Tatyana Makshantseva
Spiritual and moral education of older children preschool age through project activities(from work experience)

Childhood is always turned to the future with hope, no matter how merciless the present may be. And children, as a rule, are waiting for adults to show them the path that will determine their life. Will we call them to the Light or leave them in the darkness of ignorance? Our tomorrow depends on it.

preschool age- a particularly significant period in the development of personality. It is during this period that many qualities are formed in the child, interests are formed, the process of self-knowledge begins - the child tries to understand who he is in this vast world.

working with children for more than one year, communicating with them day after day in the process of their observations - revealed that spiritual and moral education of preschool children is especially important, because exactly in Preschool children are especially susceptible to the assimilation of moral norms and requirements.

I put in front of me goal: creating conditions for initiation children of senior preschool age to spiritually- moral values, and upbringing willingness to follow them.

To achieve this goal, I have identified the following tasks:

1. Extend Views children about the various aspects of folk culture: everyday life, Orthodox traditions, arts and crafts, oral folk art (fairy tales).

2. Develop speech as a means and form of mental activities.

3. Improve artistic taste, develop the creative potential of each child.

4. educate spiritually-moral personality, worthy future citizens of Russia, patriots of their Fatherland.

5. Bring up love to native land, the city, to evoke a sense of pride in it and a desire to learn new things about their history.

6. Increase the pedagogical competence of parents in spiritual and moral education of preschool children.

Organization is recognized as one of the most effective, interesting and expedient form. project activities. Knowledge acquired by children in the course of implementation project become the property of their personal experience. Usage project method in the system of spiritual and moral education I consider it the most acceptable, since it allowed combining the interests of all participants project:

The teacher has the opportunity for self-realization and manifestation of creativity in work in accordance with their professional level;

Parents have the opportunity to actively participate in the process that is meaningful to them parenting;

Children are organized according to their interests, desires, needs.

Let's take a closer look at the block. "World of kindness".

Consider the content project"Kindness will save the world"

Target project

Parenting in children positive qualities of character, promote team building, motivate children to commit good deeds doing good deeds for the benefit of others.

Tasks:

to form friendly and friendly relationships between children;

bring up the ability to evaluate the actions of others;

develop negative perception and attitude towards bad deeds in life and literary works;

encourage the child to do good deeds;

develop ideas children about concepts"good" and "evil", their importance in people's lives;

preservation and promotion of health children.

View project:

By direction: social - personal, socially useful,

By number of participants: group.

By duration: short term

Members project: children senior group , caregivers, parents

Implementation period project: Week 1

Orientation project:

Formation of moral feelings; instilling moral norms of behavior for the child with the outside world.

Implementation forms project:

directly educational activity

Games: d / i, d / y, s / r, construction

Reading fiction

Watching a cartoon, listening to songs about friendship, kindness.

Work (mutual assistance)

Expected results:

Development of the ability to express one's attitude to the actions of peers, to correctly evaluate one's own actions and the actions of comrades;

Ability to see and understand emotional states peers;

Use obligatory forms of politeness in dealing with peers, the ability to listen carefully to the interlocutor;

The transformation of moral habits into habits (ability to restrain in conflicts, to yield, to obey the rules)

Development of aspiration

help, empathize, support each other

Work covers the following structural units, educational areas.

1. Physical development.

2. Social - communicative development

3. Cognitive development.

4. Speech development:

5. Artistic and aesthetic development.

3rd stage: generalizing (final)

In progress project

The group has created the necessary conditions for familiarization with the elementary generally accepted norms and rules of relationships with peers and adults.

Active participation of parents in the implementation project allows for continuity between the kindergarten and the family according to spiritual and moral education.

Abilities formed children to negotiate to support each other, to help each other.

Participants project there was a desire to do good deeds.

But one teacher's work insufficient for the full development of the child preschool age. It is very important to have a close relationship with the family so that there is mutual understanding and trust.

Work carried out by me with my families pupils, on the interaction of families with each other, prompted the creation family club "Towards Children's Hearts"

Established Work with different social and social structures, through different forms and types of joint activities.

The survey results suggest that the use design method in order to form spiritually- moral qualities preschoolers is efficient and effective.

The main result is the assimilation by the child of the eternal values: mercy, love of truth, in his striving for good and rejection of evil.

I will continue in the future work on this topic. Adhering to the basic principle preschool education : initiation children to socio-cultural norms, traditions of the family, society and state.

Related publications:

"Spiritual and moral education of older preschoolers under the program "Social and cultural origins" through project activities." Kotelnikov.

At present, in our society there is a need for spiritual and moral education as a necessary element of preservation and further.

Spiritual and moral education of children of senior preschool age on the basis of acquaintance with fiction We need spiritual reading every day, like prayer. Without reading it is stuffy and the soul is starving. Saint Theophan the RecluseModern Russian.

Spiritual and moral education of children of senior preschool age through local history and museum pedagogy The changes taking place in society determine new requirements for the education system. The most important task of the educational process becomes.

I picked a flower and it withered. I caught a beetle and it died in my palm. And then I realized: “You can only touch nature with your heart.”

Pereverzeva Natalya Anatolyevna, educator MBDOU
d / s No. 21 "Fairy Tale", Stary Oskol, Belgorod Region

One of the important contemporary problems is the spiritual and moral education of children, it is no coincidence that our state is again returning to the issues of spiritual and moral education of children and youth. Issues of education, spiritual and moral education are enshrined in the Laws Russian Federation“On Education” and “On the Basic Guarantees of the Rights of the Child in the Russian Federation”, as well as the problem of spiritual and moral education is reflected in the Concept of Education Modernization. Since 2012 in the school curriculum primary school a training course "Fundamentals of the Spiritual and Moral Culture of the Peoples of Russia" was introduced, one of its modules is the "Fundamentals of Orthodox Culture" module. All this speaks of the relevance and necessity of starting work on spiritual and moral education from a preschool institution.

The teachers of our preschool institution tried to create optimal conditions for the comprehensive development of the spiritual and moral potential of children through the harmonious construction of a holistic pedagogical process based on ethno-cultural, moral values ​​and Orthodox traditions. Focusing on the social order of society, we carry out work on spiritual and moral education in the following areas:

1. Formation of ideas about the history of the region, the life and culture of the native people, while cultivating patriotic feelings.
2. Education of ethical traditions, norms, rules of conduct, the formation of a culture of communication with adults and peers.

When organizing work on the spiritual and moral education of preschoolers, we use the following forms of work: joint organization of teachers with parents of Orthodox and folklore, church holidays, round tables, parent-child clubs, creative workshops dedicated to spiritual and moral education. Also, in our preschool institution, teachers use the project method as the main means patriotic education. The project method develops the cognitive interest of older preschoolers in various fields of knowledge, forms cooperation skills, opens up great opportunities for organizing joint activities of preschoolers, teachers and parents.

The work on the project includes seven stages:

1. goal setting;
2. search for a form of project implementation;
3. development of the content of the entire pedagogical process based on the subject of the project;
4. determination of directions of search and practical activity;
5. organization of a joint (with teachers, parents and children) creative, search and practical activities;
6. work on parts of the project, correction;
7. collective implementation of the project, its demonstration.

Our project is aimed at reviving a positive image of the family, family values ​​and traditions. The involvement of parents in project activities, their active participation in the educational process of a preschool institution are necessary for the effective and successful development of the child. The purpose of the project is the revival and spirituality of family values ​​and traditions. To implement our project and solve problems, a round table“How to Love a Child Right?”, where psychological and pedagogical consultations, trainings, conversations with a priest on spiritual and moral topics are held, family competitions, photo exhibitions. The tasks of cultivating respect for one's family are solved in the process of joint events for children and parents: "Gifts of Autumn", "Men are our defenders", "Mom, my mom" - this event once again emphasized the irreversible value of the family, respect and reverence for the keeper of the family hearth.

It is important to note that in the work on spiritual and moral education, we actively involve men: our dads, grandfathers and brothers. The participation of children and parents in the sports action "Dad, Mom, I am a sports family" contributed to the rally family relations, increasing the number of children involved in sports sections of the city.

In the course of project activities, adults contribute to the ascent of the child's personality to culture: children acquire a positive attitude towards themselves, others, towards nature, and receive the right to self-development. The application of the design method is relevant and very effective, this method gives the child the opportunity to experiment, develop Creative skills and communication skills, which contributes to the qualitative formation of moral and patriotic feelings.

Thanks to the joint work of the teacher-parent-child, there have been qualitative changes in the relationship between the teacher and parents. Having become involved in socially significant activities and established partnerships with teachers, parents realized the failure of the previous interaction and were ready for meaningful communication. Parents felt the need to improve their pedagogical knowledge, exchange experience in raising and educating children, increase interest in their problems, and also found a solution to "dead end" situations through active interaction with educators, a psychologist and a priest.

Bibliography:

1. Current issues of moral and aesthetic education. Sat. Art. / Ed. E. V. Burmakina. - Tomsk: publishing house of TSU, 1982.
2. Barilenko N. V. The formation of relationships among older preschoolers in joint activities / / Questions of psychology. -1988. - four
3. The relationship of children in joint activities and the problems of education. Sat. scientific tr. / Ed. S. G. Yakobson. - M. : Enlightenment, 1976.
4. Education of moral feelings in older preschoolers / Ed. A. M. Vinogradova. - M.: Enlightenment, 1989. .
5. Moral and aesthetic education of a child in kindergarten / Ed. N. A. Vetlugina. - M.: Enlightenment, 1989. .
6. Ostrovskaya L.F. Conversations with parents about the moral education of a preschooler. - M.: Enlightenment, 1987.
7. Happy A. M. On the steps of morality (senior preschooler). -Minsk, 1990.

Project method

as a means of spiritual and moral education

students

main idea education of the younger generation in Russia is the creation of a single educational space based on the modernization of approaches, priority areas, modern pedagogical and psychological technologies. Particular attention is paid to the spiritual and moral education, which should integrate all educational process: educational, extracurricular, design and research activities. joint project activity teachers and pupils of schools is the most relevant form of modern education, in which the subjects educational process get the opportunity for the most complete self-realization.

The content of education is revealed in the logic of the integrated characteristics of the main directions of the process of spiritual and moral development: education of citizenship, patriotism, respect for the rights, freedoms and duties of a person; education of moral and ethical culture; formation of concepts about morality and ethical standards of social interaction; education of a value attitude to education, development of creative, cognitive activity and culture of mental work; education of industriousness, creative attitude to work and life, preparation for a conscious choice of profession; upbringing physical education, the formation of a value attitude to health and healthy lifestyle life; development ecological culture personality, value attitude to nature (environmental education); education of a value attitude to the beautiful, the formation of the foundations of aesthetic culture.

The spiritual and moral education of the personality of a Russian citizen is understood as “a pedagogically organized process of assimilation and acceptance by students of basic national values ​​that have a hierarchical structure and complex organization. The bearers of these values ​​are the multinational people of the Russian Federation, the state, the family, cultural and territorial communities, traditional Russian religious associations, and the world community.”
A graduate of a general education school is regarded as "a highly moral, creative, competent citizen of Russia, who accepts the fate of the Fatherland as his own, aware of the responsibility for the present and future of his country, rooted in the spiritual and cultural traditions of the multinational people of the Russian Federation" .
Socio-cultural changes in recent decades have significantly influenced the rethinking of the essence of spiritual and moral education and the organization pedagogical activity for its implementation.

Project activity as pedagogical technology is aimed at developing a variety of personality traits of a student and contributes to the formation of integrative characteristics. Project activity in many educational institutions is considered as an innovative method that allows you to modernize the content educational material, but most of all - to take a fresh look at the organization of the entire educational process.
Initially, teachers most often turn to projects in educational activities. The formation of a student's competencies as an integral characteristic is possible if he is included in an activity that involves a combination of various actions and the application of knowledge from different subjects. The exit of educational projects beyond the limits of educational activity is quite understandable, since children and teachers have a need not only to learn something themselves, but also to present it to others, to hear people's assessment, to feel their emotional response.
A large number of projects are of a group or collective nature. Such projects are primarily aimed at achieving educational goals. The most important thing in them is the development of children's initiative, the creation of conditions for their self-realization. The core idea of ​​such projects can be the traditions of the school, the people, the village. Training

traditional state and folk holidays contributes to the integration of the space of an educational institution, since the majority of children, teachers, as well as many parents and other people actively participate in them. The rural school is actively positioning itself as Cultural Center where everyone can find something to their liking. The school forms and expands its educational space, as it sets the main moral guideline, which guides not only teachers, but all villagers.
When using project technology in the educational process, teachers almost immediately begin to understand that the most effective form of joint activity is social design. By developing projects aimed at the benefit and joy of other people. They note that it is much more pleasant to do something for others than just for yourself. Thus, social projects contribute to the formation of moral positions in the student's personality, the development of the main human qualities - kindness, mercy, mutual assistance, and others. This is especially important in the countryside, where the operation of social services is limited, the elderly especially need care and attention.
For development social projects various social partners are invited to cooperate: rural museums, libraries, institutions additional education, law enforcement agencies, etc. An important component of these social partners are the parents and relatives of schoolchildren who participate in the development of projects and organizations for their implementation. This allows parents to become active participants in the educational process.
I would especially like to note the desire of teaching staff to organize "event projects". Event projects focus on cohabitation events for children and adults throughout the year. It is important to find topics and events that could unite teachers, children, parents, and cause joint experiences. Experience shows that such topics can be: “My family tree”, “Children of war”, “Forties fatal”. In such projects, the past and present, entire families, different generations can be affected, which allows schoolchildren to see large-scale historical events through the participation of their relatives, grandparents, parents. This creates a good basis for moral, patriotic, civic education.
Presenting their experience of spiritual and moral education, teachers do not ignore multiculturalism as one of the main principles. modern education. One of the important qualities of a person is his religious, interethnic, social tolerance. Interestingly, in the formation of tolerance, pedagogical teams turn to festivals that are now forgotten, but very popular in the recent past. different countries and peoples. Such festivals are especially relevant for villages where representatives of different ethnic groups and cultures live.
Preparation for events of this kind is associated with the study of the customs and traditions of the peoples of their country and other countries. Schoolchildren, collecting materials, getting to know life different peoples, are convinced of the great similarity in the system of values, customs, mores of peoples, which contributes to the formation of personal tolerance.
Thus, analyzing the experience of spiritual and moral education, one can see that a lot of work is being done in this direction. An active exchange of experience in the spiritual and moral education of schoolchildren is very useful both as a dissemination of pedagogical experience and as a way to identify and discuss pressing problems in the organization. educational work school. This is an important component of the entire educational process to achieve the main task - personal development. modern man.

Bibliography

1. Darmodekhin S. V. Development of education in modern Russia/ Institute of Family and Education, 2009. www: http://www.niisv.ru/newsection
2. Darmodekhin S.V. Educational component of the Federal State Educational Standards / Institute of Family and Education, 2009.

www: http://www.niisv.ru/newsection
3. The concept of spiritual and moral development and education of the personality of a citizen of Russia. Project (A. Ya. Danilyuk, A. M. Kondakov, V. A. Tishkov) // Bulletin of Education, No. 17, September 2009. Official reference and information publication of the Ministry of Education and Science of the Russian Federation. Federal State Standard of General Education / Institute of Family and Education, 2009.

4. educational process: the study of efficiency. Guidelines / ed. E. N. Stepanova. M.: TC "Sphere", 2001. 128 p.
5. Shchurkova N. E. Classroom management: working diagnostics. M.: Pedagogical Society of Russia, 2001. 96 p.

Yaskova Larisa Alekseevna
Job title: educator
Educational institution: MBDOU №11 "Mashenka"
Locality: Surgut city, Khanty-Mansiysk Autonomous Okrug
Material name: Article
Topic:"Project method in the spiritual and moral education of preschoolers"
Publication date: 31.01.2018
Chapter: preschool education

Project method in the spiritual and moral education of preschoolers

“The spiritual life of a child is complete only when

when he lives in the world of games, fairy tales, music, fantasy, creativity.

Without it, he is a dried flower."

V.A. Sukhomlinsky

Orienting

social

society,

moral

The upbringing of preschool children is especially important, because it is precisely at preschool age that a child

especially susceptible to the assimilation of moral norms and requirements. Preschool age -

a particularly significant period in the development of personality. It is during this period that the child develops

quality,

add up

interests,

starts

self-knowledge,

trying to understand who he is in this vast world.

Baby, is the future full

to be

master,

save,

develop

transfer

cultural heritage through inclusion in culture and social activity.

Spiritual and moral education of the younger generation is one of the most relevant

tasks of domestic education. The relevance of spiritual and moral education and development

conditioned

continuous

process

moral

development

human

the interest of the human community in managing this process, the desire

to pass on to the new generation the culture of spiritual and moral life, the system of moral

values ​​as one of the conditions for the preservation and development of a person, society, country.

The federal law "On Education in the Russian Federation" indicates that education

sent

development

personalities

"sociocultural,

moral

values

accepted

society

behavior

interests

individual, family, society and state”. One of the main directions of domestic

pedagogy today is drawn to the spiritual and moral values ​​of Russian education and

education.

Basic Principles spiritual and moral education and development of children are:

developing

education,

whom

is

spiritual and moral

formation and development of the child.

2. The principle of social and pedagogical partnership of subjects of the educational process -

an association

interaction

adults

(social

structures),

participating

educational

process

knowledge

acceptance

participant

moral values ​​in accordance with which the child is brought up, concerned

development

own

spirituality,

able

reflections

activities

self-analysis and self-assessment to good-creativity).

integration

educational

process,

implying

complex

systemic

organizations

educational

process.

systematization of the content of the work - the idea of ​​developing the basis of personal culture, spiritual

development of children through project activities.

4. The principle of a person-centered approach is the acceptance of the child as he is,

benevolence,

relationship,

positive

development,

pursuit

an adult to be meaningful to a child.

5. The principle of an individually - differentiated approach - individual approach to children

taking into account opportunities, individual pace, ways of development, interests, taking into account

family, national traditions etc.

6. The principle of the activity approach - the development of the child in specific for a preschooler

activities, promoting the emergence of a child's subjective position in the moral

behavior.

7. The principle of cultural conformity - following in the process of spiritual and moral education

development

traditional

Russian

values

upbringing

using

material

folk

pedagogy,

folk

culture

art,

folk,

national traditions.

compliance

education

age

characteristics of preschoolers, patterns of their physical, mental and personal

development.

Before preschool educational

institutions

most

formation

culture

personality,

high moral qualities: humanism, collective feelings, civics,

careful

relations

historical

cultural

heritage.

Communion

preschool children

cultural

traditions

promotes

personal and moral development. However, few preschool institutions in their work

rely on national art, initially bearing in itself morality, aesthetics,

elements

folk

wisdom,

folk

pedagogy,

formative

range of moral ideas: about the norms and rules of behavior that regulate relations

child with adults and peers, about the rules for handling objects and things, about

some moral character

personalities

manifestations

quality

honesty

friendship, responsiveness, courage).

Very good for preschoolers

are

impression,

help them discover the world and develop their abilities, this is what can be obtained when

p e d a g o g

o rg a n i z u e t

terms

r a z v i t i i,

s t a n o v l e n and i,

t v o r h e s c o g o

self-expression of preschoolers, their personal needs through the method of projects.

Through project activities, the transition from the formation of separate

specific moral ideas

rules

behavior

generalized

differentiated moral ideas that are the result of a growing

awareness of behavior and the developing experience of the child's communication with others.

Spiritual and moral

upbringing

educational

process

It is carried out by introducing the child to nature, to music, to literature, to painting. AT

the pedagogical process, classes are implemented that include observations of nature,

listening to music, reading works of art, excursions to museums.

The catchphrase "Everything starts from childhood" - as well as possible combined with this

question. Thinking about the origins of moral feelings, we always turn to impressions.

childhood: this is the trembling of lace from young birch leaves, and native melodies, and sunrise, and

the murmur of spring streams. Education of the child's feelings from the first years of life is important

pedagogical

is born

moral

immoral. What moral qualities will develop in a child, depends, before

everything, from parents, teachers and adults around him, from how they raise him,

what impressions will enrich.

moral

upbringing

preschoolers

implemented

organization of the educational process:

Organized educational activities (OOD);

Mode moments;

Independent activities of children in a family environment and in cooperation with the family;

Classes different types and types, games (plot and with rules), elements of the theory of decision

inventive problems, problem situations;

The use of developing technologies and techniques - design, experimentation;

All of them are focused on specific types of thinking for a preschooler (visual-

effective,

visual-figurative)

knowledge

(touch,

and r about you e,

experimentation, questions to adults in the process of communication), available methods of action,

behavior, emotionality prevailing in preschool age.

One of effective methods in working with children in this direction is the method

projects. Method

projects

based

interests

suggests

creative

develops

research

navigate

information space.

The project method is a way to achieve didactic purpose through detailed development

significant problem, which should end in a very real practical result,

framed in one way or another.

The process of cognition ends with a real result - a product. This result can

see, comprehend, apply in real, practical life. The design method allows

implement

interpenetration

various

sections

programs,

integration.

Integrated

directed

development

personalities

educational,

creative

abilities.

activities

merged

basic

problem. The method of pedagogical projects is relevant and very effective. It gives the opportunity

for a month to work on the chosen topic in all sensitive moments and involve in this

the process of pupils' parents, narrow specialists, society, etc. Project work

includes

activity

teachers,

parents.

specially

organized

teacher and a set of actions independently performed by children and their parents, where they

independent

acceptance

responsible

result

creation

creative

product

presentations.

teacher

stimulate the interest of all project participants in certain problems involving

possession of a certain amount of knowledge, and through project activities involving

problem solving show practical use acquired knowledge. Project method

naturally and harmoniously woven into the educational process kindergarten.

In this respect, the project method is effective method organizations

pedagogical

process,

based

interests of preschoolers.

organization

solved

formation

aspirations

creative

development of research skills.

The main direction in the implementation of project activities in preschool educational

institution is a manifestation of love and affection towards children; use of kind words

positive

manifestation

benevolence

adult

learning

ways

expressions

sympathy

attention (stroke

crying, thank, say goodbye, say hello).

fiction, entertainment, sports holidays, holidays on the theme of friendship and

partnerships. All these methods can be applied in project activities.

During the implementation of the project method, children learn: in dances, games, sing together, read poetry,

and this unites their children's team. They have the same interests, they try to help

to each other, if something does not work out, to provide support and show mutual assistance.

Citizenship Education

patriotism

preschool children

includes

self nurturing love

children's

Participating

in the design

activities, the preschooler gets to know

country. preschooler

perceives the environment

reality

emotionally

therefore, his patriotism manifests itself in a sense of admiration for his city, his country.

During the implementation of the project, special attention is paid to interaction with the family, because exactly at

develops

moral

values,

behavior,

acquires

moral

Parents

help

preschooler,

organizer

is

adults

perform

auxiliary

function, following his vision and overseeing the full implementation of the project. In the design

activities

observed

worldview

landmarks

morally-

evaluation criteria in a particular family and, accordingly, the process of formation of spiritual and

moral qualities. It is customary to distinguish three types of projects: creative (development of sensory

perceptual

Feel,

perception,

imagination),

research

(development

thinking, speech and imagination) and the normative development of speech, thinking and memory).

The method of projects as the main means of spiritual and moral education of children allows

develop cognitive interest, form cooperation skills, open up large

opportunities in organizing joint activities of preschoolers, teachers, parents.

Spiritual and moral

upbringing

preschool

age

long-term

assuming an internal change of each participant, which may not be reflected

here and now, but much later.

projected

results

spiritual and moral

development

through

project activities:

1) the presence of primary ideas about spiritual and moral values ​​in relation to the family,

peers and adults, the natural environment, the objective world and oneself in this world;

adequate

manifestation

diverse

moral

emotionally

valuable

relations

surrounding

subject

feels a sense of satisfaction or shame from the quality of an act, action, behavior);

3) the desire and ability to express oneself in accessible activities and behavior in

in accordance with spiritual and moral values:

Independently applies learned rules, owns norms, constructive ways

interactions

adults

peers

(negotiate

exchanged

objects,

distributes actions in cooperation);

transforms

received

activities,

changes

behavior

communication with adults and peers depending on the situation;

Capable of creative behavior in new situations in accordance with the accepted system

moral values;

awakening

cognitive

interest

relationships,

behavior

the desire to comprehend them, evaluate them in accordance with the acquired moral standards,

values:

Asks questions to an adult;

Experiments in the field of establishing relationships, determining a position in one's own

behavior

Able to act independently, in cases of difficulty to seek help;

5) the emergence of prerequisites for reflective abilities, allowing you to realize your "I"

in accordance with spiritual and moral values:

Knows own virtues and disadvantages;

Tries (often with the help of an adult) to correlate his behavior with the rules, norms;

defines

interests,

preferences

activities,

relations

peers, close people;

Aware of their emotional state;

Has his own position, can justify it;

6) development of the ability to manage one's behavior and plan actions:

Behavior is predominantly determined not by momentary desires and needs, but by

demands from adults and primary value ideas about “what

what is good and what is bad”;

tries

violate

behavior,

experiencing

awkwardness

situations where his behavior is unseemly.

Summing up, I would like to say that having considered the above presented possibilities of the method

project in the formation in the interaction with the family and the teaching staff of the children's

garden of a humane attitude towards people and nature, collectivism, the beginning of citizenship and

patriotism, we can conclude that it is effective tool moral

education.

through project

method are created

manifestations

these moral qualities.

Literature

Veraksa, N. E., Veraksa, A. N. Project activity of preschoolers. M.: Mosaic -

Synthesis, 2008. - 112 p.

Peterina, S. V. Education of a culture of behavior in children. M. - Enlightenment, 2007. - .96s.

Eismont-Shvydkaya, G.N. Moral education of preschoolers M.: Enlightenment,

1993. - 243 p.

Bure R. S. Social and moral education of preschoolers: method. allowance. – M.:

Mosaic-synthesis, 2012. - 80 p.

pedagogical

informational

technology

education: textbook. allowance for students. ped. universities and systems qualified ped. personnel /

ed. E. S. Polat. – M.: Academy, 2000.

Prokopova

Formation

caring

relations

senior

preschool age // Preschool education. - 2010. - No. 10. - S. 86-91.

One of the important modern problems in the education system is the spiritual and moral education of children. For a long time there has been and is a shift in the development of children towards early intellectualization. In pursuit of the development of the intellect, the education of the soul, moral and spiritual development little person. F. M. Dostoevsky wrote: “The main thing in a person is not the mind, but what controls it: the heart, good feelings.” In addition, blurred and distorted spiritual and moral guidelines in society, propaganda of violence and cruelty in the media, the destruction of the family way of life negatively affect children's souls.

It is no coincidence that in recent years the state has again returned to the issues of spiritual and moral education of the younger generation. They are enshrined in the Laws of the Russian Federation "On Education" and "On Basic Guarantees of the Rights of the Child in the Russian Federation".

All this confirms the relevance and priority of the spiritual and moral education of children.

Systematic spiritual and moral education of a child from the first years of life ensures its adequate social development and harmonious formation of personality. But not every family can provide high-quality education for kids, since both young parents and their parents (grandparents of modern kids) grew up at a time when spiritual and moral values ​​were rejected, relegated to the background.

A child is a whole world of impressions, emotions, thoughts, discoveries and abilities. His questioning consciousness is addressed to the teacher, parents, adults. And therefore, their task is to create conditions for the development, formation, creative self-expression of the spiritual forces of the child.

One of the attractive and effective forms of spiritual and moral education of preschool children is project activity, which is an innovative form of work with children. The organization of project activities allows the educator to integrate almost all educational areas, since it involves the interaction of children with each other and the educator, their active cooperation and creativity, knowledge and work.

The transition of a preschool institution to the project method of activity, as a rule, is carried out in the following stages:

Classes with the inclusion of problem situations, children's experimentation, etc.

Complex block-thematic classes

Integration:

o partial (one of the directions of the program is integrated with another);

o full (one of the sections is integrated with all sections of the program)

Project Method:

o the form of organization of the educational space;

o method of development of creative cognitive thinking.

The project method is based on the interests of the children. It involves a creative search, develops the research skills of children, their ability to navigate in the information space. The process of cognition ends with a real result - a product. This result can be seen, comprehended, applied in real, practical life.

For recent years our municipal budgetary preschool educational institution kindergarten "Solnyshko" Vadsky municipal district of the Nizhny Novgorod region is trying to some extent to make up for the lack of spiritual and moral education in the family, while working closely with the family. Particular attention in our work is given to project activities. So, for example, in the work with the children of our group for the current year, the following projects were developed and implemented: "Every family has its own traditions" and "A guest on the threshold - joy in the house."

The project "Every family has its own traditions" is aimed at forming in children 4-5 years old the desire to maintain and increase the traditions of their family. Why was this topic chosen for the project activity?

Few people like it when something new is imposed on them, but at the same time, they respect and accept traditions. Everyone knows that in Russia all families had their own traditions, which united them, making them strong and strong. But, after November 7 - the Day of the October Revolution of 1917, many traditions were abolished, both folk and family. Some, of course, remained - having transformed, some have sunk into oblivion, and, of course, new ones have appeared.

Many of the traditions that made a family a family have been lost. Many families to this day are more like people who live under the same roof, while having nothing in common, even sometimes not knowing each other. But it is the family that gives a sense of stability and protection from the very beginning. early childhood, which we carry through our entire conscious life and pass on to our children, and so from generation to generation, gaining wisdom and experience.

Therefore, traditions are the basis of the family way of life, a friendly and strong family that has a future. That's why it needs to be revived. family traditions. It’s good if they are to the liking of all family members, because they are able to bring together, strengthen love, instill mutual respect and understanding in the souls, something that most modern families lack so much.

In our group, a survey was conducted with children and their parents about what family traditions are and whether they exist in their families. Based on this survey, it was concluded that many parents do not even know what family traditions are and do not understand their importance in raising children. What is there to say about children?

In connection with all of the above, it became necessary to develop this project, aimed at introducing children to family traditions and educating parents on this issue.

During the implementation of the project, the following forms of work with children were used: educational activities(“Lullabies”, “Dad, Mom, I ...”), conversation (“My Family”, “My Birthday”, “Happy Weekend”), didactic (“Mom’s Helpers”, “Love, Kindness, Care”) and role-playing (“Family”, “Family holiday”) game.

In the process of interaction with the families of pupils, Parent meeting“Each family has its own traditions”, information and advisory material was selected and developed (“How to organize a family holiday”, “Do not forget folk games”,

Observing family traditions, following the experience and customs of their ancestors, people are spiritually enriched, their invariable features are kindness, responsiveness and self-sacrifice for the sake of loved one, and these qualities accompany them all their lives, being passed on from parents to children, who, in turn, will also build a strong and loving family With good traditions their predecessors.

The main direction of the project "Guest on the threshold - joy in the house" is the formation of the skills of a culture of behavior in children 4-5 years old, through familiarization with the folk tradition - "hospitality". The reason for choosing the topic was that there is currently a growing interest in comprehending, strengthening and actively promoting national cultural traditions, embodied in original genres of folklore, family and everyday customs, rituals, and rituals.

The problem of introducing preschool children to Russian folk culture, folk traditions has been repeatedly considered by scientists and practitioners. The subject of the study was issues related to the role of folk culture and folk traditions in the formation of the personality of a preschooler, the relevant content, conditions, methods of familiarizing preschoolers with folk traditions were discussed, taking into account age and individual characteristics. In a number of psychological and pedagogical studies, it was confirmed that introducing children to folk culture provides a link between generations, contributes to a comprehensive harmonious development personality, solves the problems of mental, physical, moral, aesthetic, labor, family education.

Hospitality is one of the most primordially Russian folk traditions. Since ancient times, the Russian people have been famous for their hospitality, they were known as hospitable people.

A survey-conversation was conducted with the children of our group on the following questions:

 Do you like to visit? Why?

 How often do you have guests?

 How do you meet them?

 What is hospitality?

The survey-conversation was also conducted with the parents of the pupils.

Having studied the answers, we came to the conclusion that most of the children and their parents surveyed find it difficult to talk about the traditions of hospitality, about what hospitality is, and very rarely go to visit. So there was a need to develop this project.

At the practical stage of the project, the children learned the rules of hospitality, teachers contributed to the development of children's ability to communicate, think, increase the level of pedagogical culture of parents on the topic of the project.

The product of the project "Guest on the Threshold - Joy in the House" is a musically theatrical production of the fairy tale "Fly-Cuzzle in a New Way".

The value of folk traditions is enormous, and their loss is irreplaceable by any material benefits. Traditions are the guardians of folk culture, the precepts of the people. If all folk traditions are completely lost, the very existence of the people may be called into question.

Having achieved certain results in working with children on this topic, we do not stand still. Our teaching staff is looking for new forms of work, updating the content of those used. In the future, it is planned to develop and implement the following projects: "My small homeland", "Family reading".

Thus, in the process of working on various projects, united by a common idea - spiritual and moral education, an educational space is created for the kindergarten and the family, which forms personally significant qualities, brings up a morally stable personality.