Kirsanova Oksana Viktorovna
Job title: teacher of the 1st qualification category
Educational institution: MBOU "Industrial secondary school No. 2"
Locality: Kemerovo region Promyshlennaya st. Oktyabrskaya, 75
Material name: Methodical development
Topic: model of spiritual moral education in a preschool educational organization
Publication date: 03.01.2017
Chapter: preschool education

Municipal budgetary educational institution

MBOU "Industrial secondary school No. 2"

Model of spiritual and moral

education in preschool

educational organization

Performed:

Kirsanova O.V.

tutor of the first

Industrial, 2016

Spiritual and moral education in kindergarten is an integral part of the comprehensive education of the child, a necessary prerequisite for the revival of national culture; a qualitatively new stage of spiritual and moral education in kindergarten is the integration of its content into the daily life of children, into all types of children's activities and traditional methods preschool education.
Childhood
- the time of development of all human forces, both mental and bodily, the acquisition of knowledge about the world around us, the formation of moral skills and habits. At preschool age, there is an active accumulation of moral experience, and an appeal to spiritual life. Systematic spiritual and moral education of a child from the first years of life ensures its adequate social development and harmonious formation of personality.
Purpose of education:
To lay the foundations of a spiritual and moral personality with an active life position, the ability for perfection and harmonious interaction with other people. To educate in children mercy, compassion, the ability to forgive insults, the desire to help those in need, to be tolerant, peaceful in relationships with everyone. To teach to be an example for others not in words, but in deeds, to avoid evil, envy - to be content with what you have, to be able to ask for forgiveness, to act honestly, never to do to others what you do not want for yourself. Contribute to the preservation of purity, chastity. Arouse interest in the study of Orthodoxy among educators and parents, thereby opening the way to spiritual improvement and knowledge of the national culture.
Tasks:
Cultivate patriotic feelings that bind different generations. Teach ethical behavior and self-discipline. Improve artistic taste, develop the creative potential of each child. To form artistic and speech skills, replenish the vocabulary of children. To educate spiritual and moral feelings, revealing the meaning of Orthodoxy in a person's life, as an action of love, kindness, humanity, unity. Orient the family towards the spiritual and moral upbringing of children, familiarize parents with the basics of Orthodox pedagogy and psychology, and form ideas about the forms of family life. The upbringing of a spiritual personality is possible only through the joint efforts of the family, educational institution and the state. One of the problems of modern education is that the historical continuity of generations is not respected in the process of education. Children are deprived of the opportunity to take an example from people who lived in the past, not
they know from the point of view of what truths past generations solved the problems that arose before them, what served them as a beacon and a source of creation. The attempts made to date to educate a spiritual and moral personality show that the weakest place in this activity is the family. Many parents simply do not know that it is precisely at preschool age that the assimilation of social norms, moral requirements and patterns of behavior based on imitation takes place. Therefore, it is necessary to help parents realize (without imposing) that, first of all, moral spiritual values ​​and customs, honored and revered by the ancestors, should be preserved and transmitted in the family, and that it is the parents who are responsible for raising children. A characteristic feature of the work on the formation of a spiritual and moral attitude to cultural heritage and a sense of belonging to it is the familiarization of children with peasant culture and life. Peasant art enters the life of a modern child along with a folk song, a fairy tale, an epic, which is why it is so close to him and understandable. Kindergarten teachers, together with parents and museum workers, help children get an idea of different types folk art and experience the attitude towards them in a productive, gaming activity. Acquaintance of a child with folk art develops his taste and respect for material values ​​created by previous generations. Most of the time the child spends outside the home, in a preschool educational institution. Therefore, the moral education of preschool children falls on the shoulders of educators. Recommended: 1. Reading stories that carry spiritual meaning and discussion with children of the material read. 2. Visiting art galleries and museums. Including regional ones, in order to get acquainted with the local history and biography of famous people. 3. Consideration of reproductions and objects of art. 4. Conducting didactic games. 5. Staging mini-performances based on fairy tales. Discuss the actions of the characters. The verbal method is considered the most effective in the process of moral education in preschool age. It includes: 1. Reading literary works by the educator. 2. Reading poems by the educator and children. 3. Conducting dialogues with children. 4. Children's answers to the teacher's questions and vice versa. 5. Didactic, role-playing and sedentary games.
6. A game of riddles. 7. Compilation of stories by children according to illustrations and diagrams. 8. Analysis of life situations. 9. Holding theme evenings and quizzes. Optimal for spiritual and moral education in kindergarten is the holding of seasonal musical and game holidays: in the fall - "Fair"; in winter - "New Year", "Christmas", "Christmas", "Defenders of the Fatherland", "Shrovetide"; in the spring - “Our Beloved”, “Bird Festival”, “Easter”, “No one is forgotten and nothing is forgotten”, “Birch name day” (Trinity). Children of senior preschool age get an idea about the material from which objects of folk arts and crafts are made. Teachers involve children in the process of making folk toys and other items, during which children acquire the skills to work with artistic material and the habit of making things that are pleasant and useful for people with their own hands. This work introduces children to the folk costume. This is very important, as it allows us to show the continuous connection between generations and the connection between the art of costume making and the spiritual traditions of the people. Introduce children to folk costumes. With older preschoolers, classify it according to belonging: festive, everyday; for women, girls; female Male. Introduce the decor of the costume, the material of jewelry: pearls, beads, multi-colored glass, etc. Help children see beauty in a joyful range of colors and try to portray it in productive creative activity. Children can decorate the female people with decor: a suit, a male blouse, etc. (in a drawing, applications.) Architecture as a part of folk art associated with traditional folk culture and the natural environment is also a subject of knowledge of folk culture. Give an idea of ​​a wooden house with carved architraves and a modern brick house. Compare the house of the great-grandmother and the house in which they live. Find commonalities and differences between them. Children of senior preschool age receive new knowledge: about the architecture of the ancient and modern city (village); about a rural log house, a painted tower; city ​​house; wood carving; religious buildings (cathedrals, churches), their appearance and decorations, etc. Get acquainted with the proverb “Good work lives for two centuries”. A person dies, and his work, done with love, remains to live for a long time, his grandchildren and great-grandchildren take care of him. Together with parents, I expand the circle of introducing children to oral folk art. Introduce older preschoolers to fairy tales, aphorisms, proverbs, sayings, folk omens, heroic epic. The game is a natural companion of a child's life, a source of joyful emotions, which has great educational power. Therefore, in our work we always turn to the game: both didactic and folk. Folk games are an integral part of the spiritual and moral education of preschoolers. They reflect the way of life of people, their work, way of life, national foundations, ideas of honor. Joy of movement
combined with the spiritual enrichment of children. The peculiarity of folk games is that they, having a moral basis, teach the baby to find harmony with the outside world. Toddlers develop a stable, interested, respectful attitude to culture home country creates an emotionally positive basis for the development of spiritual and moral feelings. By content folk games concise, expressive and accessible to the child. They cause active work of thought, contribute to the expansion of horizons, clarify ideas about the world around. Folk games in combination with other educational means are the basis for the formation of a harmoniously developed, active personality, combining spiritual wealth and physical perfection. Before the game, tell about the culture and life of a particular people (Russian folk games “Geese-swans”, “At the bear in the forest”; Khakass folk game “Wolf in the flock”, etc.) Didactic games instill feelings of respect and pride national color: “Decorate clothes with a national pattern”, “Fold clothes”, “Mashenka and Gulchechek's house”, “Sort patterns”, “Correct the mistake” (national dolls are dressed incorrectly). A cycle of didactic games around the native city helps to form a feeling of love for the Motherland based on the study of national cultural traditions. “Patterns of the hometown”, “Make no mistake”, “Do you know?” (city celebrities), “Travel around the city”, “Where is the monument?” “Birds of our city”, “Collect the whole”, “Mysteries about the city”, “Does it happen or not?” help in the development of love for the native land, pride in belonging to this people. Many word games are used in the education of spiritual and moral feelings. For example, the games “Tasty words” (a child with closed eyes determines who said a polite word), “A flower of beautiful words” (children insert their petals while saying the magic word), “Share a smile”, “Glade of kindness”, “Praise your neighbor”, “My toy tells about me”, “I love my loved ones” (the child only shows with movements how he loves his loved ones). Games aimed at a friendly attitude towards peers, a humane attitude towards people
The game "Life in the forest"
Educator (sits on the carpet, seating children around him). Imagine that you are in a forest and speak different languages. But you need to somehow communicate with each other. How to do it? How to ask about something, how to express your benevolent attitude without uttering a word? To ask a question, how are you, clap your palm on the palm of a friend (show). To answer that everything is fine, we tilt our heads to his shoulder; want to express friendship and love - affectionately pat on the head (show). Ready? Then they started. It's early morning now, the sun has come out, you just woke up... The teacher unfolds the further course of the game arbitrarily, making sure that the children do not talk to each other.
Game "Ants"
Educator (seating the children around him). Have any of you ever seen an anthill in the forest, inside which life seethes day and night? In late autumn, when the cold comes, the ants gather together to fall asleep in their warm house. They sleep so soundly that they are not afraid of snow, blizzards, or frosts. The anthill wakes up with the onset of spring, when the first warm rays of the sun begin to break through a thick layer of needles. But before starting their usual working life, the ants throw a huge feast. I have such a proposal: let's play the role of ants on a joyful day of the holiday. Let's show how the ants greet each other, rejoicing at the arrival of spring, how they talk about how
that they dreamed all winter. Just remember that ants can't talk. Therefore, we will communicate with gestures. (The teacher and children play out the story with pantomime and actions, ending with a round dance and dancing.)
Good elves game
» Educator (sits down on the carpet, seating the children around him). Once upon a time, people, fighting for survival, were forced to work day and night. Of course they were very tired. The good elves took pity on them. With the onset of night, they began to fly to people and, gently stroking them, affectionately lull kind words. And people fell asleep. And in the morning, full of strength, with redoubled energy, they set to work. Now we will play the roles of ancient people and good elves. Those who sit on right hand from me, they will play the roles of these workers, and those on the left will play the roles of elves. Then we will switch roles. So the night has come. Exhausted from fatigue, people continue to work, and good elves arrive and lull them to sleep ... A wordless action is played out.
Shadow theater game
Educator: Have you paid attention to how on a bright sunny day your own shadow relentlessly follows you, exactly repeating, copying all your movements? Whether you walk, run, jump - she is with you all the time. And if you are walking or playing with someone, then your shadow, as if making friends with the shadow of your companion, again repeats everything exactly, but without talking, without making a single sound. She does everything silently. Imagine that we are our shadows. We will walk around the room, look at each other, try to communicate with each other, and then together we will build something from imaginary cubes. But how? We will move quietly, quietly, without making a single sound. So let's get started! Together with an adult, children silently move around the room, look at each other, shake hands. Then, following his example, a tower is built from imaginary cubes. The success of the game depends on the imagination of the teacher.
The game "Revived toys"
Educator (sits on the carpet, seating the children around him). You have probably been told or read fairy tales about how toys come to life at night. Please close your eyes and imagine your favorite toy, imagine what it does at night when it wakes up. Represented? Then I suggest you play the role of your favorite toy and get to know the rest of the toys. But again, we perform all our actions in silence so as not to wake up the elders. And after the game, we will try to guess who depicted which toy. This is how we can use didactic and folk games in the education of spiritual and moral qualities at a preschooler. Expected result: The divine fire planted in childhood will warm the soul and heart of the child. He will carry it to the people. With the help of systematic work on spiritual and moral education, on the basis of Orthodoxy, the following results can be achieved: stability of behavior skills; the formation of the foundations of the value spheres of the individual; stability of mental development; integrity of perception of the world; education of a comprehensively and harmoniously developed personality; the formation of a team where everyone is valuable in itself, and everyone arrives in harmony with each other; development of abilities for self-improvement and independent

Ekaterina Kurochkina
Creation of a model of spiritual and moral education of preschoolers in the educational space of preschool educational institutions

Kurochkina Ekaterina Vladimirovna,

older educator MBDOU

"Kindergarten No. 8"

From the Concept of State Policy on Children in Russian Federation and protect them morality: world historical experience shows that the economic achievements of the state and the material well-being of citizens, in themselves, do not guarantee spiritual and moral development of society. It is on the basis of durable spiritually- the moral foundation is formed by a stable mentality of the nation, ensuring its historical viability. AT diversity childhood and the experience of the first years of life laid the great creative potential of each and all of our culture. The life of society will literally depend on what system of values ​​and what norms are laid down in childhood.

The beginning of our work spiritual and moral education of preschool children was the study of the results of the survey and analysis of the social status of families pupils. The teachers analyzed the results interactions and pedagogical observations with preschoolers. Using the data obtained, we have identified Problems:

Lack of knowledge of children about their hometown, country, features of Russian traditions;

Insufficient educational theoretical and practical knowledge of teachers on the problem spiritual and moral education of preschool children;

Insufficient formation of a system of work with parents on the problem spiritual and moral education in the family.

There was an idea of ​​using the history and cultural heritage of our ancestors as an effective means of spiritual and moral education of preschool children.

Question preservation of the cultural and historical heritage of the Russian people is reflected in the regulatory documents of the Russian Federation, on which our kindergarten relies in its work. Federal State Educational Standard for Early Childhood Education 2013 prioritizes the task of combining learning and education into a holistic educational process based on spiritual-moral and socio-cultural values ​​and rules and norms of behavior accepted in society in the interests of a person, family, society.

Our kindergarten operates on the basis of the methodological framework of the program "Origins" and « Upbringing on sociocultural experience" aimed at developing spiritually- the moral core of the individual, elements of managerial culture and effective communication. Program authors are: Kuzmin Igor Alekseevich, professor of the Russian Academy of Natural Sciences, Kamkin Alexander Vasilyevich, professor of the VSPU. The program is secular education, contributes to the familiarization equally of representatives of all nationalities to their native origins in the conditions of Russia's multi-confessionalism. The content of the program is based on the best domestic cultural traditions. Goals activities: bringing together the efforts of the kindergarten and the family in spiritually- moral development preschoolers, creation of a single context of education and development based on common goals, content and pedagogical technologies.

To achieve the chosen goal, tasks:

The development of the socio-cultural basis of the personality, starting from preschool age;

Ensuring the unity of the mental and emotional and moral development of children;

creation single socio-cultural context education and communication educational institution and family, improving the pedagogical culture of parents;

Integration of knowledge about the environment in which the child lives and develops, the formation of the experience of its holistic perception;

Ensuring continuity education at different stages and various forms ah on the basis of a single goal, content, pedagogical technologies;

Providing the teacher with socio-cultural tools that effectively develop the internal resources of the child.

Under content preschool education we understand the sociocultural experience of the child, acquired in the immediate educational activities , in joint with adults and independent activities of children. Each topic that children learn at Origins in preschool, is worked out in the temporal connection of the past, present and future. This is what makes it possible to experience human existence as a value throughout history in the sphere of today, both in the immediate and distant.

Teachers use a system of course categories in their work "Origins". These are books for the development of children 3-7 years old - the new kind educational tools, effective remedy system formation spiritually- moral values ​​in children and their parents. This series of books helps create conditions for introducing children and their parents to the basic socio-cultural values ​​of the Russian civilization, as well as a single context education and education in preschool and family. The universality of books for development is that they can be successfully integrated as partial programs for preschool education.

Developmental books are designed to work together between educators, children and their parents:

AT junior group primary feeling is carried out perception sociocultural categories: Word, Image, Book;

AT middle group there is an initial acquaintance with the origins of the socio-cultural environment closest to the child and the activities of a person in it, children and parents master categories: Native hearth, Relatives open spaces, Labor of the earth, Labor of the soul;

In the senior group draws attention to the values ​​of the inner world human: Faith, Hope, Love, Wisdom;

A series of books for the development of children 6-7 years old "Fairy Word", "Parting word", "Light coloured image» , "Masters and needlewomen", "Family traditions" aimed at introducing readers to domestic traditions.

A prerequisite for working on spiritual and moral education of children in a preschool institution is:

creation developing subject - spatial environment for the educational process;

Provision of program-methodical fiction;

Professional training educators on this issue.

For the period of work in this area in each age group of our kindergarten picked up file cabinets of literary works: proverbs, sayings, nursery rhymes and pestles, Russian folk tales. The groups have corners for spiritually-moral and patriotic education, environmental development.

For the development of professional competence in preschool educational institutions are used various forms of organization of teachers, effective methods and techniques we:

Meetings of the pedagogical council;

Seminars;

Individual and group consultations;

Days of creativity;

open views of the educational process;

Presentation of the results of the work, Spread and introduction of innovative developments in educational process.

spiritually– moral development of children within the framework of the program "Origins" in our kindergarten, it is carried out in an integrated, systematic way, such forms are planned in various types of activities, how:

Immediate educational activities;

Holiday events;

Mini Museum;

projects, creation of lepbooks;

Circle "Origins";

creation developing subject - spatial environment

Within the framework of the sociocultural systemic approach, methods and methods have been developed and successfully applied in our DL. pedagogical technologies bridging the gap between education and upbringing, ensuring the continuity of all levels education, creating conditions for harmonious development child and educator.

Used active classes - high-intensity Istok pedagogical technologies provide:

Active participation of all children of the group in practical activities;

The subjects of the learning process are the teacher, the child and the parent;

A single socio-cultural context of the group is being developed, the socio-cultural basis of the individual and the group is changing.

Active activities contribute to the acquisition by children of such qualities as a sense of security, confidence in support, trust in assessment, positive experience of conflict-free interactions.

With wonderful traditions of the Russian people pupils of our kindergarten get acquainted through "Family traditions". They remind us of hospitality and cordiality, respect for parents and obedience, thanksgiving and mercy.

Folk holidays - calendar, folklore, ritual, as a means of expressing the national character, a bright form of recreation for adults and children, united by joint actions, a common experience, play a special role in introducing the child to folk culture.

The holiday is as a result of work on a certain topic. Here, children demonstrate what they have learned, what they have learned. A theatrical performance is being prepared for the holiday, parents are invited, who become just observers, and direct participants of the holiday.

Through the traditions of our family, children learn that a good world is a world in which, first of all, we ourselves show a kind and caring attitude towards everything around.

Event "Loyalty to Motherland" directed at the original felt perception children and parents of the values ​​of the inner world human: Faith, Hope, Love, Wisdom.

Such events reveal to children the origins of the heroic deeds of heroic warriors, leading to an understanding that the defenders of the Fatherland have been, are and will be at all times. This form of work pupils contributes to the formation of their sense of national dignity.

righteous labor preschoolers, organized in the preschool educational institution, is aimed at accustoming the child to a good deed, strengthening him in goodness. The child learns the values ​​of activity human: labor on earth.

AT preschool pupils learn good deeds, moral values. Throughout the year we organize and conduct stock: "Let's save the Christmas tree - the value of our forests", "Feed the Birds in Winter", "Kind heart" to the day of autistic people, "Soldier's scarf". Such participation awakens in the child's heart a feeling of love, compassion, gratitude, which means it helps the child to become kind.

Variable part educational "Origins". Educational groups: junior (3-4 years); average (4-5 years); older (5-6 years old); preparatory for school (6-7 years old)

Variable part educational program is a circle work on spiritual and moral education"Origins". Educational the program is designed for four age groups groups: junior (3-4 years); average (4-5 years); older (5-6 years old); preparatory for school (6-7 years old) and has been going on for several years.

Portfolio preschooler spiritual and moral education is used as a way of accumulating and evaluating the individual achievements of the child during his studies at the preschool educational institution. Work on creation portfolio allows you to bring everyone together participants: parents, teacher, child.

The core basis is project activity with children and parents in the context "Source Studies". Target projects: initiation preschoolers and their parents to the cultural and historical heritage, traditions and values ​​of the Russian people.

The final product of the projects is creation lapbook - as the final stage of independent research work that the children did in the course of studying this topic.

Since in the texts of works of Russian folklore, games used by the authors in joint activities with children, objects of folk life are very often mentioned, the teacher decided collect some household items, embroidery, kitchen utensils. Thus, the children had the opportunity to get a more complete picture of the life of the Russian people, their traditions and family life. This is how a mini-museum was designed and equipped in the kindergarten "Russian hut". Parents are active participants in creating a museum environment.

Only in close interaction of all participants in the pedagogical process, successful personality formation is possible preschooler with high moral, moral-psychic and ethical qualities, which allows you to feel like a full-fledged citizen of your country, Fatherland.

Leading role in the development of the personality of the child family playing preschooler. It would be difficult for the teacher to organize work with pupils without the support of their families. It is in the family, on the basis of the observed forms of adult behavior, that the child acquires the first sociocultural experience. At the initial stage, parents did not show due interest in the problem under study, since many of them underestimate the importance of the history and culture of the Russian people in the lives of their children. Working with parents through:

Organization of a resource circle with families;

Master class MASTER AND NEEDLEWOMAN "Skillful fingers";

joint competitions: "Bright Hope", "Expectation", "Christmas Tree", "Easter Miracle".

The child is an individual personality, for the parents of their child to understand, caregivers creative workshop organized "My Family Tree".

This form of work allows us to strengthen intra-family ties, create conditions for spiritual-moral formation of children outside the kindergarten, to establish contact with the family.

Getting acquainted with folk art and the heritage of the past and present, the child learns the invaluable cultural experience of generations. And here cooperation with society opens up huge opportunity:.

Excursions to the library, recreation center, school with interviews, puppet shows, quizzes;

Center children's creativity helps to understand the depth of the concept "master of his craft" to join the amazing phenomenon of the joy of work.

Conclusion: from observations of children, conversations with them and parents, we can confidently conclude that our pupils they love their relatives and friends, kindergarten, their small homeland, Russian culture, they are interested in folk traditions. Most children successfully master social skills and norms of behavior, apply the acquired knowledge in good deeds and deeds. This indicates that during the period of work in children the level of formation of spiritual and moral education. The work carried out in this direction has yielded positive results.

The prospect of further work on the formation spiritually-moral qualities of a person preschoolers in kindergarten:

Improve the system of work on spiritually-moral development of children, through the use effective methods, means and forms of work with children, parents and the public;

Build a system of training teachers based on active forms of learning;

Provide a system of succession spiritually-moral development with the school.

I want to finish the speech words:

“Faith, conscience, honor, shamelessness - all these are the semantic attitudes of the individual, which are formed in activity, in deeds and deeds, and are not inherited from parents and are not transmitted through the most right words. Therefore, the driving force behind the development of the child is the cooperation of the child with adults and peers.

(A. G. Asmolov)

Introduction.

To educate a person intellectually without educating him morally means to raise a threat to society.
(L.S. Vygotsky)

How often in life we ​​are faced with the fact that in the past, inspired, proud of his “first grader status”, a child after a while refuses school, new friends, everything that so recently interested and cared for him. The present has lost its significance and relevance for the child.

Behind all the brightness and novelty of impressions lies a very serious and complex problem - communication. After all, the child's admission to school is a turning point in his life: he enters into a new type of relationship with the people around him, he begins to develop new various forms of activity. Therefore, how well and timely the child will be prepared for school, the success of his further education will largely depend.

Among the three aspects of school maturity: intellectual, emotional and social, the last aspect has an extremely important knowledge for solving the problem of communication. The social aspect is understood as the child's need to communicate with peers and the ability to subordinate their behavior to the laws of children's groups based on the learned rules and norms of behavior, which in turn are the regulators of the moral actions of the individual.

The role of the teacher primary school in the formation of a culture of communication among younger students, of course, is great: it lays the foundation for communication, good behavior of the child.

The desire of children to become schoolchildren is a good stimulus for moral education. With the arrival of children in school, the circle of their communication and responsibilities expands. Education becomes the main thing for children. In addition, at school they must learn to build moral relationships with classmates and with the teacher.

Our principle is to improve the personality of the child, his inner world, carefully study the desires and needs, educate the child in mercy, kindness, politeness, nobility. The main thing for us is not to kill the child's individuality, the desire to know life, the desire to create. Then the school will become a school of joy for children.

Justification of the urgency of the problem.

Spiritual and moral education of children is one of the key points facing every parent, society and the state as a whole. Especially now, when cruelty and violence can be encountered more and more often, the problem of moral education is becoming more and more urgent.

It is the teacher, solving the problems of education, who must rely on the rational and moral in a person, help each pupil determine the value bases of his own life. This will be helped by moral education, which is organically woven into the educational process and constitutes its integral part.

Moral education is a process aimed at the formation and development of the integral personality of the child, and involves the formation of him to the Motherland, society, team, people, to work, to his duties and to himself. The task of moral education is to turn the socially necessary requirements of society into internal incentives for the personality of each child, such as duty, honor, conscience, and dignity. In the process of moral education, we form in the younger schoolchild a sense of patriotism, camaraderie, an active attitude towards reality, and deep respect for working people.

The meaning of our work on the moral formation of the personality of a junior schoolchild is to help him move from elementary skills of behavior to a higher level, where independence of decision-making and moral choice is required.

In addition to the pedagogical influence on the formation of the moral qualities of a person, many factors influence: the social environment, various types of activities, the leading types of communication, gender differences in children.

Accumulating their own moral experience, the child may make a mistake, do the wrong thing. We must help him to realize and survive the fallacy, the immorality of his act; of course, it is necessary to help him not only to correct his behavior, but also to influence the direction of the motives that caused this or that action.

Conceptual bases of the program.

The concept of "moral education" is quite broad. The core of education is the development of the moral feelings of the individual. When these feelings are brought up, then a person, as it were, arbitrarily correctly orients himself in the surrounding life.

We are faced with the task of preparing a responsible citizen who is able to independently assess what is happening and build his activities in accordance with the interests of the people around him. The solution of this problem is connected with the formation of stable spiritual and moral properties of the student's personality.

Primary school age is characterized by increased susceptibility to the assimilation of moral rules and norms. They are characterized by gullibility, diligence and impressionability. This allows you to lay the moral foundation for the development of personality. The core of education is the formation of a humanistic attitude and relationships between children, reliance on feelings, emotional responsiveness.

Therefore, our task is to teach children to communicate, interact with each other, develop the necessary skills and communication skills. Communication is one of the most important factors in the overall mental development of a child. Mastering the means and method of communication and cognition is one of the most important acquisitions of a child at school age.

The ability to communicate, or communication skills, is defined by psychologists as individual psychological characteristics of a person that ensure the effectiveness of her communication and compatibility with other people. Communication skills include:

1) the desire to make contact with others ("I want");

2) knowledge of the norms and rules that must be followed when communicating with others ("I know");

3) the ability to organize communication ("I can").

The moral consciousness of younger students is dominated by imperative (imperative) elements, determined by the instructions, advice and requirements of the teacher. It actually functions in the form of these requirements, and when evaluating behavior, children proceed from what should not be done. That is why they notice the slightest deviations from the established norms of behavior and immediately seek to report them to the teacher. Related to this is another feature. Acutely reacting to shortcomings in the behavior of their comrades, children often do not notice their own shortcomings and are uncritically self-critical. Self-awareness and introspection among younger students are at a low level, and their development requires the teacher's attention and special pedagogical work.

The system of moral education is built concentrically, i.e. In each class, children are introduced to basic moral concepts. But from class to class, the volume of knowledge increases, the awareness of moral concepts and ideas deepens. In the educational process, various techniques and methods are used: reading and analyzing parables, fables, edifying stories; ethical conversations, clarifications, suggestions, disputes, example, discussion of life situations.

AT primary school the child must act morally not only in public, but also alone with himself. It is very important to teach children to enjoy the joys of others, to teach them to empathize. At this age, the child is able to evaluate his behavior, based on the moral standards that are accepted by him. The task of the teacher is to gradually accustom children to such an analysis of their actions.

Our system of educational activities is based on the following principles of humanistic pedagogy:

1. Personal approach in education:

• personality recognition developing person the highest social value;
• respect for the uniqueness and originality of each child.

2. The nature of education:

• obligatory consideration of gender, age and individual characteristics of children.

3. humanization interpersonal relationships :

• respectful relationship between teacher and children,
• tolerance for the opinions of children,
• creating a situation of success.

4. Activity approach to education:

• organization of the life of the class as the basis of the educational process.

5. Differentiation in education:

• selection of the content, forms and methods of education in accordance with the individual psychological characteristics of children.

6. The principle of openness:

• participation in the process of education of the maximum number of institutions and people.

7. Environmental approach in education:

• pedagogically appropriate organization of the environment in the classroom, as well as the use of educational opportunities of the external environment (social, natural, architectural).

8. Continuity of the upbringing process:

• continuity of the organization of educational work, taking into account the general and individual characteristics of the development of the child.

9. The principle of self-realization, meaning:

• children's awareness of the goals and prospects of activities implemented in the classroom;
• voluntary inclusion of schoolchildren in a particular activity;
• encouragement of the achieved result;
• recognition of the personality of a growing and developing person as the highest social value.

10. The principle of involvement in socially significant relationships, which provides for:

• providing schoolchildren with guarantees of free choice of activities and the right to information;
• the possibility of switching from one type of activity to another within the academic year;
• providing the opportunity and the right to defend one's opinion;
• mutual respect of all members of the work team.

11. The principle of the relationship between pedagogical management and children's self-government which assumes:

• creating situations that require a collective decision;
• developing a sense of responsibility for decision, for their deeds and actions;
• protection of each member of the team from negative manifestations.

12. The principle of dynamism (constant change of activity ).

In the process of pedagogical work, the following methods of pedagogical influence, developed by Shchukina G.I, among which there are such groups:

Methods of versatile influence on the consciousness, feelings and will of students in the interests of forming their moral views and beliefs (methods of forming the consciousness of the individual);

Methods of organizing activities and forming the experience of social behavior;

Methods for stimulating behavior and activity.

Direction of work with children.

• "My school is my friends"(leisure, communication, work on children's self-government).
• "Mother - Russia! I'm proud of you"(civic-patriotic education).
• "I save health - I will help myself" ( healthy lifestyle life).
• "Mother father me - Friendly family" (work with parents).
• "Want to know everything"(educational activity, cognitive education).
• "Know how to make a mistake, know how to get better"(crime prevention).
• "Nature gives people miracles"(ecological education).
• "The time has come to do good"(moral education).
• "All professions are needed - all professions are important"(career guidance).

The study of the state and effectiveness of the educational process in the classroom.

Keywords

annotation scientific article on the sciences of education, author of scientific work - Usachev Yury Yuryevich, Grigoryeva Elena Ivanovna

The article presents the author's model of the formation of adolescents in the process of practicing choreographic activities. In the developed model, blocks are structured: target, organizational and activity, criterion and result. The essence of socio-cultural regulation is presented spiritual and moral behavior adolescent, understood as direct or indirect control of the process of interaction between the individual and the society, determined by a system of moral qualities that have an ideological justification in the context of the spiritual world, and allow the individual to self-realize in society by coordinating personal and public interests, focusing on the attitudes and requirements of society. The main principles in accordance with which the activity was built include: the principles of uniformity, certainty, moderation, indirect impact, self-regulation and individualization. The model allows you to effectively organize pedagogical work, the result of which will be spiritual and moral behavior adolescents, allowing the individual to successfully adapt in society, to coordinate their own interests with the public.

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In article the author's model of formation of spiritual and moral behavior of teenagers in the course of choreographic activity lessons is presented. In the developed model blocks are structured: target, organizational and activу, criteria and productive. The essence of sociocultural regulation of spiritual and moral behavior of the teenager , understood as direct or indirect control of process of interaction of the personality with the society caused by system of moral qualities, having ideological justification in a context of an inner world, and allowing the personality to self-actualize in society by means of coordination of personal and public interests, orientations to installations and society requirements is presented. individualization.The model allows to organize effectively the pedagogical work which resu lt there will be the spiritual and moral behavior of teenagers allowing the personality to successfully adapt in society, to coordinate own interests with the public.

The text of the scientific work on the topic "Model of the formation of spiritual and moral behavior of adolescents in the process of practicing choreographic activities"

MODEL OF FORMATION OF SPIRITUAL AND MORAL BEHAVIOR OF ADOLESCENTS IN THE PROCESS OF LESSONS WITH CHOREOGRAPHIC ACTIVITIES

The article presents the author's model of the formation of the spiritual and moral behavior of adolescents in the process of practicing choreographic activities. In the developed model, blocks are structured: target, organizational and activity, criterion and result. The essence of the socio-cultural regulation of the spiritual and moral behavior of a teenager is presented, understood as direct or indirect control of the process of interaction between a person and society, determined by a system of moral qualities that have an ideological justification in the context of the spiritual world, and which allows a person to self-realize in society by coordinating personal and public interests, focusing on attitudes and demands of society. The main principles in accordance with which the activity was built include: the principles of uniformity, certainty, moderation, indirect impact, self-regulation and individualization. The model allows you to effectively organize pedagogical work, the result of which will be the spiritual and moral behavior of adolescents, allowing the individual to successfully adapt in society, to coordinate their own interests with the public.

Key words: model, spiritual and moral behavior, teenager.

An analysis of the scientific literature on pedagogical modeling has shown that modeling in pedagogy is regarded as an important method of cognitive, transformative practice and as a relatively independent technology of research and practical activities.

In the model developed by us, the following blocks are structured: target, organizational and activity, criterion and result (Fig. 1).

Consideration of the problem of the formation of the spiritual and moral behavior of adolescents, as well as the potential of an amateur choreographic group in solving this problem, allowed us to develop a model, on the basis of which it was then supposed to implement pedagogical activity.

The model is a set of interrelated components and includes: purpose, objectives, conditions, principles, components, content, forms, methods of socio-cultural activities, technologies, criteria apparatus, result;

The predicted result of the structural and functional model of the formation of the spiritual and moral behavior of adolescents in the process of practicing amateur choreographic activities is

The main goal is to create conditions in the leisure environment for the formation of the spiritual and moral behavior of adolescents, which further contributes to the development of skills and abilities of moral behavior and self-control.

First of all, we defined the social order: the spiritual and moral education of the younger generation.

The target block includes the goal, tasks, definition of the essence and specifics of pedagogical activity, organizational and pedagogical conditions for its implementation.

The purpose of organizing pedagogical activity in the conditions of an amateur choreographic group was the formation of the spiritual and moral behavior of adolescents.

The model presents the essence of the socio-cultural regulation of the spiritual and moral behavior of a teenager, understood by us as direct or indirect control of the process of interaction between the individual and society, due to the system of moral qualities that have an ideological justification in the context of the spiritual world, and allowing the individual to self-realize in society through the coordination of personal and public interests , orientation to the attitudes and requirements of society.

Yu. Yu. USACHEV, E. I. GRIGORYEVA

The model also presents the specifics of the socio-cultural regulation of the spiritual and moral behavior of a teenager in the process of doing amateur choreographic activities, which is determined by the uniqueness of the pedagogical impact on the consciousness, feelings and behavior of a teenager through his voluntary involvement in the world of dance, in which the ability to cultivate higher emotions and feelings, it becomes possible to acquire the skills of spiritual and moral behavior.

We also present the organizational and pedagogical conditions for the implementation of the formation of the spiritual and moral behavior of a teenager in the process of doing amateur choreographic activities:

Building activities on the basis of emotionally rich trusting interaction between teachers and adolescents;

Methodological and diagnostic support, including a program, scenarios for leisure activities, criteria apparatus, etc.;

The distribution of functions between the subjects of socio-cultural regulation in the process of carrying out activities (general - forecasting, planning, organization, activation (stimulation, motivation), coordination, accounting and control; specific - reflecting current and future needs);

The use of feedback - analysis of a specific situation, accounting, control, verification of the result obtained, timely adjustment of the content and structure of activities, assessment of the achievement of goals and objectives.

The next block is organizational activity, which includes the principles of the implementation of pedagogical activity.

The main principles in accordance with which our activities were built include:

principles of uniformity, certainty, moderation, indirect influence, self-regulation and individualization.

The principles of uniformity require unity, consistency of regulatory actions. It involves the use of diverse and at the same time complementary, mutually reinforcing means of regulation. Ensuring the uniformity of regulatory impacts can be attributed to the number of urgent social problems.

The principle of certainty lies in the fact that in the system of regulation it is necessary to observe clarity, that is, to know what needs to be done and what can be expected. Following the principle of certainty of regulation, it is important to foresee possible “failures” in its mechanism and to take preventive measures in advance.

The principle of moderation focuses on ensuring that the regulative impact is tough enough to prevent and correct social deviations and soft enough to stimulate independent actions of the object of regulation in the desired direction.

The principle of indirect influence requires that people do not feel that they are objects of regulation. As soon as this feeling appears, the task of regulation is complicated several times. Regulatory impact should be provided as indirectly as possible and perceived by a person as his own motivation.

The principle of self-regulation focuses on moving gradually from external regulatory influences to internal regulators. External regulatory influences often, unfortunately, not only do not contribute to the tendencies of self-regulation, but also destroy its mechanism.

The principle of individualization means "tuning" of regulatory influences on a particular person, taking into account his personal characteristics, individual response to influences.

In addition, we built our activities in accordance with the following principles:

The principle of activity, which involves the use of active active forms, during which adolescents are engaged in choreographic activities.

The principle of the emotional dominant of the personality development of a teenager, which, on the one hand, is the leading source of problems and contradictions in the process of personality formation, and on the other hand, ensures the psychological integrity of the personality.

Social order of society: spiritual and moral education of the younger generation

Purpose: the formation of the spiritual and moral behavior of adolescents in the process of _amateur choreographic activity_

To expand and deepen the knowledge of adolescents about the essence of spiritual and moral behavior;

To organize the purposeful activity of adolescents within the framework of choreographic creativity, aimed at the formation of higher moral values;

Develop skills and abilities of moral behavior and self-control;

Form a healthy psychological climate in the choreographic group;

To develop the need for self-improvement and self-education;

To create the necessary conditions for the development of spiritual and moral behavior within the framework of constructive creative activity in choreography classes._._

The essence of the socio-cultural regulation of the spiritual and moral behavior of a teenager is direct or indirect control of the process of interaction between an individual and society, determined by a system of moral qualities that have an ideological justification in the context of the spiritual world, and allow the individual to self-realize in society by harmonizing personal and public interests, focusing on attitudes and requirements. society.

The specificity of the socio-cultural regulation of the spiritual and moral behavior of a teenager in the process of doing amateur choreographic activities is determined by the uniqueness of the pedagogical impact on the consciousness, feelings and behavior of a teenager through his voluntary involvement in the world of dance, in which the ability to cultivate higher emotions and feelings develops in an organized, gradually and continuously acquisition of skills of spiritual and moral behavior._

Organizational and pedagogical conditions for the implementation of pedagogical activities:

Sociocultural regulation of the pedagogical process;

Modeling the pedagogical process, allowing to rationalize the ways of building and managing activities;

Building activities on the basis of emotionally rich trusting interaction between teachers and adolescents:

Methodological and diagnostic support, including a program, scenarios of leisure activities, a criteria apparatus (criteria, indicators, levels), etc.;

The readiness of teachers for the socio-cultural regulation of professional activities, the use of various technologies, forms, means and methods of socio-cultural activities;

Distribution of functions between the subjects of socio-cultural regulation in the process of carrying out activities);

Accounting for the presence of a component of self-regulation by a teenager of his actions, deeds in the process of pedagogical influence on him;

Using feedback - analysis of a specific situation, accounting, control, verification of the result, timely adjustment of the content and structure of activities, assessment of the fulfillment of goals and objectives.__

Principles: uniformity, certainty, moderation, indirect influence, self-regulation, individualization, activity,

emotional dominant, differentiated approach, activity mediation, distribution, inseparable unity,

system, collectivism.

Socio-pedagogical functions: educational, educational, cultural, communicative, aesthetic, recreational

didactic, developing, information and educational, cognitive, value-oriented, communicative, social ■a 1

adaptive to a

Types of activities: educational, creative, entertaining, combined, etc. 5

Types of pedagogical activity

information and educational cultural and educational communicative artistic and creative a n £

Methods: Forms: Means: a s

exercises; musical - artistic and productive activity: the individual, and the corpse. - visual, g> n

dance games; dance art classes (rehearsals), concert performances, - technical, and

elements and compositions; performance method, etc.; - art and creativity, ac £ o

game improvisation (art - artistic and educational work: conversations, stories, information - literature,

actor); dramatizations; explanation; about art; did. games; visiting concerts; audition, - art to

story; show; conversations; analysis; discussion of musical recordings; reading books, magazines about amateur performances,

watching videos; acquaintance with art, meetings with artists; - mass media

works of art; discussion; creative tasks, etc. - artistic criticism of author's and performer's products, creativity of art lovers; conversations and other formations, etc.

Criteria: cognitive, Indicators: knowledge of the norms and rules of behavior, understanding the need for certain rules of communication

motivational, people in society; the presence of internal motivation and the needs of moral behavior _ L

behavioral comply with behavioral norms, compliance with the rules of behavior in adolescents: low, medium, and 5 * £

society, their application in their own actions and actions in a high R

various situations

Result: an increase in the level of formed ™ spiritual and moral behavior of adolescents lt. block

Rice. 1. Model of the formation of spiritual and moral behavior of adolescents in the process of amateur choreographic activity

SOCIO-ECONOMIC PHENOMENA AND PROCESSES

The principle of a differentiated approach, carried out on the basis of identifying the typological specifics of adolescents' emotional reactions.

The principle of activity-based mediation of pedagogical influence on the emotional sphere of a teenager - a member of a choreography team.

The principle of the distribution of pedagogical influence on the emotional sphere of the individual throughout the field of artistic and creative activity of the team members.

The principle of the inseparable unity of the artistic and creative and spiritual and personal development of adolescents participating in an amateur choreographic group.

The principle of consistency implies the organization of the pedagogical process as an interconnected set of pedagogical activities.

The principle of collectivism, which implies the coordination of the interests of each member of the choreographic team with common goals and objectives. Thanks to the variety of interpersonal relationships and contacts, the spirit of competition, mutual assistance inherent in life and work in a team, the process of comprehensive development of the personality of each teenager is accelerated.

We have identified the following main functions of choreographic activity: educational, upbringing, cultural-creative, communicative, aesthetic, recreational didactic, developing, informational and educational, cognitive, value-oriented, communicative, socially adaptive.

Dominance in leisure of emotions and submission to joys, entertainment is dictated by the main purpose of "leisure" activities - to give a person a physiological, psychological rest, discharge, disconnect from work and everyday problems.

The model presents the content implemented in the pedagogical program "Live in dance", aimed at the formation of the spiritual and moral behavior of adolescents in the process of choreographic activity.

The solution of the tasks set in the study required the search for means, methods and forms that would make it possible to form spiritual and moral behavior in adolescents.

In the process of pedagogical activity, it was supposed to use various forms of choreographic activity. We used the classification proposed by T. I. Baklanova:

Forms of artistic and productive activity: individual and group art classes (rehearsals), concert performances, performances, etc.;

Forms of artistic and educational work: conversations, stories, information about art; didactic games; visiting concerts and performances, exhibitions, etc.; listening, discussing musical recordings; reading books, art magazines, meeting artists, etc.;

Forms of artistic criticism of the products of the author's and performing art of art lovers: discussions at the levels of "participant (collective) - public"; “participant (collective) - experts (specialists in the field of art, professional critics) .

Among the types of choreographic activity, the following were distinguished: educational, creative, entertaining, combined, etc. Inextricably linked with the types of choreographic activity, there are types, among which the main ones are: information-cognitive, cultural-educational, communicative, artistic and creative.

Information and cognitive activity is based on modern information technologies and functionally provides the most voluminous activity. Information and cognitive activity is faced with the task of satisfying a person's need for information. This type of choreographic activity may include educational technologies, technologies of artistic and creative activity and cognitive orientation.

Cultural and educational activities are aimed at informing the members of the choreographic group, expanding their horizons, social ties, in accordance with the requirements of the time.

Communicative activity - includes connections and interactions between members of the choreographic team, arising in connection with the satisfaction of their various needs, as well as the development of communication skills.

Artistic and creative activity is designed to influence the intellectual and emotional sphere adolescent personality. Artistic and creative activity retains common features inherent in cultural and leisure activities in general: polyfunctionality,

Yu. Yu. USACHEV, E. I. GRIGORYEVA

activity, complexity, amateur performance, creativity, initiative, etc. .

But along with common features as a special type of artistic and creative activity, it also has its own specifics:

The possibility of using a variety of means of influence that can simultaneously cover a large mass of people;

The use of socio-psychological mechanisms of influence and perception;

Concretization of artistic and creative activity using real and artistic images.

Among the teaching methods we have identified: exercises; music and dance games; dance elements and compositions; method of game improvisation (the art of the actor); dramatizations; explanation; story; show; conversations; analysis; watching videos; acquaintance with works of art; discussion; creative tasks.

Means of forming the spiritual and moral behavior of adolescents in the process of choreographic activity: visual, technical, art and creativity, literature, amateur art, mass media, etc.

The criteria block included criteria, indicators and levels of formation of the spiritual and moral behavior of adolescents.

We have identified the following criteria for the formation of spiritual and moral behavior of adolescents, each of which corresponds to certain indicators, by the presence of which one can judge a high, medium or low level of formation of spiritual and moral behavior:

Cognitive - the presence of knowledge about the norms and rules of behavior, awareness by a teenager of etiquette norms of behavior (norms appearance, speech etiquette, norms of behavior in public places), understanding the need for certain rules and relationships between people in society;

Motivational - reflects the understanding of the importance of the spiritual and moral behavior of members of society, characterizes positive attitude to a culture of behavior, the presence of internal motivation and needs to comply with behavioral norms, the desire to improve one's personality;

Behavioral - involves observing the rules of behavior in society associated with etiquette norms, applying them in one's own actions and actions, observing them in various situations (at home, in public places and on the street, at a party, etc.).

In addition, we have identified three levels of formation of the spiritual and moral behavior of adolescents: high, medium, low.

The result is an increase in the level of formation of the spiritual and moral behavior of adolescents.

Thus, the theoretical model developed by us, which is a set of interrelated components, makes it possible to purposefully regulate pedagogical work on the formation of the spiritual and moral behavior of adolescents in the process of practicing choreographic activities.

Literature

1. Baklanova T. I. Pedagogy of amateur performances: textbook. allowance. M., 1992.

2. Vitebsky L. Ya. Lessons of Club Mastery: A Methodological Guide for Leaders and Organizers of the Amateur Movement. M., 1988.

MODEL OF TEENAGERS SPIRITUAL AND MORAL BEHAVIOR FORMATION IN THE COURSE OF CHOREOGRAPHIC ACTIVITY

Yu. Yu. Usachev, Ye. I. Grigoryeva

In article the author's model of formation of spiritual and moral behavior of teenagers in the course of choreographic activity lessons is presented. In the developed model blocks are structured: target, organizational and activY, criteria and productive. The essence of sociocultural regulation of spiritual and moral behavior of the teenager, understood as direct or indirect control of process of interaction of the personality with the society caused by system of moral qualities, having ideological justification in a context of an inner world, and allowing the personality to self-actualize in society by means of coordination of personal and public interests, orientations to installations and society requirements is presented. The model allows to organize effectively the pedagogical work which result th ere will be the spiritual and moral behavior of teenagers allowing the personality to successfully adapt in society, to coordinate own interests with the public.

Key words: model, spiritual and moral behavior, teenager.