3.21. THEORETICAL BASES OF SOCIAL AND MORAL EDUCATION OF CHILDREN OF PRESCHOOL AGE

The eternity and urgency of the problems of moral education of the younger generation are indisputable. At all stages of the development of pedagogical science, goals, tasks, content, methods of moral education were discussed from different angles of view and with different depths. The term “moral education” was interpreted differently, sometimes replaced by the notion “spiritual education”, “moral education”. Moral is a social phenomenon that includes the rules and regulations that determine and limit human behavior in a particular society, in a particular development situation. Morality, in contrast to morality, is personal intellectual and emotional convictions, developed independently, determining the direction of the individual, spiritual image, lifestyle, human behavior. Ethics is the study of morality and ethics. The concept of "moral education", in our opinion, is somewhat narrower than the concept of "social and moral education." In recent years, the phrase "socio-moral education." The meaning of the concept of "social and moral education" is much broader: socially everything that concerns a person living in society. It is closely related to the concept of “socialization”, considered as a set of social processes, due to which an individual learns and reproduces a certain system of knowledge, norms, values, allowing him to function as a full-fledged member of society (I. Kon). Social and moral education is an active, purposeful process of entering a child into a social environment, when the adoption of moral norms and values ​​occurs, the child’s moral consciousness is formed, moral feelings and behavior habits develop.

As a result of the social and moral upbringing, the moral development of the child takes place, viewed as a process and result, the dynamics of progressive changes in the sphere of human morality. An indicator of the moral development of a person is the notion of morality, moral motives of behavior and attitudes, moral feelings and, as the highest result, the moral qualities of the individual.

Over time, the child gradually masters the norms and rules of behavior and relationships accepted in society, appropriates, that is, makes his own methods of interaction and the expression of attitudes towards people, nature, and personally.

The problems of moral education of children of preschool age were considered in the pedagogical heritage of K. D. Ushinsky, N. K. Krupskaya, A. S. Makarenko, F. S. Levin-Shchirina, D. V. Menzheritskaya, V. G. Nechaeva, L. A. Penjevskaya, T. A. Markova, A. P. Usova. Various aspects of the social and moral education of preschool children are revealed in the studies of modern teachers: R. S. Bure, S. A. Kozlova, G. N. Godina, A. M. Vinogradova, M. I. Bogomolova, E. K. Suslova , D.V.Sergeeva. In the 80-90-ies. XX century. continued the study of the problem of moral education T. I. Erofeev, G. I. Grigorenko, G. N. Grishina, O. V. Artamonova, and others.

The moral education of preschool children is carried out in the most diverse spheres of their life and work. The child is experiencing moral influence in the family, in a circle of peers, on the street. Often it is not adequate to the requirements of morality. As you know, the preschool age is characterized by increased susceptibility to social influences. A child, having come to this world, absorbs all that is human: methods of communication, behavior, relationships, using our own observations, empirical conclusions and conclusions, imitation of adults.

The mechanism of the moral formation of the personality includes the following components: ( knowledge and ideas) + (motives) + (feelings and attitudes) + (skills and habits) + (actions and behavior) = moral quality. The result of moral education is moral education - the assimilation and reproduction of certain norms and rules of behavior, moral values, the assertion in the individual of a certain set of moral qualities.

For the formation of any moral quality, it is important that it pass consciously. Therefore, knowledge is needed on the basis of which the child will develop ideas about the essence of moral quality, about its necessity and about the advantages of mastering it. The child should have a desire to master the moral quality, that is, it is important that the motives arise for acquiring the corresponding moral quality. The emergence of motive entails an attitude towards quality, which, in turn, forms social feelings. Feelings give the process of formation of personally significant color and therefore affect the strength of the emerging quality. But knowledge and feelings generate the need for their practical implementation: in deeds, behavior. The actions and behavior take on a feedback function that allows you to check and confirm the strength of the formed quality. This mechanism is objective. It always manifests itself in the formation of any (moral or immoral) personality qualities.

The tasks of moral education are divided into two groups. The first group includes the tasks of forming the mechanism of moral education (ideas, moral feelings, moral habits and norms, behavioral habits). The second group of tasks is aimed at the formation of moral qualities that are of value to this society in a given historical period.

The content of moral education is reflected in the "Program of education and training of children in kindergarten." Traditional blocks of moral education for preschoolers: collectivism, humanism, patriotism, hard work. Modern attitude to the selected blocks - raising a happy child. Happiness and love as the leading principles in the content of education.