From the quality of spiritual moral education the child given to him by his parents depends on the quality of his entire subsequent life. The fruits of this upbringing determine how much he can be realized in professional activities, creativity, and personal life. From a religious point of view, this upbringing also determines the fate of the human soul in the subsequent eternal life. At birth, a person receives a huge outer world as a gift.

Spiritual and moral development is the basis of education in Russia

Proper spiritual and moral education gradually gives him one more, inner world. If a child, together with his parents, managed to fill him with light, he will certainly help to make the outer world brighter. To achieve this, you need to clearly understand the goals and objectives of spiritual and moral development and education.

The meaning of the words "spirit", "spiritual"

Spirit - mind, thinking, consciousness, mental abilities, inner content, moral strength of a person. “What is the spirit of man? The totality of heart feelings that belong to the verbal and immortal soul, alien to the souls of cattle and animals. (St. Ignatius Brianchaninov). An animal can have preferences in food, become attached to people, other animals or housing, is guided in its behavior by instincts, but cannot feel remorse, work, learn about the world and itself, create, and much more.

A person is guided by moral principles, is capable of a thought process, religious feelings, is able to act contrary to instincts. All this is due to the fact that a person, unlike an animal, has a spirit in addition to the soul.

The spiritual side of a person is the very essence of a person, what he really is, if you take off his clothes, forget about his social status and financial condition. To understand more clearly, you need to imagine that a catastrophe happened, a person suddenly lost all his property, work, relatives and friends. Then he remains only with what he is filled with, and this just depends on self-education and the upbringing he received in childhood from his parents and teachers.

The meaning of the words "morality", "moral"

Morality is the internal spiritual qualities that guide a person, a set of norms and rules of behavior, primarily in society, a kind of barrier that does not allow doing whatever one wants. An immoral person is one who does not have any deterrents, calmly going to any dishonorable act. A person with a high level of morality makes the highest demands on his behavior.

A low level of morality implies that a person ignores the norms of behavior if they run counter to his interests.

The meaning of the concepts of "spiritual and moral education" and "spiritual and moral development"

1. Spiritual and moral education - the development of a system of universal and national cultural, spiritual and moral values.
2. Spiritual and moral development - the formation and consistent strengthening of a person's ability to evaluate and build on the basis of traditional moral norms and moral ideals relationship with oneself and the environment.

Fundamentals of spiritual and moral education

How to actually carry out education and support the development of morality in a child? The personal example of mom, dad, grandparents is of decisive importance. But a small person is also influenced by the outside world - television, the Internet, friends and kindergarten teachers, school teachers. Parents need to carefully monitor the child's social circle and everything that occupies his mind.

The books that a child reads, the films he watches, the games he plays, the music he listens to inevitably affect his inner state and idea of ​​morality.

For example, a girl is bought a coloring book in which half-naked, vulgarly dressed girls are depicted, with painted faces and green hair. The girls are depicted in the most unthinkable poses. The girl perceives this as the norm, she gets the idea that this is exactly what the standard looks like. female beauty, it is in such poses that it is customary to talk with friends. Mom can then prove to her for several hours that this is not so. But the daughter has already fixed the image, saw the popular animated series with similar "beauties" and nothing can dissuade her. After all, the girlfriend kindergarten came yesterday with the same doll as the girl in the cartoon. So my mother is behind the times, and this doll is really a standard. There is only one conclusion - in spiritual and moral education there are no trifles that can be ignored. At thirteen, it will be too late to rewrite the consciousness of a son or daughter. It is necessary to protect the baby from "fashion" from birth.

The purpose of spiritual and moral development and education

To achieve success in something, you need to clearly understand the goal. The purpose of spiritual and moral education and development is harmonious development the personality of the child, the creation in his mind of the fundamental principles of morality based on Orthodox, cultural and historical Russian traditions. The specific goal is to grow a person:

• spiritually healthy;
• creative;
• competent;
• proactive;
• industrious;
• responsible;
• independent;
• able to work in a team and coexist in society;
• patriot;
• highly moral;
• in a religious family - a person prepared for eternal life, for whom God is in the first place in the system of values.

To achieve this goal, it is necessary to solve the following intermediate tasks.

Directions of spiritual and moral education and development

In the process of education, the duty of parents and teachers to help the child form and develop spiritual and moral qualities and abilities in four areas:

• religious;
• family;
• creative;
• patriotic;
• social.

For development in each direction, a number of intermediate tasks will need to be completed.

Religious direction

Religious spirituality involves the acquisition of faith in God, the awareness of the finiteness of one's life and the eternity of the life of the soul. correct spiritual development a person in this direction gives him as a result chastity, stable moral principles, his own worldview, a correctly built-in system of values, respect for religious organizations and religious feelings of other people, including those of other faiths.

Particular attention should be paid to the fact that a spiritually healthy person, from the point of view of Orthodox Christianity, is acutely aware of the value and uniqueness of his life and the lives of other people.

To achieve these goals, the child needs to study:

• the Bible;
• the history of Orthodoxy;
• traditions of Christian Orthodox culture;
• spiritual and historical heritage of their people;
• the highest spiritual examples of national culture.

The child is not able to perform these tasks on his own, so he will need the help of parents and competent teachers. At the same time, parents are required to respect his personal views on issues related to religion. Even in order to recognize oneself as an atheist or, having rejected Orthodoxy, to accept another religion, one must study the spiritual heritage of one's country.

Only having a clear idea of ​​what a person is giving up, he can make a firm conscious decision on this issue. And, on the contrary, if the parents are not religious, they have no right to deprive the child of knowledge about this side of human life.

family direction

One of the most important areas of spiritual and moral development is the upbringing of a good family man. The task of a successful process in this direction is to help the child acquire:

• attitude towards the family as the basis of society;
• the need for a responsible and caring attitude, first of all, to the members of one's family and subsequently to all the people around;
• the ability to understand and accept their duties at home, and later professional and social;
• goodwill and emotional responsiveness, the ability to empathize with family members and other people.

creative direction

Every person is born with certain creativity that need to be discovered and developed. This helps career guidance and self-realization of the individual, the development of aesthetic taste.

The main tasks of creative development are to teach the child to know himself, his abilities, the world, other people's creativity and create yourself.

Patriotic direction

Patriotic spiritual and moral education and development is designed to help the future citizen acquire:

• national identity, dignity, patriotism;
• faith in Russia;
• the desire to increase the welfare, power and development of the spiritual culture of the Fatherland;
• respect for representatives of other nationalities and the ability to interact with them.

A patriot of his Motherland must know well and preserve the national culture, its values ​​and respect the culture of other peoples, especially those living on the territory of the Fatherland.

social direction

A spiritually healthy member of society should strive for social self-affirmation on the basis of spiritual and moral norms of relationships with other people. Parents and teachers should teach the child:

• openly express their views;
• resist actions that pose a threat to life and health, one's own and others;
• take responsibility for your actions;
• be aware of oneself as a part of humanity, one's responsibility for its condition and life activity, one's responsibility for the ecological state of the planet.

Results

The result of fulfilling all these tasks and achieving the goals of spiritual and moral education should be personal qualities that will help the child live and work in modern society. A full-fledged member of society has the will, determination, perseverance, self-control, independence. He is hardworking, able to objectively evaluate his actions, intentions, thoughts, overcome any difficult circumstances and make sober decisions. Such a person is aware of his obligation to be guided in all his actions by conscience.

MBOU Secondary School
№ 73

Input diagnostics 1st grade, 2012-2013

Questionnaire "Moral concepts"

In order to identify the level of development of spiritual and moral qualities in younger schoolchildren, it is necessary to lay the moral foundation for the development of the individual in a timely manner, namely the level of formation of moral concepts.

Answers 1 A class "Moral concepts"

Answers 1 B class "Moral concepts"

So, it was easiest for first-graders to explain what “friendship”, “evil”, “good”, “happiness”, “love” are, and more difficultly, “mercy”, “wisdom”, “guilt”, “soul”.

Revealing the meaning of the category "friendship", the children said that it is "people are friends with each other." Very rarely, the responses included specific manifestations of friendship, such as “they never quarrel, respect each other”, “understand each other”, “help each other”, “when children do not fight and play together”. Often, students gave only an emotional assessment: “this is good”, “this is fun”.

Three groups of responses can be distinguished in the interpretation of evil. The first, the most numerous, is associated with action - “this is when they beat”, “when they kill”, “when a person does something bad”, “when everyone is fighting”. The second group of answers is related to the characteristics of another person (“this is an evil person”) or oneself (“this is me when I am bad”). The third group again presents only an emotional assessment of the phenomenon: "this is bad."

Good in the view of the respondents - “when they do good deeds”, “you help everyone”, “you protect everyone”, “when they don’t fight”, “when you give in to everyone”, “when you are kind”. Despite the fact that the vast majority of students explained the categories "freedom" and "duty", their understanding is far from the real one.

Diagnostics of moral motivation

The level of moral self-esteem in grades 1 A and 1 B is at a high level. The number of positive answers in each class: 1 A class - 39 points, 1 B class - 34 points, which indicates a stable moral motivation of students.

The results of the methodology showed that the children had formed a stable moral motivation, from which it can be concluded that in the future they will improve themselves in this direction. Children learned to analyze, objectively evaluate their own behavior and the behavior of others. Observations and analysis of actions showed that students developed such qualities as kindness, responsiveness, sincerity. Children can empathize and willingly come to each other's aid.

Diagnosis of the level of spiritual and moral education of adolescents

Input diagnostics (grade 5, 2012-2013)

Diagnostics of moral upbringing according to the method of M.I. Shilova

In grade 5 A - the level of moral education is 28 points, which indicates the average level of education of students.

In grade 5 B - the average level of education, 25 points. Both classes are characterized by an average level of upbringing, which indicates their independence, manifestations of self-regulation and self-organization, although an active social position has not yet been fully formed.

Based on the results of applying this methodology, we can conclude that in grade 5 A - 15% of students have a low level of education; in grade 5 B - 19% of students have a low level of education.

Questionnaire " A true friend» (method of A.S. Prutchenkov)

In grades 5 A and 5 B, the most popular results were determined as follows:

Among the main concepts in both classes, students choose sincerity in communication, devotion in difficult times. The concepts of a true friend for a teenager are, first of all, fidelity, devotion, reliability and trust.

Method "Finish the sentence" (method of N.E. Boguslavskaya)

In grades 5 A and 5 B, the attitude towards moral standards is not yet sufficiently stable, the attitude towards actions and emotional reactions are adequate. Most students choose the right decision for certain actions, but doubt their answers. This is due to the fact that there is a period of adaptation to the main school, students need emotional help from adults (parents). Most fifth-graders have a negative attitude towards themselves: fatigue, emotional experiences. In both classes, the ideas about the moral concept are correct, but not clear and complete enough.

Input diagnostics (grade 6, 2012-2013)

Methodology "My attitude to people"

Among the indicators in grades 6 A and 6 B, the majority of students choose relationships with friends and relationships with family in the foreground. In second place is the attitude towards oneself. This is due to the fact that in adolescence the main neoplasm is interpersonal communication in the classroom; feeling of adulthood. Criticality towards oneself is observed: dissatisfaction with oneself, stubbornness, negativism.
Diagnostics of moral self-esteem

In grades 6 A and 6 B, most students have a high level of moral self-esteem. The formation of moral qualities is at a high level. For students with low level it is necessary to draw certain conclusions, correct for the better and learn how to raise your level of spiritual and moral development.

Input diagnostics (grade 7, 2012-2013)

Diagnostics of moral self-esteem

Spiritual and moral education among adolescents is based on the formation of a positive attitude towards the customs and traditions of their family, their people, the ability to listen and hear, look and see, realize and draw conclusions, teach the perception and understanding of the values ​​"person", "personality", "individuality". ”, “work”, “communication”, “team”, “trust”, “choice”, as well as the observance of the traditions of the school.

A study of the level of upbringing (moral knowledge, moral convictions, moral behavior) of students in grade 7 A shows that 44% of students have a high level of moral qualities, 35% have a good level, 20% have an average level, and 1% have a low level. In grade 7 B - 33% - a high level; 33% - a good level; 29% - an average level and 5% - a low level of formation of moral qualities. The results show that the moral self-awareness of a teenager is characterized by a complex, ambiguous nature of the relationship with various options environmental adaptation, peculiar depending on gender specificity. At this age, the danger of becoming a victim of improper upbringing in the family is especially great.

Methodology "My attitude to people"

For adolescents, it is more significant at this age as relationships among peers and classmates, as well as a more demanding attitude towards oneself. Students defend their opinions based on their personal experiences. They try to justify themselves, even if they act incorrectly or commit any wrong actions or deeds. At the same time, they treat a close friend (girlfriend) very carefully and sincerely. For them, the opinion of others (parents, peers), their support and mutual understanding is important.

Diagnosis of the level of spiritual and moral education of high school students

Input diagnostics (10 A class, 2013)

Along with spiritual values, both material and spiritual values ​​(having a lot of money, the health of parents is important, being able to sympathize and help other people) have a large place in the ideas of many children. An important role is played by the anti-spiritual propaganda of the mass media and, nevertheless, not always the moral social environment in which the child lives has a positive effect on his spiritual culture. In grade 10 A, the level of spiritual and moral values ​​has an average level.

Students are convinced of the importance of spiritual and moral values ​​in the surrounding reality, but they do not always show the corresponding activity. Some guys do not feel the need and interest to engage in spiritual and moral activities.

Input diagnostics (11 A class, 2012-2013)

Diagnosis of attitude to life values

For high school students of grade 11 A, the level of spiritual and moral values ​​is at a high level. Students are confident in the importance of spiritual and moral values. They have formed value orientations, show spiritual and moral independence. Among the main values ​​are: the health of parents, empathy and help to other people, to be a man and have a good heart.
Most students show consistency, steadfastness in the implementation of the tasks of spiritual and moral education. There is an independence of judgments, independence in solving problems of a spiritual and moral nature.

Development of moral motives for communication and interaction with peers;
- Development of moral behavior experience;
- Correction of the moral qualities of the personality of schoolchildren;
- To form in schoolchildren such qualities as: tolerance, mutual understanding, patriotism, humanistic worldview, culture of communication;
- Conduct morality hours periodically.

Develop team sense in the child
- Learn to respect other people's opinions
- To develop in a teenager a sense of empathy towards other people
- To educate as a socially active, healthy person.

Thus, in conclusion, the following conclusions can be drawn.

Spiritual and moral education of junior schoolchildren and adolescents is defined as the purposeful formation of moral consciousness, the development of moral feelings and the development of skills and habits of moral behavior.

High school students have the opportunity to consciously manage their behavior, strive to cultivate qualities in themselves that correspond to their moral views and beliefs. The desire of high school students for moral knowledge is due to the interest in their own personality.

The Concept of Spiritual and Moral Education of the Personality of a Russian Citizen states: “In modern conditions, without social and pedagogical partnership, the subjects of the educational process are not able to provide full-fledged spiritual and moral development and education of students. To solve this problem, it is necessary to build pedagogical partnerships with other subjects of socialization: the family, public organizations, institutions of additional education, etc.”

The interaction of the school and the family is of decisive importance for the organization of the moral way of life of the younger student. To solve this problem, the school has a target program "Family". The content of the program is aimed at improving the pedagogical culture of parents (legal representatives) of students through:

joint pedagogical activity of the family and the school;

a combination of pedagogical education with pedagogical self-education of parents;

Pedagogical attention, respect and exactingness to parents;

support and individual support for the formation and development of the pedagogical culture of each of the parents;

Assistance to parents in solving individual problems of raising children;

Reliance on the positive experience of family education.

The pedagogical interaction of the family and the school performs the following functions: educational, informational, teaching, educating, developing, research, organizational and corrective, etc.

The expansion of partnerships between the school and parents occurs through involving them in active work as part of the School Council, activating the activities of parent committees of class groups of students, holding joint school events, etc.

The knowledge acquired by parents should be in demand in real pedagogical situations. This knowledge should open up opportunities for parents to actively, qualified, responsible, free participation in educational programs and activities.

The timing and forms of events in the framework of improving the pedagogical culture of parents are consistent with the plans educational work schools.

In the system of improving the pedagogical culture of parents, the following forms of work are used: parent meeting, parent conference, organizational, activity and psychological game, debate meeting, parent lectures, family living rooms, meetings for round table, Q&A evenings, seminars, pedagogical workshops, trainings for parents, etc.

The pedagogical culture of parents is one of the most effective factors in the spiritual and moral development, upbringing and socialization of younger students. way of life family life is one of the most important components of the moral way of life of a junior schoolchild. Because of this, the improvement of the pedagogical culture of parents should be considered as one of the most important areas of education and socialization of younger students.

Section 5. Planned results of spiritual and moral development and education of students.

The educational results of any of the types of schoolchildren's activities are divided into three levels.

The first level of results is the acquisition by the student of social knowledge (about social norms, about the structure of society, about socially approved and disapproved forms of behavior in society, etc.), a primary understanding of social reality and everyday life. To achieve this level of results, the interaction of the student with his teachers (in basic and additional education) as significant carriers of positive social knowledge and everyday experience is of particular importance. The first level corresponds to first grade students.

The second level of results is the student's gaining experience and a positive attitude towards the basic values ​​of society (person, family, Fatherland, nature, peace, knowledge, work, culture), a value attitude to social reality as a whole. To achieve this level of results, the interaction of schoolchildren with each other at the level of the class, school, i.e. in a secure, friendly pro social environment. It is in such a close social environment that the child receives (or does not receive) the first practical confirmation of the acquired social knowledge, begins to appreciate (or rejects) it. The second level is achieved in the second and third grade

The third level of results is the acquisition by the student of the experience of independent social action. Only in independent social action does a young person really become (and not just learn how to become) a social figure, a citizen, a free person. To achieve this level of results, the interaction of the student with social actors outside the school, in an open public environment, is of particular importance. Corresponds to the third level is achieved in the fourth grade.

Achieving three levels of educational results ensures the emergence of significant effects in the spiritual and moral education of students - the formation of communicative, ethical, social, civic competence and socio-cultural identity in schoolchildren in its national-state, ethnic, religious, gender and other aspects.

For each of the areas of spiritual and moral education of younger students, for the formation positive attitude to the priority values ​​at the level of primary general education, the following educational results can be achieved.

The main results of the spiritual and moral development and education of students are assessed within the framework of monitoring procedures, in which the leading methods are: expert judgments (of parents, school partners); anonymous questionnaires that allow analyzing (not evaluating) the value sphere of a person; various test tools created with age in mind; self-evaluative judgments of children.

Evaluation and correction of the results of educational activities of students is carried out in the course of constant monitoring of the teacher in close cooperation with the student's family.

Section 6

The personality of a student is complex and multifaceted. Therefore, it can be studied only if a variety of methods are used, and not in isolation from one another, but in close connection and interaction. The peculiarity of spiritual and moral education is that its “result”, as such, is very difficult to fix. In fact, there are no methods by which it would be possible to objectively and with 100% accuracy determine the level of spiritual and moral development of a student. An idea of ​​the spiritual level of a person can be formed through live communication with him, moreover, long-term, covering different stages of his life and development, as well as through the complex application of a wide variety of research methods, projective and diagnostic techniques.

There are several methods used in modern psychological and pedagogical diagnostics for fixing some individual personality traits, student value systems, which, together with various psychological methods(observations, study of the products of activity, etc.) allow one to get an approximate idea of ​​the stage of the student's spiritual and moral development at the moment. This is necessary for teachers to monitor the effectiveness of the adopted methods of spiritual and moral education and, if necessary, their subsequent adjustment.

The monitoring option presented below was developed based on

principles of spiritual and moral education of junior schoolchildren in the conditions of the Federal State Educational Standard, job descriptions: elementary school teacher, psychologist.

The monitoring program is designed for a 4-year longitudinal study, with the aim

which is tracking the dynamics of the level of formation of spiritual

moral development and education of younger schoolchildren in the context of the implementation of the Federal State Educational Standard

new generation.

The frequency of the survey:

1. Annually on groups of children with problems in the spiritual and moral

development and education;

2. Annually for all primary school students.

The object of the study is the level of formation of the spiritual and moral

development of younger students;

The subject of research is the process of psychological and pedagogical

support of spiritual and moral development of schoolchildren.

The monitoring toolkit is a set of questionnaires, questionnaires

sheets and tests, the use of which makes it possible to obtain a comprehensive assessment of the level of spiritual and moral development and education of schoolchildren.

Implementation of monitoring the level of formation of spiritual and moral development

and education of schoolchildren in the educational process is aimed at solving the following

development of a set of indicators that provide a holistic view of

the level of formation of the spiritual and moral development of schoolchildren;

Systematization of information about the level of formation of spiritual and moral

development of schoolchildren;

ensuring regular and visual presentation of information on the level

Formation of spiritual and moral development of schoolchildren;

information support for the analysis and forecasting of the dynamics of the level

· formation of spiritual and moral development of schoolchildren.

Expected results of monitoring the level of formation of spiritual and moral development and education of younger students:

1. Improving the planning of activities aimed at

formation of spiritual and moral development and education of schoolchildren.

2. Improving the quality of education outcomes at the primary level

education.

3. Identification of various risk factors and the possibility of prompt

planning corrective measures and improving the educational process.

4. Early detection risk groups and the formation of a prevention system.

5. Providing conditions for the practical implementation of individual

approach to teaching and educating younger students.

6. Monitoring the implementation of the concept of spiritual and moral development and

education of the personality of a citizen of Russia.

Monitoring procedure

Monitoring is carried out by the school psychologist and the class teacher twice a year - September, April.

The psychologist diagnoses all three areas in the three presented

methods below.

The class teacher performs diagnostics of the moral level of development and

education of younger schoolchildren (subjective test).

presented in the summary table, allows you to conduct an examination and identify

the effectiveness of activities in the formation of the spiritual and moral sphere of younger students.

Monitoring of spiritual and moral development and education of junior schoolchildren

aims to identify the following parameters:

The level of formation of personal culture through the diagnosis of personal

spheres of students using the “I am different” methodology, diagnostics is carried out by a psychologist;

The level of formation of social culture through the diagnosis of moral

representations of younger schoolchildren (Adapted version of the test “Thinking about life experience» for younger schoolchildren (compiled by N.E. Shchurkova, Doctor of Pedagogical Sciences, adapted by V.M. Ivanova, T.V. Pavlova, E.N. Stepanov), diagnostics is carried out by a psychologist;

The level of formation of family culture through the diagnosis of family

values ​​and ideas of students, diagnostics is carried out by a teacher-psychologist (questionnaire “I

and my family");

The level of moral development and education of younger students, diagnostics

conducted by the class teacher (subjective test class teacher,

proposed by M.I. Shilova (“Teacher about the upbringing of schoolchildren”, M., 1990).

All results are expressed in points and recorded in the tables presented

Tests and methods used to identify indicators of spiritual and moral

development and education of younger students have three levels of severity:

Below average (1 point);

Medium (2 points);

Above average (3 points).

The basis for the implementation of correctional and developmental work with younger

schoolchildren are the presence of a low level of formation:

All indicators of spiritual and moral development and education of schoolchildren

(personal culture, social culture, family culture);

One or two indicators (in any combination) of spiritual and moral development

and education of students.

Diagnostic table of a psychologist

Table 1. The level of spiritual and moral development and education of junior schoolchildren

Blank material:

Thus, the obtained level of spiritual and moral development and education

0-3 - low,

4-6 - medium,

Above 7 is high.

Table 2. Diagnostic table of the class teacher

Thus, the obtained level of spiritual and moral development and education

each junior student (the value of the total score) can be correlated with the keys:

0-3 - low,

4-6 - medium,

a summary table is compiled that allows you to analyze the effectiveness of work on the spiritual and moral development and education of younger students.

Table 3

Attachment 1

An adapted version of the test

“Thinking about life experience” for younger students (compiled by Doctor of Pedagogical Sciences N.E. Shchurkova, adapted by V.M. Ivanova, T.V. Pavlova, E.N. Stepanov)

Purpose: to reveal the moral ideas of students.

Evaluated indicators: to identify the moral education of students in grades 1-4.

Age: elementary school students

Form (assessment situation) - frontal questioning

Progress. Absolute silence is required for a successful test.

anonymity (it is only possible to indicate gender by putting the letter “m” in the corner of the sheet - a boy, “d” - a girl).

Sheets of paper are pre-prepared for easier counting

results.

It is important to ensure that during testing the atmosphere is conducive

concentration, sincerity, frankness.

The test questions should be read one by one in a flat, monotonous voice,

so that intonation saturation does not affect the choice of answer.

Students are asked to choose one of the three answers provided and indicate

it in the column (a, b, c) with the sign *.

1. A classmate stands in the way. You need to get through. What will you do?

a) go around without disturbing;

b) move aside and pass;

c) depending on what the mood will be.

2. You noticed a nondescript girl (boy) among the guests, who (who)

sits alone on the sidelines. What are you doing?

a) nothing, what's my business;

b) I do not know in advance how circumstances will develop;

c) I will come and I will certainly speak.

3. You are late for school. You see that someone has become ill. What are you doing?

a) I'm in a hurry to go to school;

b) if someone rushes to help, I will go too;

c) I call 03, I stop passers-by ...

4. Your neighbors are moving to a new apartment. They are old. How will you do it?

a) I will offer my help;

b) I do not interfere in someone else's life;

c) if asked, of course I will help.

5. You found out that your classmate was unfairly punished. How will you deal with this

a) I am very angry and scold the offender with the last words;

b) nothing: life is generally unfair;

c) intercede for the offended.

6. You are on duty. Sweeping the floor, you found the money. What are you doing?

a) they are mine, since I found them;

b) tomorrow I will ask who lost them;

c) Maybe I will.

7. You write test. What are you counting on?

a) on cheat sheets;

b) the teacher's fatigue: maybe he will miss;

c) your knowledge.

8. You came to clean the school and you see that everyone is already working. What will you do?

a) I’ll talk a little, then we’ll see;

b) I go home immediately if they do not mark those present;

c) I will join someone, I will work with him.

9. A certain wizard offers you to make your life secure without the need to study. What will you answer him?

a) agree with gratitude;

b) first I find out how many he has thus ensured existence;

c) I refuse emphatically.

10. Your teacher asks you to complete a public assignment. Execute it not

I want to. How will you do it?

a) I forget about him, I will remember when they require a report;

b) I do, of course;

c) evade, looking for reasons to refuse.

11. You were on a tour of a wonderful but little known museum. inform

do you tell anyone about it?

a) yes, I will certainly tell you and try to take them to the museum;

b) I don’t know how it will be;

c) why speak, let everyone decide what he needs.

12. The question is being decided who could do useful work for your class.

You know you can do it. How will you do it?

a) I raise my hand and announce my desire to do the work;

b) I sit and wait for someone to call my last name;

c) I value my personal time too much to agree.

13. Lessons are over, you are going to go home. And so they say; "There is an important

a business. Necessary". How will you do it?

a) recall the right to rest;

b) I do it, if necessary;

c) I'll see what others have to say.

14. They talk to you in an offensive tone. How do you feel about this?

a) I answer the same;

b) I don’t notice, it doesn’t matter to me;

c) cut all ties with this person.

15. You found out that the school was closed for some reason. How do you react?

a) infinitely happy, walking, enjoying life;

c) I will wait for new messages.

16. How do you feel when someone of yours is praised in front of your eyes?

classmates?

a) I'm terribly jealous, I'm uncomfortable;

b) I am glad, because I also have my own merits;

c) I don't care.

17. You were presented with a beautiful, unusually shaped fountain pen. Adults on the street

the boys demand to give the gift to them. What are you doing?

a) I give - health is more expensive;

b) I will try to run away, I say that I don’t have a pen;

c) I don’t give gifts, I fight with them.

18. When you leave home for a long time, how do you feel when you are away?

a) get bored quickly

b) feel good, better than at home;

c) didn't notice.

19. You are asked to send books to Orphanage. What are you doing?

a) I select interesting things and bring them;

b) I have no unnecessary books;

c) if everyone brings it, I will also take something away.

20. When you hear about a person's feat, what comes to your mind most often?

a) this person had, of course, his own personal interest;

b) a person was just lucky to become famous;

c) I respect such people and never cease to admire them.

Thanks a lot for the answers!

Processing of received data. The number of choices made by students in

the number of students.

An indicator of sufficient moral upbringing

students, is the number of choices from 10 or more in the following options:

An indicator of some immoral orientation,

selfish position is the number of choices from 10 or more in the following

An indicator that indicates the lack of formation of moral relations,

unstable, impulsive behavior, is the remaining number of choices, where

there is no clear preference.

In the course of the study, we identified the criteria for the spiritual and moral education of younger students. In the scientific literature, the criterion for evaluating upbringing is understood as a sign, a measure, on the basis of which something is evaluated. The criterion for assessing upbringing is a sign by which one can judge the level of upbringing of a person, evaluate the results of educational activities. We distinguish as criteria of spiritual and moral upbringing of younger schoolchildren: cognitive, emotional-value, behavioral. Each of the selected criteria includes a number of indicators reflecting their most significant aspects, qualitative and quantitative characteristics. Indicators specify the content of the criterion.

Indicators of spiritual and moral upbringing of junior schoolchildren according to the cognitive criterion are: the completeness and volume of moral knowledge and knowledge about spiritual and moral values; degree of interest in this knowledge. An indicator of the spiritual and moral upbringing of younger schoolchildren according to the emotional and value criterion is: the degree of development of an emotional attitude to morally significant values, their personal acceptance.

The behavioral criterion can be assessed by the following indicator: the presence of practical experience of readiness to follow the accepted spiritual and moral values ​​in behavior; the degree of ability to assess the behavior of one's own and others from the standpoint of following spiritual and moral values.

In the planning process experimental work the levels of formation of spiritual and moral upbringing of younger schoolchildren are determined. The level is understood as the ratio of any higher and lower stages of development of the structures of certain objects or processes. As Yu.A. Konarzhevsky, the transition from one level to another is characterized by the following:

1) complication of the development of elements, leading to a complication of the structure;

2) the creation of a more perfect structure with the subsequent development of elements to the level of development of the structure;

3) simultaneous improvement of elements and structure.

We have identified three levels of spiritual and moral education of younger students (see Appendix A): low, medium and high. Let's characterize them.

High level. At this level, younger students show relatively deep and versatile moral knowledge and knowledge about moral values, apply them in practice. They have a steady interest in this knowledge and its study. They show an understanding of the importance of moral values, they are convinced of the need to follow personally accepted moral values ​​in life. They show a stable emotional attitude to morally significant values. They have practical experience of readiness to follow accepted moral values ​​in real behavior. They give a correct assessment of the behavior of their own and those around them, they can motivate it in all situations typical for pupils.

Average level. Students at this level show insufficiently versatile moral knowledge and knowledge about moral values, do not always apply them in practice. Interest in the study and replenishment of this knowledge is not stable, often manifested under pedagogical influence. In most cases, they show an understanding of the importance of moral values, the need to follow personally accepted moral values ​​in life. Unstable emotional attitude to morally significant values. In most cases, they follow accepted moral values ​​in real behavior. They give a correct assessment of the actions of their own and those around them, they can motivate her in all situations typical for pupils. Capable of a correct assessment of behavior, but in some cases with the direct guidance of adults.

Low level. For students at this level, moral knowledge and knowledge about moral values ​​is fragmentary and unsystematic. They do not show interest in this knowledge and its study, there is no understanding of the significance of moral values. They have unformed convictions about the need to follow moral values ​​in life. There is a neutral attitude towards morally significant values. They have little practical experience of readiness to follow moral values ​​in real behavior. They do not know how to motivate and correctly assess behavior, they evade self-assessment of actions.

In the study, the levels of formation of the spiritual and moral upbringing of younger schoolchildren are planned to be determined using diagnostics. Diagnosis of the spiritual and moral upbringing of younger schoolchildren is an evaluation procedure aimed at detecting changes in significant indicators of the spiritual and moral upbringing of younger schoolchildren and the reasons that cause these changes. The data obtained during the diagnostics are compared with the initial (initial) characteristics of the indicators of the spiritual and moral upbringing of younger students, the difference between them determines the effectiveness of the process of spiritual and moral education of younger students. Based on the study, preliminary forecasts are made, a system of work is planned for the spiritual and moral education of younger students (see Appendix B).

The essence of diagnosing the spiritual and moral education of younger students is to:

1) detect and study changes in the state of spiritual and moral education of younger students;

2) to determine the level of formation of the spiritual and moral education of younger students;

3) to see the norm or deviations in the spiritual and moral education of younger students (focusing on the standard);

4) establish the reasons that determine the identified deviation in the state of spiritual and moral education of younger students;

5) to establish the effectiveness of pedagogical interaction in the process of spiritual and moral education of younger students.

When conducting diagnostics, it is necessary to adhere to the following logic of actions:

1) setting diagnostic goals;

2) determination of criteria, indicators, levels of spiritual and moral upbringing of junior schoolchildren;

3) selection of diagnostic methods (construction of a diagnostic program for studying the spiritual and moral upbringing of younger schoolchildren);

4) implementation of diagnostic methods in direct pedagogical interaction (implementation of a diagnostic program for studying the spiritual and moral education of younger students);

5) fixing the results of diagnostics for statistical and mathematical processing and determining the level of spiritual and moral education of each student and the class as a whole;

6) analysis and generalization of diagnostic results.

Based on the algorithm of the logic of actions, a diagnostic program for the formation of the spiritual and moral upbringing of younger schoolchildren was determined (see Table 2.1).

Table 2.1.

Diagnostic program for studying the levels of formation

spiritual and moral upbringing of junior schoolchildren

To ensure the objectivity and comparability of information, in the experimental work, a study was made of the spiritual and moral upbringing of junior schoolchildren (grades 2-3) using unchanging criteria, indicators of the spiritual and moral upbringing of junior schoolchildren.

We have developed a "Diagnostic program for studying the levels of formation of spiritual and moral education of younger schoolchildren." In a concise and accessible form, it defined the criteria, indicators, signs for recognizing and identifying the levels of formation of the spiritual and moral upbringing of younger schoolchildren. In the process of studying the spiritual and moral upbringing of younger schoolchildren, it is planned to use general methods of pedagogical diagnostics: observation, testing, questioning, conversation, expert assessment, studying the creativity of pupils, studying the social circle, interests of students, the content of their leisure time, ranking, sociometric methods.

Consistent application of diagnostic methods, their mutual complementation at all stages of the process of studying the spiritual and moral education of younger students served as a guarantee of ensuring the reliability of the results of the spiritual and moral education of students.

In the future, at the ascertaining stage of the experimental work, the initial level of formation of the spiritual and moral upbringing of younger schoolchildren will be determined, since the reliability of the results of the work largely depends on the initial initial parameters. The level of formation of spiritual and moral education of younger schoolchildren will be determined by the method of cross-sectional examination. As is known, in the pedagogical literature, a cutoff is usually understood as a set of zero and control answers that characterize the conditions and state in which the object under study is located. The diagnostic program for studying the levels of formation of spiritual and moral upbringing of younger schoolchildren will serve as a means of cutting.

The results of an empirical study of the level of spiritual and moral development of children of middle preschool age are presented. Based theoretical analysis psychological and pedagogical research on the problem of interest (works by A.G. Adamova, B.M. Bim-Bad, E.V. Bondarevskaya, M.V. Zakharchenko, A.I. Kiselev, A.V. Mudrik, L.I. Novikova, ZI Ravkina, etc.), the features and component components of the spiritual and moral development of preschool children, as well as diagnostic indicators and parameters for each of the identified structural components, were identified. Based on the designed diagnostic program for studying the problem of the spiritual and moral development of a personality, focused on a comprehensive diagnosis of such component components of the spiritual and moral development of children of middle preschool age as intellectual and cognitive (reflected in children's knowledge of the norms and rules of behavior in society), value-motivational (manifested in the modality of the affective manifestations of the child and their ability to control their emotions and feelings) and behavioral (involving the analysis of the actions and actions of children in society), we organized a diagnostic study that objectively showed that a high level of spiritual and moral development is inherent in only 24% of respondents . The majority of children of the 5th year of life are at an average and even low level of development of their spiritual and moral sphere, which manifests itself both in not knowing even the most elementary standards and rules of life and activity in society, and in the inability to behave, organizing interaction with surrounding reality. Thus, our study allows us to say that the majority of children of middle preschool age need to organize purposeful, systematic and systematic psychological and pedagogical work to optimize the process of their spiritual and moral development. At the same time, we consider the family to be the most important factor in this development, as the main institution of sociocultural development for a preschool child.

spirituality

moral

spiritual and moral development

1. On education in the Russian Federation: Federal Law of December 29, 2012 N 273-FZ (as amended on August 3, 2018) [Electronic resource]. – URL: http://legalacts.ru/doc/273_FZ-ob-obrazovanii/ (date of access: 07/12/2018).

2. On approval of the federal state standard preschool education: Order of the Ministry of Education and Science of the Russian Federation No. 1155 of October 17, 2013 [Electronic resource]. URL: http://www.consultant.ru (date of access: 07/12/2018).

3. On the approval of the Strategy for the development of education in the Russian Federation for the period up to 2025: Decree of the Government of the Russian Federation of May 29, 2015 No. 996-r [Electronic resource]. URL: http://www.consultant.ru (date of access: 07/10/2018).

4. Serebryakova T.A., Burkhanova A.A., Kazakova O.M. The problem of spiritual and moral education and its theoretical and methodological understanding // Social and humanitarian research and technology. - 2017. - No. 3. - S. 75 - 83.

5. Serebryakova T.A., Burkhanova A.A., Kazakova O.M., Nosach O.V. The problem of the spiritual and moral formation of the personality at the basic levels of its development. – II International scientific conference: Collection of scientific materials. – Publishing house Skleněný Můstek (Czech Republic, Karlovy Vary) and MTsNIP (Russia, Moscow), 2017. – P. 289–301.

6. Uruntaeva G.A., Afonkina Yu.A. Workshop on child psychology. – M.: VLADOS, 2009. – 212 p.

7. Diagnostics of emotional and moral development. Ed. and comp. I.B. Dermanova. - St. Petersburg, 2009. - 174 p.

8. Age features mental development children / Ed. I.V. Dubrovina, M.I. Lisina. - M., 1982. - 101 p.

9. Nemov R.S. Psychology: Proc. for stud. higher ped. textbook institutions: In 3 books. - 4th ed. - M.: Humanit. ed. center VLADOS, 2011. - Book. 3: Psychodiagnostics. Introduction to scientific psychological research with elements of mathematical statistics. - 640 p.

The relevance of our study is objectively due to the fact that one of the characteristics modern society is a significant decrease in the level of value, spiritual, moral culture of people, their dominance of the material over the moral and ethical (results of research by M.A. Barg, Yu.G. Burtin, V.A. Kutyrev, V. Murashov, V.N. Shilov etc.). Of particular concern is the younger generation, whose development process is just beginning. How this development will be carried out, what normative guidelines will be formed in children and young people, depends primarily on their social success.

The tasks of spiritual and moral education are defined as priorities and by many regulatory documents relating to the field of education: the Law of the Russian Federation "On Education", the Strategy of Education in the Russian Federation for the period until 2025 (Decree of the Government of the Russian Federation dated May 29, 2015 No. 996-r), Standard of preschool education, etc.

An objective consequence of the sustainable scientific interest of modern scientists is the development of technologies and methods focused on the most effective spiritual and moral development of the individual.

The purpose of our study is the experimental testing of a diagnostic program focused on studying the characteristics of the spiritual and moral development of children of middle preschool age.

We have not come across this issue by chance. The study of the specifics, patterns, as well as the conditions that most effectively affect the process of the spiritual and moral formation of a person at the basic levels of ontogenesis, has attracted the attention of representatives of psychological and pedagogical theory and practice for more than one century (studies by A.G. Adamova, B.M. Bim-Bada, E.V. Bondarevskaya, M.V. Zakharchenko, A.I. Kiselev, A.V. Mudrik, L.I. Novikova, Z.I. Ravkin, etc.). As objectively proven by researchers, it is the spirituality and morality of the subject that have a direct impact on his adaptation in society.

We also became interested in this issue and turned to an experimental study of the spiritual and moral development of preschool children. Based on the results obtained after applying the method of theoretical analysis (, ), we conclude that the basis of spirituality and morality of a person, regardless of his age, is moral relations, moral feelings, as well as a system of value orientations of the subject. Of particular importance for the formation of spirituality and morality, of course, are the cognitive sphere, knowledge, ideas, human consciousness, which objectively determine the nature and direction of his beliefs and behavioral manifestations. In other words, spiritual and moral development is the process of integrating the cognitive and affective manifestations of the subject.

Based on the foregoing, we have identified as the main structural components of the spiritual and moral development of preschool children:

Intellectual-cognitive, the evaluation parameters of which, in our opinion, are the completeness of the child's knowledge about the norms of social behavior, as well as the ability of children to apply the existing knowledge to analyze both their own behavior and the behavioral manifestations of others (children and adults);

The value-motivational component, the development indicators of which we determined the level of development of the affective sphere of children, the level of formation of the child's moral emotions and feelings, the nature and orientation of the child's attitude to the norms and rules of life in society, as well as the level of development of the child's motivational sphere;

Behavioral component, characterized by the level of formation of habits of moral behavior.

Based on the age characteristics of children of middle preschool age, for each of the components of spiritual and moral development that we have identified, we have selected methodological tools that would allow us to study in detail the manifestations of children that are of interest to us.

So, in order to study the intellectual and cognitive component of the spiritual and moral development of children of the 5th year of life, we propose to use as basic:

Methodology "Finish the story" G.A. Uruntaeva and Yu.A. Afonkina. We believe that this technique allows us to study the degree of children's awareness of the moral qualities and characteristics of a person, and

Methodology "Conversation", as part of the implementation of which children are invited to answer questions that involve the interpretation of one or another quality of a person (kindness, deceit, etc.).

The evaluation of the obtained data is carried out on the basis of comparing the answers of children with the age standards of their spiritual and moral development. We believe that the use of this technique will allow us to study the level of formation in children of ideas about the moral qualities that should be inherent in a person.

We studied the value-motivational component of the spiritual and moral development of children of the 5th year of life using the following diagnostic methods:

Evaluation scale of the emotional manifestations of the child by J. Shvantsar, which allows for each child to create a profile of emotional manifestations;

Methodology "Houses" O.A. Walnut. The children's performance of the proposed tasks is connected with their independent choice of a colored pencil, which is proposed to color this or that drawing. It is on the basis of the interpretation of the preferences of the color that the child has chosen for coloring each of the drawings that the level of development is assessed. emotional sphere, namely the modalities of the child's dominant emotions;

Methodology "Color test of relations", the use of which involves the study of the emotional sphere of children in the aspect of their attitude towards members of their family, which, in our opinion, is of particular importance when studying the level of spiritual and moral development of children. It is the family for a preschool child that is a kind of standard, a model of behavioral manifestations. In the family, the baby receives the first experience of communication, emotional attitude to the world, including to the members of his family. Within the framework of this technique, the interpretation of the data obtained is also carried out based on the analysis of the color preferences of the child. A detailed conclusion for each child allows you to draw objective conclusions about the level of development of his emotional sphere.

Comparison of the data obtained as a result of the implementation of the methodology "Houses" by O.A. Orekhova and the methodology "Color test of relationships", in our opinion, allows you to get very capacious and objective information about the level of development of the emotional sphere of children.

Also, in order to study the value-motivational component of the spiritual and moral development of children, we used:

Methodology "What is the child like in relationships with other people?" R.S. Nemov;

Methodology "Studying the subordination of motives";

Methodology "Studying the motives of behavior in a situation of choice" and some others.

We carried out the study of the behavioral component of the spiritual and moral development of children of the 5th year of life, using, first of all, the method of scientific observation. At the same time, as the basic parameters for assessing the behavioral manifestations of children, we determined the formation of the child's habits of moral behavior:

The child always affably, politely communicates with both adults and peers, is ready to share toys with peers, can calmly wait for his turn (for example, in outdoor games), etc .;

Baby understand emotional states others and shows a steady need for outward-oriented empathy (shows a steady need to pity, console, take care of others - both peers and adults, independently notices if someone is crying, upset or sad, tries to pity him, calm him down: is nearby stroking, talking good words etc.);

The child regularly, regardless of the situation, behaves well, observing ethical standards and rules (does not fight, does not call names, does not take away toys, does not tease, etc.);

To assess the level of development of the behavioral component of preschoolers, we also used the “Let's do it together” method by R.R. Kalinina, designed to identify and evaluate the level of development of the moral orientation of the child's personality, manifested in the interaction of children with their peers.

Research results and discussion

Experimental approbation of the developed diagnostic program, focused on studying the level of spiritual and moral development of preschool children, was tested by us on the basis of MADOU No. 469 in Nizhny Novgorod.

The pilot study involved 58 children aged 4-5 years.

Based on the results of the study, we made the following conclusions.

14 children are at a high level of spiritual and moral development, which is 24% of the total number of respondents. These are children who are well aware of ethical norms and rules and systematically implement them in their life practice (in their behavior, interaction with others, both adults and peers). Moreover, these children can freely use knowledge about the norms of social behavior to assess not only their own behavioral manifestations, but also the behavioral manifestations of the people around them (both peers and adults), and even fictional, fairy-tale characters. For example, as the results of the implementation of the “Finish the story” methodology by G.A. Uruntaeva and Yu.A. Afonkina, continuing the experimenter's story, these children demonstrate a stable ability to name the moral norm of an adequately described situation, correctly (from the standpoint of moral standards and rules) evaluate both positive and negative (correct or incorrect, good or bad) behavior of children, which is not completed by the experimenter history goes speech, motivating (explaining) his assessment, establishing cause-and-effect relationships between the standards of behavior and the situation described by the experimenter. For these children, a stable dominance of emotions of a positive modality is typical, their emotions are balanced. In children, not only the presence of elementary situational emotions (such as aggression, resentment, fear, shame, sadness, joy) is recorded, but also the manifestation of feelings of empathy, sympathy (“it hurts me, and it hurts you”), pity and compassion, which is an expression a more stable relationship of the child to the reality around him. To express their emotional experiences and states, these children are able to use not only verbal means (speech), but also non-verbal means (facial expressions, gestures, actions). An analysis of the data characterizing the behavioral component of spiritual and moral development shows that these children are characterized by the ability to distinguish between such moral categories as “good - bad”, “good - evil”, “beautiful - ugly”, “true - not true (deception). )”, to experience a sense of shame for negative actions and deeds and pleasure for positive manifestations, attention to the needs of others, the desire to be useful to them, etc. Children are able to subordinate their own desires and needs to the moral standards of behavior and interaction, which indicates the formation of their moral and moral emotions and feelings, as well as the fact that they have learned social moral norms not only at the level of knowledge, but also at the level of behavior - they have become a habit for them. Thus, the results of the implementation of the "Let's do it together" methodology by R.R. Kalinina demonstrate a pronounced positive moral orientation of the personality of these children, which is manifested in their ability to easily and quickly establish contact with a partner in joint activities, show willingness to cooperate with him, and strive for a constant dialogue with a partner.

40 children (69% of respondents) are at the average level of spiritual and moral development. These children know some ethical norms and rules of social behavior, but they do not always implement them in their behavior, interaction with others, both adults and peers; to assess the behavioral manifestations of their own, as well as the people around them (peers and adults), especially fictional, fairy-tale characters, these children do not always use their knowledge of the norms of social behavior, situationally and with the help of adults. Thus, the analysis of the data obtained as a result of the implementation of G.A. Uruntaeva and Yu.A. Afonkina "Finish the story" and "", indicates that, despite a fairly good knowledge of moral standards (children correctly name both positive and negative actions depicted in the pictures presented to them), when interpreting and evaluating the behavior of children, shown in the picture, these children only state what is depicted - the child enters on the picture presented for analysis good or bad, without explaining their answers in any way, which is evidence of their insufficient awareness of the moral standards of behavior. It should also be noted that, despite the fact that these children are dominated by positive modality emotions, their emotions are unbalanced. As often as possible, only elementary situational emotions are recorded in these children, such as aggression, resentment, fear, joy. Feelings of empathy, sympathy, pity, compassion, expressing a more stable attitude towards the reality surrounding the child, these children rarely show; they are able to distinguish only the most elementary moral categories, such as "good - bad." If we talk about the level of formation of the behavioral component, it should be noted that these children can only situationally experience a sense of shame (for negative actions or deeds) or pleasure (for their positive manifestations). Attention to the needs of others, the desire to be useful to them, these children practically do not show on their own initiative; they do not always subordinate their own desires and needs to moral standards of behavior and interaction. For example, the implementation of the "Let's do it together" methodology by R.R. Kalinina and the analysis of the obtained diagnostic data indicate that, despite the general positive moral orientation of the personality, these children have an insufficient level of formation (or even complete absence) of the skill of joint activity with their peers. Starting a joint activity, these children do not seek to establish contact with their partner, they act separately from each other, often each on their own side of the table, until they realize that they will not be able to collect the whole picture, as in the sample. In speech, these children use both personal plural pronouns like “us”, “we”, and singular pronouns like “I”, “me”. In the process of activity, these children are distracted, look to the side or at how the partner collects the picture.

And 4 children (7% of respondents) are at a low level of spiritual and moral development. These are children who practically have no idea about any ethical norms and rules of social behavior, are not able to implement them in the practice of their behavior. Thus, the implementation of G.A. Uruntaeva and Yu.A. Afonkina " The study of children's awareness of moral standards” allows us to state that, laying out the presented pictures, in one pile the children could place pictures depicting both positive and negative actions. The children and children could not at all evaluate and interpret the behavioral manifestations shown in the pictures. An analysis of the emotional component of spiritual and moral development showed that either these children are emotionally indifferent, or they are dominated by emotions of a negative modality, their emotions are unbalanced; they are not able to distinguish even the most elementary moral categories, such as "good - bad." These children can only situationally experience a sense of pleasure if they are praised for positive deeds and actions. Attention to the needs of others, the desire to be useful to them, and otherwise, these children do not show at all, and they cannot subordinate their own desires and needs to moral standards of behavior and interaction. For example, the results of the implementation of the "Let's do it together" methodology by R.R. Kalinina show that these children are dominated by a negative moral orientation of the personality. In the process of organized joint activity, these children take figurines from their partner. They don't understand the word "together". These children do not establish contact with a partner in activities, do not enter into a constructive dialogue, and do not feel the desire to help a partner. Only personal pronouns such as "I", "me" are used in speech.

Given that, according to the results of our diagnostic study, most children are at an average level of spiritual and moral development (and there are even children with a low level of spiritual and moral development), we conclude that it is expedient to develop a system of measures aimed at optimizing the process of spiritual and moral development children of middle preschool age.

Considering that the educational process can be successful only with a systematic impact on all its participants, we single out the following as the main directions of this system of activities:

Working with children;

Working with parents of pupils;

Work with teachers of an educational institution;

Work on equipping the subject-developing environment.

We define the design and subsequent experimental implementation of such a developing program as the goal of our subsequent activities.

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