child, such as duty, honor, conscience, and dignity.

Ways to solve the problems of moral education can be carried out both in the process of special education, and in free time, ethical conversations, competitions, and thematic leisure activities can be used.

For implementation, a program of moral education of children is necessary, it is very extensive and covers a range of various moral relations in which moral qualities are clearly manifested. The structure of the educational process is made up of the educational environment, educational activities and the pupil's understanding of his life in relation to the surrounding reality.

The basis of education, which determines moral development, is the formation of humanistic relations of children, regardless of the content, methods, forms of educational work. The process of education aimed at the development of all children must be structured in such a way as to ensure the optimal development of each child, based on the individuality of each child.

In the education of any moral quality, various means of education are used. In the general system of moral education, an important place is occupied by a group of means aimed at the formation of moral judgments, assessments, concepts, and the education of moral convictions. This group includes ethical conversations, lectures, debates on ethical issues.

Many educators rightly argue that it is much more difficult to professionally use the means of moral education than an ordinary lesson. The peculiarity of conducting ethical conversations, debates about morality, is that in no case should it turn into excessive edification, conversations should contain as many discussions with children of life situations that have moral content. The topics of conversations depend on the age characteristics of the children, the level of moral preparedness, and the educator needs to discuss in advance with the children the most interesting questions.

Knowledge of moral norms is a prerequisite for moral behavior, but knowledge alone is not enough. The criterion of moral education can only be the real actions of children, their motives. The desire, readiness and ability to consciously observe the norms of morality can be brought up only in the process of long-term practice of the child himself, only by practicing moral deeds.

Speaking of morality, we mean the behavior of people, a set of norms that regulate attitudes towards society, evaluated from the standpoint of good and evil. A huge role in the sphere of morality is played by moral feelings. In morality, such concepts as “good”, “honor”, ​​“conscience”, “justice” are fixed. All these concepts are evaluative in nature.

The direct influence on the acquisition of moral values ​​lies with the teacher. The result of this process depends on how the teacher presents it to the child. The emotional state of cheerful knowledge of the world is a characteristic sign of the spiritual life of a child's personality.

The word of the teacher is a kind of instrument of influence on the upbringing of the personality of the child. It is through conversations with the teacher, the spiritual development of the child, self-education, the joy of achieving goals, noble work that opens a person's eyes to himself. Self-knowledge, self-improvement, the ability to remain alone with one's own soul, is devoted to the work of the teacher, his special conversations. We urge our pupils to be truthful and frank with themselves, to set such a goal in life, to achieve which it was necessary to solve tasks that correspond to the rules of morality and never contradict true ethical standards.

Moral education is the basis of all foundations, depending on what the teacher has put into the soul of a child at this age, it will depend on what he himself will build in the future, how he will build his relationships with others. Education is an art, and this art lies in the fact that the person we are educating humanizes the world of things that enter into his life. He must feel human in them - reason, wisdom, love for people. If the child does not survive this, then the true human sensitivity of perception will be alien to him.

The fullness of human happiness lies in the development of all the creative abilities and forces of a person, in the richness of spiritual life, in the consciousness of the cause to which you give your strength. In moral education, it is important not only to formulate moral consciousness, moral feelings, but most importantly, to include pupils in various activities, where their moral relations are revealed.

In order to objectively assess the state of the problems of moral education at the present stage, it is necessary to conduct a clear analysis of the activities, repeatedly conduct various conversations and discussions in practice, but already at the moment the results of the study can be said with moderation how great the significance of this problem is.

Target:to study theoretically and in practice to substantiate the system of moral education of pupils.

Tasks:

- based on the analysis of theoretical and practical provisions, to substantiate the formation of the moral qualities of pupils;

- experimentally check the level of moral culture of pupils; - prepare methodological material and recommendations on the problem under study.

Hypothesis: I suppose that the features of the formation of the qualities of education are due to personal manifestations. Reliance on the positive, safe opportunities of pupils contributes to the successful formation of their moral education and behavior, the complexity, integrity and unity of all components of the educational process contributes to the formation of moral skills in pupils.

Relevance: What is happening in society, a sharp change in value orientations, psychological maladaptation of a significant part of the population, a decrease in moral standards negatively affect the process of socialization of children with developmental problems. A full-fledged social adaptation of children with developmental problems is impossible without the formation of a system of their moral consciousness and appropriate behavior.

Individual plan of pedagogical self-education of the educator.

Individual plan for self-education for 2013-2015.

1. Diagnostic stage

Diagnosis and identification of the level of formation of moral ideas and actions among pupils.

Research methods:

Observation;

sociometric research,

Carrying out diagnostic procedures.

Definitions of the level of moral education: - M.I. Shilova to determine the level of moral education;

study of children's ideas about moral qualities:

Methodology "Conversation" Ed.and sost. I.B. Dermanova - St. Petersburg, 2002; revealing the attitude of children to moral standards:

Methodology "Studying children's awareness of moral standards" G.A. Uruntaeva, Yu.A. Afonkina "Workshop on child psychology" - M .: VLADOS, 1995;

Problem: poor and fragmented experience of social relations, a limited supply of information of moral content, reduced motivation to communicate, lack of independence, lack of a sense of proportion, inability to foresee the consequences of one's own actions, to determine a line of behavior - these features are characteristic of children with developmental disabilities.

Studying the literature on the problem:

1. Abramova, G.S. Practical psychology - Moscow, 2004.- 471s.

2. Bogdanova O.S. Ethical conversations with schoolchildren - Moscow, 2007.

3. Bozhovich L.I. Personality and its formation in childhood. - M., 1968.

4. Bezrukikh M.Ya. Me and others. Rules of conduct for everyone. - M., 1991.

5. Guseynov A.A. The golden rule of morality. - M., 1998.

6. Dermanova I.B. "Diagnosis of emotional and moral development." - St. Petersburg, 2002.

7. Derekleeva N.I. Cool hours on the topic "Morality". - M., 2007.

8. Kairov, I.A. Moral development of younger schoolchildren in the process of education - Moscow, 2005.-213p.

9. Kumarina G.F. Pedagogical diagnostics of teaching and development of schoolchildren in the system of correctional education: Methodological guide for teachers of correctional classes. – M.: 1990.

10. Maller A.R. Social education and training of children with developmental disabilities.-M., 2002.

11. Nemov R. S. Psychology [Text] / R. S. Nemov - Moscow, 2000.-691s.

12. Rakhimov, A.Z. The role of moral education in the formation of personality - St. Petersburg, 2008-169p.

13. Skorkina N.M. Non-standard forms of work. - Volgograd., 2001.

14. Senko V. G. Education of norms of behavior among junior schoolchildren - Minsk, 2006.-190p.

15. Trofimova, N. M. Moral guidelines for younger students - St. Petersburg, 2007. -266 p.

16. Uruntaeva G.A., Afonkina Yu.A. "Workshop on child psychology" - M .: VLADOS, 1995.

17. Filonova G.N. Personality formation: problems of an integrated approach in the process of educating a schoolchild - Moscow, 2003.-382p.

18. Khudenko E.D. Organization and planning of educational work in a special (correctional) boarding school, orphanage. - M., 2005.

20. Shilova, M.I. The problem of values ​​and the goals of education - Moscow, - 2001.-329p ..

Timing : the first year of work on the topic of self-education. Result: interview with the head of the MO and the deputy director.

2. Prognostic stage

The purpose of the work on the topic: to reveal the effectiveness of extracurricular activities in the formation of moral qualities in children with developmental disabilities.

Tasks:

Formation of stable moral properties of the student's personality;

Development of cultural behavior skills related to the implementation of generally accepted norms of public order;

Education of a respectful attitude towards the work of adults, a sensitive, caring attitude towards friends, comrades, relatives and friends.

The system of measures aimed at solving the problem:

Correctional and educational games, role-playing games, story games, conversation games, quiz games, travel games, conversation-dialogues with game situations;

Individual-group gaming correctional and developmental classes;

Cool clock;

Educational activities, consisting of games, conversations and creative tasks aimed at deep living a particular topic;

Stories, clarifications, ethical conversations;

Target walks, excursions;

Educational and sports activities.

Methods and techniques for the formation of moral consciousness:

1. Information methods(conversation, use of mass media, literature and art, examples from the surrounding life, personal example of the teacher, excursions, meetings). They serve to develop moral assessments, judgments, and correct misconceptions.

2.Practically - effective methods(educating situations, manual labor, visual and artistic activities). These and other practical-effective methods were used in combination with various information methods.

3. Incentive-evaluative methods(pedagogical requirement, encouragement, condemnation, censure, punishment) are also implemented in a practical and effective version, accompanied by verbal encouragement accessible to the child.

Methods and techniques for the formation of moral behavior:

1. Exercise(consistent repetition of a positive action based on awareness of its significance):

Direct requirement (an indication of what and how the child should fulfill);

Demand-request (an appeal that gives the child freedom of choice);

Requirement - trust: "I have no doubt that you can ...";

Demand - approval: “Well done. Helped a friend in time”;

Showing a positive action: "Look how you need to ...";

Control and self-control (development of a joint action plan with students and involving them in self-control).

2. Role play(game method of assimilation of cultural behavior and norms of morality).

3. Public benefit activity(method of forming valuable motives and ways of social behavior): instructions, organization of specific assistance, approval from the teacher, organization of competitions.

Expected Result : the emergence and assertion in the child's personality of a certain set of moral qualities, the formation of will, character, attitude to the environment, an active life position.

Deadlines: the first year of work on the topic of self-education.

Result: speech at a meeting of the MO.

3. Practical stage (2 years)

1 Implementation of a system of measures aimed at solving the problem on the topic of self-education.

2 Formation of a methodological complex on the topic of self-education:

The study and use of means in correctional and developmental work

pedagogical diagnostics to assess the individual results of students;

Development of scenarios for extracurricular activities, gaming activities;

Conducting open classes;

Accumulation of didactic material on the topic of self-education.

3 Tracking intermediate results:

- participation in the improvement of the school;

Holding joint holidays and events with children from other classes;

Preparation and organization of art exhibitions,

Participation in festivals and competitions;

Carrying out diagnostic methods:

Definitions of the level of moral education:

M.I. Shilova to determine the level of moral education;

The “Share the Toys” Methodology Ed. and comp. I.B.Dermanova - St. Petersburg. , 2002

Let's Do It Together method Ed. and comp. I.B.Dermanova - St. Petersburg. , 2002.

The study of children's ideas about moral qualities:

Methodology "Conversation" Ed. and comp. I.B.Dermanova - St. Petersburg. , 2002;

Identification of children's attitude to moral standards :

Methodology "Studying children's awareness of moral standards" G.A. Uruntaeva, Yu.A. Afonkina "Workshop on child psychology" - M .: VLADOS, 1995.

Work Orientation: increase in the growth of moral qualities, such as honesty, kindness, justice, mutual assistance, compassion in the student's personality. Increasing the level of upbringing of children

Result: open event. Speech at a meeting of the MO.

Deadlines: the first, second year of work on the topic of self-education.

4. Generalizing stage

Carrying out diagnostic methods: Definitions of the level of moral education:

M.I. Shilova to determine the level of moral education;

An adapted version of the test “Thinking about life experience” by V.M. Ivanova, T.V. Pavlova, E.N. Stepanov;

Let's Do It Together method Ed. and comp. I.B. Dermanova - St. Petersburg, 2002.

The study of children's ideas about moral qualities:

Methodology "What is good and what is bad" G.M. Fridman. Ed. and comp. I.B.Dermanova "Diagnosis of emotional and moral development" - St. Petersburg, 2002.S.102-103;

Identification of children's attitude to moral standards :

Methodology "Studying children's awareness of moral standards" G.A. Uruntaeva, Yu.A. Afonkina "Workshop on child psychology" - M .: VLADOS, 1995.

ABOUTformulation of the results of work on the topic of self-education

writing a creative work on the topic of self-education, drawing up tables, diagrams based on the results of the research.

Presentation of materials developed on the topic of self-education:

conducting open classes, participating in all-Russian competitions of professional skills, speaking at the Moscow Region, teachers' councils, participating in the All-Russian scientific and practical conference "Topical issues of preschool, primary and general secondary education", creating a personal website, posting an electronic portfolio and publishing articles on the social network of employees education nsportal.ru.

Deadlines: third year of work on the topic.

5. Implementation stage of work on the topic of self-education

The use of accumulated materials on the topic of self-education in the course of further pedagogical activity.

Exchange of best practices and new technologies.

Dissemination of pedagogical experience: the creation of individually creative projects, the publication of methodological developments, abstracts in the social network of educators.

Self-education topic:

"Features of spiritual and moral

middle school education"

2016-2017 academic year

Work completed

9th grade class teacher

MKOU "Boarding School No. 5 Nizhneudinsk"

Zaichko T. N.

Relevance research. Spiritual and moral education is the basis of all foundations, depending on what the teacher has put into the soul of a child at this age, it will depend on what he himself will build in the future, how he will build his relationships with others. In spiritual and moral education, it is important not only to formulate moral consciousness, moral feelings, but most importantly, to include the student in various activities, where their relationship is revealed. To solve this problem, the ability to direct one's activity towards spiritual and moral education through works of art, excursions, and conversations is required. creative projects and cool events.

The purpose of the study is: the study of the features of spiritual and moral education in the educational process.

Object of study: spiritual and moral education of middle school students.

Subject of study: features of spiritual and moral education in the educational process.

Research hypothesis: spiritual and moral education has its own specific features that must be taken into account in the educational process.

In accordance with the purpose of our study, the following

tasks:

1. To trace the state of the problem of spiritual and moral education in the scientific literature.

2. Determine the most effective forms and methods of working with children for the implementation of spiritual and moral education on the example of extra-curricular activities, creative projects.

3. Conduct an experimental study and interpret the results of the characteristics of the spiritual and moral education of students in the middle level.

Methodological basis of this work were the works of N. K. Krupskaya, A. S. Makarenko, V. A. Sukhomlinsky and others, which reveal the essence of the basic concepts of the theory of spiritual and moral education, indicate ways of further development of the principles, content, forms and methods of education.

To solve the tasks set, the following methods: theoretical and methodological analysis of scientific literature on the problem under study; empirical research methods: observation, questioning, testing, conversation; methods of expert evaluation.

Research methods: V. V. Melnikov, L. T. Yampolsky “Scale of conscientiousness”, M. Rokeach “Moral problems of schoolchildren”, Campbell “Diagnostics of benevolence”, N. P. Fetiskin, V. V. Kozlov, G. M. Manuilov “Socially – psychological diagnostics of personality development and small groups”.

Chapter 1 covered the following aspects:

Essence and nature of spirituality and morality;

Methods and techniques of spiritual and moral education of students;

Distinctive features and problems arising in the process of spiritual and moral education of school-age children in the middle level

Research base: In the process of research work, 20 students of the 7th grade (2014 - 2015 academic year) MKOU boarding school No. 5 were admitted, of which 13 girls and 7 boys, at the age of 13 - 50%, 14 years - 45% and 5% - 15 years .

And the following conclusions were drawn:

While educating and developing mercy, it is necessary to listen to the natural manifestations of the child, to realize his individual typological features. Children perceive the world differently, in different ways, at different paces and with different feelings. Children's personal experiences are also individual. Inadequate use of the characteristics of an individual organization hinders personal development and hinders the formation of spiritual and moral principles. At the same time, the emotional sphere becomes a key component in education. Emotional disturbances are widely recorded in modern children: irritability, excessive mobility, autism, negative attitude towards people, alexithymia (poverty of imagination, fantasies, difficulty in verbalizing one's own emotional states). The younger generation is being formed in difficult social conditions, characterized by the reform of society, a change in value orientations, a sharp differentiation in income, high employment or unemployment of students' parents. This situation gives rise to internal conflicts and problems of the child's interaction with the outside world, with other people. Based on this, the relevance of purposeful spiritual and moral education in the educational process is increasing. It is the responsibility of the school to find ways of organizing educational work that are adequate to modern conditions, allowing, on the one hand, to convincingly show children the enduring nature of the “eternal” values ​​and ideals of a person, and on the other hand, to purposefully form experience and personal qualities that will ensure the success of activities in modern life. . A special place in the spiritual and moral education is given to the school, as children willingly discover the world of human relations, they can understand and experience what happens to another person, moral feelings develop. Spiritual and moral education begins with the first steps of conscious life, when children comprehend the essence of good and evil, honor and dishonor, justice and injustice. A significant place is occupied by teachers' knowledge of those important issues that are related to learning. and education students and include the degree of susceptibility to pedagogical influences, as well as the dynamics of the formation of certain personal qualities. In conclusion, we emphasize that only a deep study and knowledge of the characteristics of the development of each student creates conditions for the successful consideration of these characteristics in the process of spiritual and moral education.

The second chapter presents the work description of the organization and conduct of the study. Research methods and techniques.

Ways of organizing spiritual and moral education in the process of educational activities

Great opportunities for spiritual and moral education are inherent in the content of literary works, here the student has the opportunity to express moral and spiritual judgments, to defend his views and positions. The content of modern curricula has a significant educational potential. Its implementation depends on the well-thought-out organization of the educational environment, the content and forms of interaction between children and adults both within the classroom system and outside of school hours. So, considering spiritual and moral education in educational activities, we came to the conclusion that the school has a priority role in this process. Spiritual and moral education, based on dialogue, communication, cooperation, becomes significant and attractive, and therefore effective, if the teacher takes care of the following conditions:

“Build on positive age needs and interests that create a relevancy effect.”

Provides emotional saturation of the common activity, organizes joint collective efforts and experiences that unite its participants.

Creates an atmosphere of emotional and volitional tension leading to success.

Approves the joyful, major style of life of the children's team and each individual.

It takes into account the positive impact of public opinion (interesting, important), which performs the function of emotional infection.

"Take care to create an atmosphere of benevolent mutual understanding".

Diagnosis of the level of formation of spiritual and moral qualities in educational activities

Thus, the formation of spiritual and moral education among students includes the actualization of emotional experiences. Before moving on to the actual experience of compassion and benevolent behavior, the child must learn to recognize these experiences through the example of characters in fiction. Children's stories allow him to see his spiritual urges and at the same time not feel directly affected by himself personally.

The purpose of experimental work consists in studying the level of formation of spiritual and moral qualities of 7th grade students in educational activities for one academic year.

The study consists of three stages: ascertaining, forming and control.

At the ascertaining stage of the study, the following tasks were set:

1. Determination of the initial level of spiritual and moral ideas, emerging from the personal experience of children.

2. Identification of the percentage of students with different levels of spiritual and moral ideas.

3. Determine the degree of effectiveness of pedagogical conditions in the process of the formation of spiritual and moral qualities in the course of classroom and extracurricular work.

To diagnose and identify the level of formation of spiritual and moral qualities of middle-level students, the following research methods were chosen: observation, conversation, storytelling, questioning and questioning.

We did a little research with the parents of the students.

The data of a questionnaire survey of students' parents revealed the significance and relevance of the problem under study. Thus, the vast majority of adults surveyed rated it as relevant. For greater clarity, you can build a pie chart (Fig. 1).

Rice. 1. Development of spirituality and morality through extracurricular reading

As for the interest of parents in reading books and magazines, the results were very unsatisfactory. The results of testing parents are presented in table. 1.

Table 1

Indicators of parental interest in reading books

The attitude of parents of students to reading is directly proportional to the intellectual, spiritual and moral potential. In families where reading has become a tradition, children grow up spiritually richer.

In the formation of value orientations, an essential role is played by ideal personalities, on the basis of imitation of which values ​​are formed. A survey of students at the beginning of the school year showed that such ideals for schoolchildren are parents and close relatives, teachers and heroes of literary works and films, friends and acquaintances. It is clearly displayed on a pie chart (Fig. 2).

Rice. 2. Ideal personalities of 7th grade schoolchildren identified in the experimental sample

Then we revealed the degree of students' understanding of the terminology of spiritual and moral issues by the ranking method. A significant part of the children gave a high assessment to the values ​​of a moral nature, such as integrity, responsibility and honesty. If younger students are more prone to external impressions, they perceive everything superficially, with pronounced emotionality, then middle-level students already understand more deeply and can express their thoughts more accurately. The educational process helps to build your parameters and views, and the lessons broaden your horizons, replenish your vocabulary. Therefore, social values ​​such as wealth, fashion, external attraction.

In the course of the ascertaining experiment, the "extraversion - introversion" method was applied, which determined what qualities, character traits, according to their own assessment, the schoolchildren possessed. The results of the diagnostics are shown in fig. 3.

Rice. 3. The severity of character traits on average for the sample

It is possible to check the position of the put forward hypothesis about the use of various methods and techniques to improve the efficiency of work on the formation of spiritual and moral qualities by identifying the level of formation.

We were guided by these signs of moral norms in determining the characteristics of the moral experience of the subjects. Therefore, it is first necessary to identify the specifics of moral norms. Their peculiarity lies in the fact that they are universal, universal in nature. Their prescriptions are applicable in all spheres of human activity (personal, family, professional, social). Another feature of moral norms is that they are based on the authority of public opinion, and, perhaps, most importantly, on the conscience of a person (without conscience, public opinion can also be powerless).

An unspiritual and morally undeveloped person is exchanged for petty, mundane things that do not go beyond the boundaries of everyday life. After listening to the story, the schoolchildren were asked questions that were designed in such a way that attitudes, knowledge about the ways of behavior and the spiritual and moral norm itself were manifested in the answers and statements of the subjects.

When using the method of unfinished stories, the students are read a story in which the hero had to act, either violating the moral norm, or in accordance with it. Each subject was asked to imagine that he himself was the protagonist. The student had to finish the story, offering his own ways of behavior and justifying them.

When determining the characteristics of the spiritual and moral experience, the students used the following criteria: the degree of compliance with the spiritual and moral norm of knowledge, attitudes and behavior of students; generalization of knowledge; their depth and breadth; degree of stability.

To assess the spiritual and moral knowledge of the subjects, such manifestations were distinguished as their understanding of the content of moral norms, knowledge of behavior patterns, knowledge of the experiences that arise in a person in case of compliance or non-compliance with a moral norm.

They learned about the spiritual and moral attitude from the value judgments of schoolchildren about the actions of another person, about their own actions, as well as from the peculiarities of the performance of moral activity and their motives.

To do this, at the first stage of the study, 7th grade students were asked to answer questions in order to test their knowledge of such concepts as "mercy", "benevolentness" and "responsibility":

An analysis of the answers of the subjects shows that knowledge is ambiguous for their sample. First of all, I would like to highlight the answers of the subjects, which indicate that adolescents are at the level of ideas, although in their depth and breadth they are much different from the knowledge of students with a different level of spiritual and moral experience. Under the influence of external factors, the opinion of each child is constantly subject to change. The results based on comparative analysis data are presented in fig. 4.

Rice. 4. Average indicators of the survey "Content

spiritual and moral standards"

Obviously, the content side of the spiritual and moral concepts of students does not correspond to the age characteristics of adolescence. Many of the guys have an idea of ​​such concepts as mercy, benevolence and responsibility at a primitive level that does not correspond to the age limit. At the same time, realizing their positive or negative orientation, they were not always able to formulate many of the concepts more specifically.

Therefore, there was a need for further work to improve ideas about spiritual and moral categories.

In addition, the study revealed that most adolescents, even realizing the need for moral behavior in everyday life, regularly fall under the immoral influence of parents, peers, etc. Consequently, they are at the "unsustainable stage of spiritual and moral education." There is a need for purposeful work aimed at eliminating the gap between their spiritual and moral ideas and behavior in everyday life, as well as systematic pedagogical reinforcement.

On the basis of the results obtained, a conclusion was made about the insufficient degree of development of spiritual and moral qualities among students of the 7th grade. Our ranking of the main reasons for the insufficient level of formation was the following descending order: insufficiently high level of use of the possibilities of spiritual and moral education in the classroom and outside of school hours, insufficient development of the methodological base; insufficient preparedness of teachers to work in this direction and the low level of psychological well-being of the child in the family.

Formation of spiritual and moral experience in adolescence

This experimental part of the work is directly devoted to the formation of responsibility and goodwill, enrichment of the inner world of children, stimulation of interest in socially useful and significant activities and approbation of methods and techniques for organizing educational activities that are acceptable in the process of spiritual and moral education of middle school students.

The psychological portrait of students makes it possible to assert a low self-esteem of the individual. Verbal diagnosis of self-esteem of the individual helped to clarify the spiritual and moral attitudes of children in their actions and behavior. Based on the results obtained, for greater clarity, you can build a pie chart (Fig. 5).

Rice. 6. Verbal diagnosis of personality self-esteem in

experimental sample

A low level of self-esteem prevails, children painfully endure critical remarks, which gives rise to self-doubt. In conversations with parents, it was repeatedly noted that children are subject to physical punishment. In connection with the current situation, work with parents continues through explanatory conversations, visiting families at home, and joint extracurricular activities.

The formation of responsibility was carried out in the following areas:

Organization of mutual activities of students;

Analysis and assessment by the teacher of the process of fulfillment and results of assignments from a moral point of view;

Organization of mutual analysis and mutual evaluation of students of the results of educational and extracurricular work.

Goodwill was formed as follows:

Organization of mutual assistance of students in the performance of tasks;

The systematic conduct by the teacher of analysis and evaluation of the relationship between students during the execution of tasks.

As can be seen from the indicated directions of formation, we tried to avoid direct teaching of schoolchildren, created conditions only for the expansion and deepening of spiritual and moral experience, for the development of consciousness and self-awareness of students.

Test. At the final stage of the formative experiment, three tests were carried out.

1. Diagnostics of the personal attitude "altruism-egoism". The methodology is aimed at studying the socio-psychological attitude of the individual based on the existing behavioral trend in a given situation. A questionnaire of 20 questions was offered. Consider the results obtained, for greater clarity on the pie chart (Fig. 7).

Rice. 7. Diagnostics of the personal attitude "altruism - egoism",

identified in the experimental sample

Adolescents are prone to selfless help, especially if those who inspire sympathy, respect and trust need it. This can also be verified by regularly observing them both in the educational process and outside the school.

2. The data of comparative analysis of the results of diagnostics of benevolence (according to the Campbell scale) are presented in fig. 8.

Rice. 8. Indicators of goodwill in two measurements

3. The results of diagnosing communicative competence using the Conscientiousness Scale method (V. V. Melnikov, L. T. Yampolsky) are shown in a pie chart (Fig. 9).

Rice. 9. Indicators of the level of respect for social norms and ethical requirements

An expedient and meaningful selection of the list of literary works made it possible to observe the difference in the test results. The average indicators of the comparative analysis of two measurements are presented in fig. 10. Observations have shown that the guys have developed comradely relations, they know how to quickly agree, rarely quarrel, although they argue on business issues. They carry out a common task together, they see who needs help, they actively help each other. It is very important to educate in children kindness, generosity of soul, self-confidence, the ability to enjoy the world around them.

Rice. 10. Expressiveness of understanding of spirituality

The influence of the family on the dynamics of the development of spiritual and moral values ​​of students.

“Childhood is the most important period in human life, not a preparation for a future life, but a real, bright, independent, unique life! And on how childhood passed, who led the child by the hand in childhood, what entered his mind and heart from the world around him, it decisively depends on what kind of person today's baby will become, ”said V. A. Sukhomlinsky .

It is this idea (“The child is not only preparing for life, but is already living”) that is the main one in the “School of Life” by Sh. A. Amonashvili. The leading principle of the scientist is to develop and educate life in a child with the help of life itself, “education should mean nourishing the spiritual axis, nourishing the soul.”

One of the forms of reflection of the worldview, interests, values ​​of students in the middle level is also drawing. It reveals the spiritual and moral world of a teenager, inner experiences, feelings, contributes to their deeper understanding. The children were asked to draw their family. We noticed that more often than others in the center of the picture, the family member who is more significant is closer to the child. To continue the topic, the test "Family Drawing" is proposed. The diagnostic results are presented in table. 2.

table 2

Interpretation of the Family Drawing Test

Based on practice, analysis of pedagogical literature, and the results of a number of studies, we propose the following table of values, which, in our opinion, are accessible to understanding and assimilation by children of this age. The ranking method, based on the results of a comparative analysis, for greater clarity, is presented in fig. eleven.

Rice. 11. Spiritual and moral values ​​of adolescents

The time in which we live is the time of an abundance of information, heterogeneous in content and most often not provided for the spiritual and moral development of the child. Modern programs, games, serials are hardly capable of leading our children to an understanding of reading Pushkin, Gogol, Dostoevsky, Tolstoy. We gave children only a material view of the world, gave them a worldview that led to the loss of freedom of spirit and creativity. This, in turn, led to indifference, to the loss of reader interest. Therefore, it is necessary to reconsider the way of communication and presentation of the material. In the methodology of secondary school literature, it is possible to introduce an element of the philosophy of literature, expanding the semantic aspect of a work of art.

When a child reads a book, he begins to identify with the heroes of these stories: he sympathizes with them, suffers with them and rejoices at a happy ending. A number of stories a teenager is ready to listen and read again and again, this phenomenon performs an important mental function for a child who knows what will happen next and recognizes familiar situations. As he recalls the feelings and actions he experienced, he extracts something familiar from the chaos of the world around him. The recognition function frees the student from fear, mental stress and gives him confidence that he is able to cope with problems, feelings, internal and external conflicts, like the heroes of stories. In them, he recognizes himself, understands that the situation of anger, envy, selfishness, helplessness is characteristic not only of him alone, but also of other children. This understanding alleviates his fears. From these examples, a teenager learns how to behave in specific life situations. The value of recognition lies in its psychoanalytic interpretation, when the desires and troubles of the child become symbolic, conscious. Children from passively experiencing become actively acting, as they receive faith in their own strengths.

The family must support the system of relations formed at school, create conditions for their development. It is known that the family is the basis of society, and the process of spiritual and moral education of our children depends on how each family, and hence society as a whole, relates to school.

The research work has shown the need for further classes on spiritual and moral education with the younger generation, so that theoretical knowledge enters the zone of "actual development" (according to Vygodsky's theory of development).

With this work, we confirmed “the regularity of spiritual and moral education, which was formulated by V.A. Sukhomlinsky: If a person is taught good - ... the result will be good. Only it is necessary to teach constantly, demandingly, persistently, taking into account the individual and age characteristics of children.

Conclusions on the second chapter and conclusion

As a result of the empirical study, we were able to prove that the basis of spiritual and moral education is the spiritual culture of the environment in which the child lives, in which his formation and development takes place - first of all, the spiritual culture of the family and the educational institution, forced to take on the function compensation for shortcomings and omissions in family education. The spirit that reigns in the family, school, children's association, the spirit in which parents and teachers live - the people who make up the child's immediate social environment - turns out to be decisive in shaping the child's inner world.

The most essential thing in educational activity is reflection on oneself, tracking new achievements and changes that have taken place.

Spiritual and moral education of junior schoolchildren should become one of the mandatory components of the educational process.

A school for a child is that adaptive environment, the moral atmosphere of which will determine his value orientations. Therefore, it is important that the educational system interact with all components of school life: a lesson, recess, extracurricular activities, permeate the whole life of the children with spiritual and moral content.

That is why the school, when solving the problems of education, must rely on the rational and moral in a person, help each pupil determine the value bases of his own life, acquire a sense of responsibility for preserving the moral foundations of society. This will be helped by spiritual and moral education, which is organically woven into the educational process and forms an integral part of it.

Practical significance of the work: the study is of value, first of all, for teachers, class teachers and educators of small provincial towns, since the formation of spirituality and morality is a fundamental link in the development of a teenager's personality.

Municipal budgetary preschool educational institution

Educator:

Report on self-education: "Spiritual and moral education of children by means of reading fiction."

Goals and objectives of the spiritual and moral education of preschool children 4-5 years old

A large proportion of violations in the development and behavior of children, crises in families, as L. Gladkikh notes, have primarily spiritual and moral origins, even those that are attributed to the mistakes of nature. The pedagogical traditions of families, which were previously passed down from generation to generation, have been largely lost, at a time when now half of the kids are brought up at home for various objective and subjective reasons. Most parents are passionate about the intellectualization of kids. Therefore, today the most important task is to use and develop domestic pedagogical traditions as a weapon to protect families and children.

The purpose of spiritual and moral education: Preservation, formation of the spiritual and moral health of children of primary preschool age 4-5 years old in the conditions of organizing work in a combined preschool institution by introducing them to the values ​​of Orthodox culture.

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.
Cultivate respect for the moral standards of Christian morality. To teach to distinguish between good and evil, good and bad deeds, to forgive insults, to be responsive, attentive to peers and elders. To create conditions and cause a desire to do good deeds, to do good.
To introduce children to the circle of the main Orthodox holidays, to show their close and organic connection with the life of the people, to acquaint them with the basics of the spirituality of the Russian people and the traditional way of life, as well as with the peculiarities of preparing and holding holidays, to awaken a sense of belonging to the traditions of our people.
To form in children initial ideas about the spiritual world, to acquaint them with basic religious concepts, elementary information from Sacred History (the Nativity and Resurrection of Jesus Christ, brief information about the earthly life of the Savior, the childhood years of the Virgin), the life of the Saints (St. Nicholas, the Apostles Peter and Paul) , the intercession of the Virgin.
Improve artistic taste, develop the creative potential of each child.
To form artistic and speech skills, replenish the vocabulary of children.
Arouse interest in the study of Orthodoxy among educators and parents, thereby opening the way to spiritual improvement and knowledge of the national culture.
To help the family in the formation of the value sphere of the child's personality on the basis of familiarization with the traditions of the Orthodox spiritual culture, in the development of a morally healthy and spiritually rich personality of the child.

Basic principles of work
Building a life on the basis of Christian perfection (“Turn away from evil and do good”),

The humanistic orientation (the attitude of the teacher to the pupil as a responsible subject of his own development) is realized through the formation of an attitude towards himself, towards other subjects and objects. (love for neighbors, nature, respect for material values, the shrines of our people).
Natural conformity (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, age, health).
Cultural conformity (upbringing should be built in accordance with the values ​​and norms of the national culture, in this case, Orthodoxy, and the characteristics inherent in the traditions of the region).
The secular nature of education and legality (compliance with the current legislation of the Russian Federation and the UN Declaration on the Rights of the Child).
Continuity and succession of educational influences (family, preschool, school).
Features of the spiritual and moral education of preschoolers

"The way of life is formed, formed and consolidated first of all and most of all - in childhood."

Crisis social phenomena aroused scientific interest in theoretical issues and models of integration of Orthodox pedagogy to create a kind, safe world and increase the humanitarian potential of education as a social institution that determines the quality of life. In many developed countries, special subjects devoted to acquaintance with the domestic spiritual and moral culture have long been introduced. Domestic thinkers and scientists, and others, considered education as a process of familiarizing the individual with the highest values ​​of the national spiritual culture, in which the connection between the problems of pedagogy and the spirit of Christianity is organically carried out. The idea of ​​the need to reveal the inner connection between genuine and serious achievements of modern pedagogical thought with a deep Orthodox understanding of man is very relevant for the development of pedagogical culture.
Leading scientists (,) scientifically substantiated the need for convergence of psychological and pedagogical science and Christianity in Russia. The construction of modern pedagogical science is moving in the direction of returning the postulates of the soul and spirit at a new level, restoring the understanding of the integrity of the individual in all spaces of being: psychophysical, social, socio-cultural and spiritual.
The catchphrase "Everything starts from childhood" - is the most collectible with this issue. Thinking about the origins of moral feelings, we always turn to the impressions of childhood: this is the trembling of lace from young birch leaves, and native tunes, and the sunrise, and the murmur of spring streams. Education of the child's feelings from the first years of life is an important pedagogical task. A child is not born good or evil, moral or immoral. What moral qualities a child will develop depends, first of all, on the parents, teachers and adults around him, on how they bring him up, what impressions they enrich.
Preschool age is the most sensitive (sensitive) of all age periods, it is at this age that the foundations of the human personality, its moral and cultural values ​​are laid. Therefore, it is necessary during this period to create a clean, spiritually healthy atmosphere around the child for development and education in society, kindergarten, and family. And if necessary, correct negative manifestations in the development of the pupil. The fifth year of life is a period of intensive physical and mental development. Children actively master coherent speech, can tell short stories, recall events of their personal lives. In the social psychology of childhood, it was shown that humane relations in a children's group develop from direct reactions at the age of five or six, through those mediated by the content of joint activities of seven or eight lei, and then to internally mediated ones. They develop the ability to subordinate their desires to the requirements of adults, develop a sense of responsibility for the assigned work, continue to develop religious feelings, love for God.
In preschool childhood, the assimilation of social norms, moral requirements and patterns of behavior on the basis of imitation takes place. Therefore, the work uses the most effective means for a preschooler - a game, a theatrical action, a puppet, a fairy tale. Heroes ask children for advice, talk about their actions, treat elders with respect, ask for forgiveness if they are guilty, or forgive offenders, strive to be kind. This is how we want our children to be.
A visually effective method is used in time:
♣ teacher reading fiction;
♣ observations;
♣ showing fairy tales (by a teacher, by children);
♣ looking at book illustrations, reproductions, objects;
♣ the embodiment of children's impressions in creative manifestations;
♣ city tours, targeted walks;
♣ conducting didactic and musical didactic games;

The verbal-figurative method seems to be the most effective in the process:
♣ reading and playing literary works by the educator, parents;
♣ conversations with elements of dialogue, summarizing the stories of the educator;
♣ reading fairy tales and poems by children, educator, followed by dramatization;
♣ answers to the questions of the teacher, children;
♣ conducting a variety of games (sedentary, role-playing, didactic, dramatization games, etc.);
♣ presentation of additional material by the educator;
♣ riddles;
♣ viewing visual material;
♣ children's stories based on diagrams, illustrations, modeling fairy tales;
♣ analysis of everyday situations;
♣ children's stories about their experiences;
♣ holding quizzes, contests, theme parties;

The practical method is used when necessary:
♣ organize productive activities;
♣ conduct games: with (“Steps to the Temple”), didactic (“Good and bad deeds”), mobile (“Help grandfather”), inactive (“Mirilka”), etc .;
♣ make, sew dolls for fairy tales;
♣ conduct excursions of various directions;
♣ organize evenings with parents, for parents;
♣ make visual aids with children;
♣ organization of productive activities: fine arts (impressions after the holiday), manual labor (Star of Bethlehem, Angel, etc.)

The upbringing of a spiritual personality on the basis of Orthodox traditions is carried out by the joint efforts of the educational system and the family. The family is considered as a Small Church. Here it is especially important to observe the principle of continuity and continuity of education in the family and kindergarten, the main condition of which is the inclusion of parents in the life of the kindergarten so that the family and the preschool educational institution do not replace, but complement each other.

The system of activities for the spiritual and moral education of preschool children 4-5 years old

Spiritual and moral education of children is organized in the following areas:
1. Spiritual and educational (conversations, oral teachings).
2. Educational and recreational (entertainment, games: mobile and instructive, role-playing).
3. Cultural and educational (meetings, targeted walks, excursions).
4. Moral and labor (productive activity, for example, making gifts, postcards for the holidays).

Final stage
At this stage, there is an analysis of the work on the spiritual and moral education of children. Monitoring of the development of integrative qualities of children, the level of development of the main general educational program of preschool education is carried out. Also, parents of pupils are offered a questionnaire based on the results of work. To identify the effectiveness of work on the topic, a diagnostic examination of children was carried out at the beginning and at the end of the school year. In the process of diagnosis, systematic observation of the behavior of children in various types of activities (games, communication with adults and peers, visual, constructive, theatrical, musical, elementary, labor activities, etc.) was widely used. Such observations are needed in order to penetrate into the inner world of each child, to determine the level of mastery of knowledge.