Lankina Olga
Presentation on spiritual and moral education of preschool children
Modern life and modern requirements for the profession require the search for new forms and methods in working with children. But, in my opinion, one of the main tasks is to educate children spiritually.
-moral qualities, revealing the meaning of Orthodoxy in human life, as an action of love, kindness, humanity and unity.
I believe that the development of a child’s personality should begin as early as possible. From the moment of birth, children are exposed to a wide variety of influences. Home life, conversations of elders, simple children's songs that a child listens to or sings on his mother's lap, television programs - all these are important factors that influence the mind and feelings of a child from a very early age. It would be very good if all children were raised in families
, where adult conversations have only a beneficial effect, where the general atmosphere contributes to the enrichment and ennoblement of the individual.
I know how poor some of them are, how often they are deprived at an early age of favorable preconditions for their development. Therefore, we, preschool
, simply need to fill the child’s soul, as pure as a white sheet, with only kindness, compassion, and the ability to understand human and cultural values.
This is a very serious and responsible matter. It is worth observing yourself, and you can see that the mind and heart are often drawn to light and empty impressions, the soul to idleness. It is important to counter this emptiness and soullessness in time with a worthy moral and spiritual counterbalance.
. The divine fire lit in childhood will warm the soul and heart of the child. He will bring it to the people. For the Scripture says: “And having lit a candle, they do not put it under a bushel, but on a lampstand, and it gives light to everyone in the house.”
In his work spiritually
– in the moral direction, I highlight such aspects as holding Orthodox holidays, excursions to the temple, listening to the sound of bells, looking at icons, getting to know the life of holy ascetics.
Church holidays have always been especially revered by the Russian people. Orthodox holidays are part of our history, our Orthodox culture, our way of life - everything without which we are not complete, not whole. Church-
but Orthodox holidays are spiritual
heritage of the Russian people, their traditions.
Ritual forms of Orthodox worship are the crystallization of the spiritual
experience of our Russian people.
In our kindergarten we celebrate the holidays of the Nativity of Christ and Easter, Trinity Day and Epiphany, the Intercession of the Most Holy Theotokos.
tsy. The celebrations are preceded by a huge amount of work by the entire team.
Not a single person remains indifferent to their preparation. The emotional mood is passed on to the children, and the presence of the priest, the constant guest of Father Vasily Grishanov, makes the holidays unforgettable events in the lives of children.
With what pleasure and reverence children sing the festive Christmas and Easter troparia, how quickly and easily they remember words that seem difficult to remember. I am sure that singing can express better than words or gestures the most hidden, deepest states of mind: delight, anxiety, sadness, hope, joy, tenderness,
Gratitude. Spiritual
The repertoire is extensive and multifaceted.
These include holiday songs for children, spiritual choirs and chants
.
If the spiritual
topic constantly and consistently, then it organically becomes part of the child’s life.
With what love children, together with teachers
and music directors, participate in decorating the music hall and making gifts and costumes for theatrical plays based on Orthodox themes, in which children are always ready to participate. And songs and poems for the holiday are heard in children’s homes; parents also remember them, becoming involved in this action - a touch of Russian Orthodox culture. Children help their parents understand, and maybe even discover, the true meaning of a particular Orthodox event or holiday.
Conversations with the priest and excursions to the Iversky Church are our children’s comprehension of beauty and harmony, the knowledge of a completely different world.
Listening to the ringing of bells is penetration into the hidden world of feelings, thoughts and aspirations of our ancestors, awareness of the personally significant meaning of bell ringing for Russian people in various life situations.
Looking at icons with children, we explore spiritual experience
, standing behind the work of the icon painter, allowing
one to perceive and comprehend the message
transmitted through the centuries. There is harmony everywhere and the absence of ugliness and disorder.
The life of holy ascetics is a role model that has great value in education
.
When we read the Lives of the Saints, we see different ways of moral improvement. It becomes clear that the closer to God, the more unique a person is. And on the contrary, if people become spiritually poor
, then their uniqueness is erased more and more,
individuality.
In my opinion, all topics have broad universal significance.
No, they are significant and serious. Through the connection of the spiritual
art with life, the main ethical laws are realized - Love, Goodness, Justice, by which a person must live. Moral values fill a person's life with true meaning.
We, teachers - preschoolers
, must constantly remember the personal and professional responsibility that falls on us in carrying out the processes
of spiritual and moral education of children and parents
.
We, when dealing with children's souls, must constantly improve our spiritual world
in order to get closer to the ideals of kindness and humanity for our
pupils
.
One of the talented and profound teachers, priest Alexander Elchaninov wrote: “You cannot heal other people’s souls ( “help people”
) without healing yourself, put someone else’s spiritual economy in order with the chaos in your own soul, bring peace to others without having it in yourself.”
Publications on the topic:
Summary of the development of an extra-curricular event for the spiritual and moral education of preschoolers “Lessons of Goodness” Summary of the development of an extra-curricular activity for the spiritual and moral education of preschoolers “Lessons of Goodness”. Holiday “Birthday.
Summary of a lesson on the spiritual and moral education of preschool children with the study of the foundations of the Orthodox faith “Lent” MKDOU Evstratovsky kindergarten. Summary of a lesson on the spiritual and moral education of preschoolers with the study of the fundamentals of the Orthodox Church.
GCD in the senior group for the spiritual and moral education of preschool children “If you want to eat rolls, don’t sit on the stove” Goal: Education of the spiritual and moral qualities of a child through oral folk art. Objectives: To introduce preschoolers to Russian culture.
Generalization of work experience on spiritual, moral and civil-patriotic education of preschool children Generalization of experience of working with parents on spiritual, moral and civil-patriotic education. Two feelings are wonderfully close to us - V.
Long-term plan for the spiritual and moral education of preschoolers for the 2017–2018 academic year (preparatory group) No. Month Topic Goals, objectives Form of delivery Didactic material, equipment Related forms of work September Diagnostics.
Slide 1
Spiritual and moral education of preschool children at the Ozhoginsky cultural and educational center
Slide 2
Since 2010, the Ozhoginsky cultural and educational center has been providing spiritual and moral education for preschoolers, which is clearly expressed by the following theses:
1. Language. Language contains in a mysterious and concentrated way the entire soul, the entire past, the entire spiritual structure and all the creative plans of the people. The child should receive all this along with mother's milk (literally). It is especially important that the awakening of a child’s self-awareness and personal memory takes place in his native language. In the future, the cult of the native language should reign in the family and children's group. At the Ozhoginsky Cultural Center, this principle is implemented through systematic classes with preschoolers to teach literacy and speech culture.
Slide 4
2. Song. A child should hear a Russian song while still in the cradle. Singing will bring him the first spiritual sigh and the first spiritual groan; they must be Russian. Russian song is as deep as human suffering; sincere as prayer; sweet as love and consolation; in our dark days, as under the yoke of the Tatars, it will give a child’s soul an escape from the threatening embitterment and petrification. You need to start a Russian songbook and constantly enrich the child’s soul with Russian melodies - by playing, humming, making them sing along and sing in chorus. Preschool children enjoy reproducing the melodies and words of lullabies, carols, and Russian folk songs familiar from infancy. All this is reinforced in music classes, during rehearsals and various holidays and concerts.
Slide 8
Z. Prayer. Prayer is a concentrated and passionate appeal of the soul to God. Each people makes this conversion in its own way, even within the same confession. Prayer will give him spiritual harmony; let him relive it in Russian. The positive example of parents and teachers who talk with children on religious topics, make joint excursions and pilgrimages to the Shrines of their big and small Motherland helps children become truly spiritual and moral people. In this way, children gradually learn to observe the most important Christian commandments.
Slide 12
4. Fairy tale. A fairy tale awakens and captivates a dream. It gives the child his first sense of heroism—a sense of challenge, danger, recognition, effort, and victory; she teaches him courage and loyalty; she teaches him to contemplate human destiny, the complexity of the world, the difference between truth and “falsehood.” The spiritual and moral education of preschoolers is incomplete without a Russian folk tale. Acquaintance with Russian folk tales at a very early stage of childhood begins in the family. Later, the fairy tale helps the child adapt to the children's group, prepare for school, and for adult life. At the Ozhoginsky Cultural Center, preschoolers actively participate in dramatizations of Russian folk tales. Children enjoy listening to new fairy tales, making a puppet theater together with the teacher, learning to get used to the role, to be bolder and kinder.
Slide 18
5. Lives of saints and heroes. The sooner and the deeper the child’s imagination is captivated by living images of national holiness and national valor, the better for him. This component of the spiritual and moral education of preschoolers is implemented in the Ozhoginsky Cultural Center through the demonstration of multimedia information, conversations, literary and art exhibitions, and various competitions on the topic: “Lives of Saints and Heroes.”
Slide 19
Slide 23
6. Poetry. The Russian people have a unique poetry, where wisdom is clothed in beautiful images, and the images become sounding music. The Russian poet is both a national prophet and a national musician. And a Russian person, who has fallen in love with Russian poetry since childhood, will never denationalize. As they grow and to the extent possible, it is necessary to give the child access to all types of national art - from architecture to painting and ornament, from dance to theater, from music to sculpture. Preschoolers of the Ozhoginsky Cultural Center are actively getting acquainted with the works of Russian classic poets. A special place in the education of a child’s personality is occupied by the poetry of A.S. Pushkin, under the guidance of teachers, children participate in Russian poetry reading competitions and try to compose their first quatrains themselves. In this way, preschoolers take their first steps in the field of rhetoric and receive a lot of positive emotions from grateful listeners of their speeches.
Slide 29
7. History. A Russian child must feel and understand from the very beginning that he is a Slav, the son of a great Slavic tribe and at the same time the son of the great Russian people, who have a majestic and tragic history behind them, who have endured great suffering and collapse and have emerged from them more than once to rise and blossom. It is necessary to awaken in the child the confidence that the history of the Russian people is a living treasury, a source of living teaching of wisdom and strength. This direction in the education of preschoolers is carried out in the process of thematic excursions to the school corner of local history, the exhibits of which are constantly replenished thanks to parents, teachers, and active residents of the Ozhoginsky Cultural Center. Together with the teacher, preschoolers visit the rural memorial of Military Glory and historical memorial sites.
Slide 33
Slide 36
8. Army. The army is the concentrated strength of my state, the stronghold of my homeland, the embodied courage of my people, the organization of honor, dedication and service - this is the feeling that should be transmitted to the child. A preschooler learns the concept of “Army” most deeply in the process of role-playing games, sporting events, competitions, conversations with teachers, meetings with military personnel and veterans. The most important task of this area, which is implemented at the Ozhoginsky Cultural Center when working with preschoolers, is to develop in children a respectful attitude towards the Russian army, the defenders of the Motherland, and pride in the Military Glory of their fathers and grandfathers.
Slide 40
Slide 41
9. Territory. A preschooler should see with his imagination the spatial expanse of his country, this is the national-state heritage of Russia. He must understand that the people do not live for the earth and not for the sake of the earth, but that they live on the earth and from the earth and that the territory is necessary for them, like air and the sun. Preschoolers are introduced to the term “Territory” in classes to familiarize themselves with the world around them, through the demonstration of various layouts, geographical maps, posters, and multimedia projects. Children compare with interest the territorial space of their state with other countries. They master basic skills in determining the natural landscape of the area (mountains, plains, rivers, seas).
Slide 44
10. Housekeeping. From early childhood, a child should feel the creative joy and power of work, its necessity, its honor, its meaning. He must experience internally that work is not a disease and that work is not slavery, that, on the contrary, work is a source of health and freedom. Rural preschoolers are mainly introduced to the concept of “Housekeeping” through the process of observing and participating in household and public work together with their parents and teachers. Children enjoy visiting private livestock farms, gardens and flower beds of local residents, try to grow their first crop themselves and participate in landscaping the premises of their group (GKP) and the territory of the cultural center. The most important task of this direction is to cultivate hard work, a sense of teamwork and responsibility for the result of one’s work.
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Slide captions:
Spiritual and moral education of preschool children
Education should form a person and a citizen. A person is a sound soul in a sound body. Citizen – morality, education, art, independence. V. A. Zhukovsky
Relevance Society needs to educate not only educated people, but also well-mannered ones. In the modern world, a child is surrounded by many strong sources of positive and negative influence on his intellect and feelings. It is important for a child to know the principles of morality and the consequences of violating these principles for the people around him.
In preschool age, there is an active accumulation of moral experience and a turn to spiritual life. Spirituality is a manifestation of the spirit in the world and in man, uniting the beginning of society, expressed in the form of moral values and traditions, concentrated in religious teachings and practices, ... images of art. Morality is the internal attitude of a person to act in accordance with his conscience. (Explanatory dictionary of the Russian language)
Morality is a set of norms and rules that regulate the relations of people in society on the basis of public opinion, stimulating or inhibiting their behavior and activities; a state of mutual sympathy with the whole world, but above all with all the people
Spirituality is a moral and aesthetic state of a person, expressed in commitment to such values as freedom, humanism, social justice, truth, goodness, beauty, in an endless internal dialogue aimed at understanding the secrets of one’s purpose and the meaning of life. Academician B. T. Likhachev
Goal: formation of a moral personality, promotion of spiritual experience, introduction to cultural values
Cognitive tasks: to instill children’s interest in the history of their country, their people, to awaken a sense of belonging to it; promote the formation of feelings of love for the Motherland based on the study of national cultural traditions; introduce children to the symbols of Russia, the Chelyabinsk region, district, city; develop children's ideas about family traditions; continuity connecting different generations.
Developmental objectives: to promote the development of: intellectual abilities; thinking; speeches; imagination; emotional-volitional sphere
Educational: to cultivate love and respect for the Fatherland: its people, history, culture, shrines, traditions of the people; cultivate respect for moral standards; teach to distinguish between good and evil, good and bad deeds, forgive insults, be responsive, attentive to peers and elders; create conditions for the child to demonstrate a caring attitude towards others, the ability to empathize, and joy
The system of spiritual and moral education is based on introducing preschool children to the historical and cultural heritage of their people and is carried out in the following directions:
Spiritual traditions of folk culture
Principles: purposefulness of the pedagogical process; scientific content of education and training; systematicity, consistency; accessibility, taking into account the age and individual characteristics of children; an integrated approach to training and education, choosing optimal methods, forms, means of training and education, cooperation between an adult and a child; teachers and parents
The spiritual life of a child is complete only when he lives in the world of play, fairy tales, music, fantasy, and creativity. Without this, he is a dried flower. V. Sukhomlinsky
Types of activities: cognitive activity: reading historical and fiction literature, fairy tales; visit to the local history museum; educational conversations; work with the folk calendar, excursions, targeted walks along the city streets;
creative productive activity: making appliqués, figurines, designs, crafts, drawings;
theatrical activities: simulated skits and performances, pre-holiday gatherings;
gaming activities: games that teach the ability to communicate, establish contact, and enjoy communication with a partner; foster love and respect for loved ones and people around them; help the child gain social experience;
creative activities: modeling from plasticine, painting and graphics, music, dancing;
moral activity: lessons of love and kindness, acquaintance with Orthodox traditions and values;
conducting classes in the mini-museum of the kindergarten;
joint activities of children and parents aimed at strengthening family values, respect and mutual understanding: family and Orthodox holidays, games and competitions;
Conditions: Subject-developing environment Didactic means: traditions, rituals of folk holidays and life of Russians; folklore; folk toys; Houseware; objects of decorative and applied art; collections: clothes, coins, postcards, household items; popular science and fiction; photos; reproductions, illustrations; diagrams, models, symbols (heraldry); video, audio production.
Society: Museums; Showroom; Libraries; Surrounding nature
Spiritual and moral education allows preschoolers to develop: a worldview; civil position; family values; moral guidelines
Spiritual and moral education, the affirmation of the ideals of goodness, mercy and justice, are the most important mission not only of a religious organization, but also of society as a whole. Such values have at all times held our Fatherland together and formed national traditions and moral principles. Today they allow Russia to preserve its historical roots and cultural and spiritual independence.
Let the child feel the beauty and admire it, let the images in which the MOTHERLAND is embodied forever be preserved in his heart and memory. V. Sukhomlinsky
Project on spiritual and moral education of older preschoolers
Project on the spiritual and moral education of older preschoolers on the topic “ Here is my family, dad, mom, me ”
Type of project: informational - creative, group.
Project duration: medium duration.
Project participants: children, teachers, music director, parents.
Age: older children.
Hypothesis: if we combine the efforts of a preschool educational institution and parents in the spiritual and moral education of children of senior preschool age, the institution of family will be strengthened, the spiritual and moral traditions of family education of children will be revived, and parents’ attitude to spiritual and moral education will change as an important means of shaping the child’s personality.
Relevance of the project
Currently, modern Russian society is acutely experiencing a crisis of spiritual and moral ideals and the greatest danger that awaits our society today is the destruction of the individual. Nowadays, material values dominate over spiritual ones, so children have distorted ideas about kindness, mercy, generosity, justice, citizenship and patriotism. In young families, issues of spiritual and moral education are often not considered important and only cause bewilderment. Aggression and cruelty in society are growing, which subsequently leads to the emergence of such catastrophic situations as terrorist attacks.
Unfortunately, today it cannot be said that the interaction between preschool educational institutions and families is at a satisfactory level. A large number of modern pedagogical publications are devoted to this problem, special studies are being conducted on the interaction between the family and the educational institution and society as a whole, but actual practice is very slowly changing for the better.
In conditions when the majority of families are concerned with solving problems of economic and sometimes physical survival, the tendency of many parents to withdraw themselves from solving issues of upbringing and personal development of the child has increased. Parents, not having sufficient knowledge of the age and individual characteristics of the child’s development, sometimes carry out upbringing blindly, intuitively. All this, as a rule, does not bring positive results.
The spiritual and moral education of preschool children is one of the most difficult tasks of education. To solve this problem, the teacher needs not only knowledge of methods and techniques, but also the ability to apply them in the educational process. That is why today it is necessary to cultivate spiritual and moral self-awareness, reviving the centuries-old traditions of the spiritual and moral education of a child in the unity of family - child - kindergarten.
Problem
Currently, family education is in a crisis stage. The reasons for the crisis of the modern family and family education are the media’s advertising of examples of base culture, rampant lack of culture, promiscuity, selfishness and violence; material values dominate over spiritual ones, so children have distorted ideas about mercy, generosity, kindness, justice, patriotism, and citizenship.
Goal: to develop the concept of “family” in children, to foster a sense of attachment to their parents and relatives and to increase the role of family values in the development of the child’s personality.
Project objectives:
For children:
— Formation of initial ideas about spiritual and moral values (honor, family, love, goodness, conscience, fidelity, etc.), familiarization with them based on the contrast between positive and negative in children’s behavior.
— Develop children's communication skills.
— Cultivate love and respect for your family, form ideas about the emotional state of family members.
— To foster in children a sense of love and affection for their family;
— Fostering a positive attitude towards spiritual and moral values and the desire to act in accordance with them.
For teachers:
— Analysis of software and methodological materials, development of the structure of the software and methodological set.
— Development of a comprehensive system of working with parents to develop spiritual and moral feelings in children of senior preschool age. Increase the teaching potential of parents.
—
Creation of a subject-developmental environment in a group that promotes the upbringing of a child as a developed personality with a predominance of the best spiritual and moral qualities.
— Integration of spiritual and moral content into all types of children's activities.
— Development and execution of a project passport.
For parents:
— Organize the co-creation of children, parents, teachers in the joint development of this topic.
— Involving parents in the pedagogical process of the preschool educational institution, strengthening the interest of parents in cooperation with the preschool educational institution.
— Give parents an idea of the importance of joint activities with their children.
— Involve as many parents as possible in the life of the kindergarten.
— Offer parents a list of works of fiction to read to children at home.
Mechanisms for project implementation: The project is being implemented within the framework of the educational program of educational institutions and in accordance with the requirements of the Federal State Educational Standard for educational institutions. Activities are carried out in a system of joint organized activities in the form of conversations, educational classes, and reading fiction. Joint activities with parents.
Basic principles of the project.
The principle of integration: a combination of training and spiritual and moral education in aesthetic, intellectual, physical development and labor education.
The principle of accessibility, which involves correlating the content, nature and volume of material with the level of development and preparedness of children.
Culturological: education is built in accordance with the values, norms and characteristics of the national culture, taking into account the traditions of one’s region and the preschooler’s perception capabilities.
Local history: using the local environment, excursions to nature and museums are conducted to accumulate sensory experience.
The principle of continuity and continuity of education in the family and preschool educational institutions based on cooperation (so that they do not replace, but complement).
- moral example of a teacher
— social and pedagogical partnership
— individual and personal development
Educational technologies implemented within the project:
— health-saving pedagogical technologies
— technology of personality-oriented interaction between teachers and children
— technology of project activities
— research technology
— information and communication (communication) technologies
— gaming technologies
Methods used to implement the project: visual, verbal, practical.
The visual method is used during:
- reading stories by the teacher;
— observations;
- showing fairy tales (by teacher, children);
- examining book illustrations, reproductions, objects;
— conducting didactic games;
- excursions, targeted walks.
The verbal method seems to be the most effective in the process:
- reading literary works by the teacher;
- reading poems by children, by the teacher;
- conversations with elements of dialogue, summarizing stories from the teacher;
— answers to questions from the teacher and children;
- conducting a variety of games (sedentary, role-playing, didactic, dramatization games, etc.);
- communication of additional material by the teacher;
- asking riddles;
- examining visual material;
- children's stories using diagrams, illustrations, modeling fairy tales;
- analysis of everyday situations;
— holding quizzes, competitions, themed evenings;
- reading literary works by parents.
The practical method is used when necessary:
— organize productive activities;
- conduct games (construction, didactic, active, sedentary, dramatization, etc.);
— organize the production of fairy tales, literary works, as well as competitions and quizzes;
— conduct excursions of various directions;
— organize evenings with parents, for parents and peers;
— make visual aids for classes with the children.
Effective parenting techniques:
— Personal example of the teacher and parents.
- A game.
— Communication with the character.
- Reading.
— Joint labor and artistic and aesthetic activities: musical, visual, applied.
— Creating situations of choice.
— Creation of situations of identification.
- Praise.
Project implementation forms:
1. Game activities: plot-role-playing, didactic, musical, outdoor games, dramatization games.
2. Cognitive - research activities: project activities, research activities.
3. Artistic and creative activities: drawing, modeling, appliqué, paper design, manual labor.
4. Musical: singing, playing musical instruments, dancing.
5. Speech development: conversations with children, reading and memorizing nursery rhymes, reading and explaining proverbs and sayings.
6. Motor activity: outdoor games.
7. Forms and methods of working with parents:
- parent meetings on spiritual and moral topics;
— holding joint educational events (exhibitions, competitions, parent seminars and interviews on a dialogue basis);
— optional classes together with parents: questioning parents in order to identify mistakes and correct the process of spiritual and moral education in the family;
— individual consultations with specialists;
— visual types of work: information stands for parents, moving folders, exhibitions of children’s works, educational games, literature;
— individual work with children at home;
- joint holidays with parents.
The main models of organizing the educational process: joint activity of the teacher and children - involves individual, subgroup, and frontal forms of organization with students.
Within the framework of this model, the following is carried out:
- educational activities implemented in the course of joint activities of adults and children and aimed directly at solving educational problems;
- joint activity of an adult and children, carried out during routine moments and aimed at solving educational problems;
- joint activity of an adult and children, carried out during routine moments and aimed at performing the functions of supervision or care.
— Independent activities of children —
free activity of pupils in the conditions of a developing subject-spatial environment created by the teacher; activities of pupils organized by the teacher, aimed at solving problems related to the interests of other people (help in everyday life, etc.).
— Interaction with parents. The most important aspect of this activity is the establishment of positive interaction with parents, providing information that is interesting and relevant to them about the services of the kindergarten. On this basis, ways to involve parents in the activities of the group where their child is located are thought out. A major role in this process is played by pedagogical education of parents, which is organized in various forms.
Expected final results of the project implementation
Teachers:
— Improving relationships between children, children and parents, children and teachers.
— Establishing trusting and partnership relationships with parents.
— Creating conditions for children to realize their importance in joint activities with teachers and parents.
– Accumulation of methodological material and manuals on the project topic.
– Development of long-term plans for the implementation of assigned tasks, notes for classes with children, holiday scenarios, entertainment on the topic of the project.
Children:
—
Children have ideas about family relationships, their parents; about family traditions, about the peculiarities of family relationships.
— They know their family history.
— Show respect and care for all family members.
— They are able to organize role-playing games based on existing knowledge about the family.
— Children take the initiative on their own: look at illustrations on a given topic, participate in conversations, ask questions; show creativity in their work.
The main result, which we would very much like to hope for, is the child’s assimilation of eternal values: mercy, love of truth, his desire for good and rejection of evil.
Parents:
— Increasing parents’ interest in the work of preschool educational institutions.
— Establishing trusting parent-child relationships.
— Parents’ interest in further cooperation with the preschool educational institution.
— Increasing the level of parental activity in organizing joint activities to raise children.
— They are an example in the pursuit of spiritual growth.
— They understand that only the family, as the child’s first mentor, can instill spiritual and moral values in children.
Evaluation of results:
1. To assess the effectiveness of this project, observe the behavior and communication of children.
2. Carry out the diagnostic methods “Story Pictures” and “Finish the Story” by R.R. Kalinina.
3. Conduct a survey of parents to assess the effectiveness of the project.
Project stages
1. Organizational and preparatory (1 month)
Goal: Determination of main areas of work.
Tasks:
— Studying the opinions of parents on the topic of the project.
— Initial diagnostics with the aim of identifying the level of development of the fundamentals of spiritual and moral education in children of senior preschool age (diagnostic technique “Story Pictures” (modified version of R.R. Kalinina), technique “Finish the story” (Modified version of the technique of R.R. Kalinina) , to identify children’s knowledge about the family, a diagnostic card is used, which consists of 10 questions).
— Development and execution of a project passport.
— Develop a work plan for project implementation.
— Selection of material for developing holiday scenarios, GCD notes, conversations, presentations, recommendations for parents and teachers, etc.
Predicted results: goals, objectives, content of activities, expected results are determined.
2.Basic (2 months)
Goal: Creation of conditions and implementation of activities within the framework of the project. Approbation and experimental verification of the main ideas of the project.
Tasks:
— Provide software and methodological support.
— Develop methodological recommendations for parents on spiritual and moral education in the family.
— Replenishment of the subject-spatial environment.
Predicted results:
— A package of regulatory documents and methodological recommendations has been generated.
— A comprehensive thematic plan, didactic games, manuals, and teaching materials have been developed.
— Monitoring the effectiveness of implemented methods and technologies implemented within the project.
3.Final (1 month)
Purpose: Summing up the work.
Tasks:
— Final diagnostics with the aim of identifying the level of development of the fundamentals of spiritual and moral education in children of senior preschool age.
— Assess the effectiveness and feasibility of implementing the system of work of preschool educational institutions for spiritual and moral education.
— Analyze the results of the project implementation and correlate them with the stated goals and objectives.
— Project presentation
— Registration and description of the progress of implementation and results of the project.
Predicted results: project implementation report.
Project products:
For children:
— A software and methodological kit has been developed, which includes the use of programs, educational and visual aids, manuals for children, periodicals, educational and methodological aids, TSO.
— Development of a long-term plan for the project topic.
— Design of wall newspapers “I love mommy for...,” “Daddy can do anything,” “Our defenders.”
— Albums “Me and my family.”
— Drawings “My Family.”
— Joint entertainment with parents “Mom’s Day”, “Dad, Mom, I – a great family”
For teachers:
—
Long-term plans, GCD notes, presentations for children.
— Card index of visual aids and literature on the topic of the project.
— CD with a presentation of the project.
— Developed: leisure scenario “Mother’s Day”, “Summaries of direct educational activities on the topic of the project.
— Protection of children’s and parent’s mini-projects on the topic of the general project.
For parents:
—
Collages “Mom’s Profession”, “Dad’s Profession”.
— Joint entertainment with children “Dad, Mom, I are a great family.”
— Parent meeting “Happy family. What is she like?
— Samples of joint creativity (wall newspapers, photo stand, drawings).
— Recommendations for parents: “We play with the child at home,” “Game is not fun!”, “A day off, mom is with me all day,” “Mom and grandma are a volcano of passions.”
— Development of topics for parent meetings, etc.
— Development of methodological recommendations on the project topic.
Formation of the resource base of preschool educational institutions. To implement the project, a subject-spatial environment must be created in the group, i.e. conditions necessary to create a social situation for the development of children, corresponding to the specifics of preschool age, ensuring the full development of the personality of children in all main educational areas, namely: in the areas of social - communicative, cognitive, speech, artistic - aesthetic and physical development of the personality of children.
Structure and content of the project: work with children is planned by the teacher differentially in the morning and evening hours, carried out in joint activities of an adult with children during specially organized educational situations and in independent free activity of children.
Project Implementation Plan
1. Organizational and preparatory stage.
Goal: determining the main directions of work.
Tasks:
— Studying the opinions of parents.
— Initial diagnostics with the aim of identifying the level of development of the fundamentals of spiritual and moral education in children of senior preschool age.
— Development and execution of a project passport.
— Development of a plan for project implementation.
— Selection of material for developing holiday scenarios, GCD notes, conversations, presentations, recommendations for parents.
Activities implemented during the project
— Search work to select illustrative material on the topic “Family.”
— Compiling conversations with children on the topic “My family”, “My mother”, “What do I know about myself and my family”, etc.
— Selection of literary works: V. Oseeva “The Magic Word”, “Sons”, V. Kataev “The Seven-Flower Flower”, “Mother’s Work” by E. Permyak, Tatar folk tale “Three Daughters”, Russian folk tales “Sister Alyonushka and brother Ivanushka", "Geese-swans"; “Tiny – Khavroshechka” I. Akim “My Relatives”, V. Dragunsky “My Sister Ksenia”.
— Examination of reproductions of paintings by F. P. Reshetnikov “Deuce Again”, Z. Serebryakova “At Breakfast”, “Daughter Katya with Dolls”, “My Family”.
— Watching cartoons “Masha is no longer a lazy person”, “Meet grandma”, “The smallest gnome”, “Colorful family”, “Be careful, monkeys! ", "Mother for a baby mammoth."
— Conversations with children on the topic of the project.
2. Main stage.
Goal: creating conditions and carrying out activities within the framework of the project. Approbation and experimental verification of the main ideas of the project.
Tasks:
— Provide software and methodological support.
— Develop methodological recommendations for parents.
— Implementation of the project plan.
— Replenishment of the subject-spatial environment.
Activities implemented during the project
The assigned tasks are implemented in the integration of educational areas: “Socio-communicative development”, “Cognitive development”, “Speech development”, “Artistic and aesthetic development”, “Physical development”.
Working with children during the project
"Social and communicative development"
Role-playing games: “Home”, “Family”, “Kindergarten”, “Who works in kindergarten?”, “My parents’ profession”, “Birthday”, “Drivers”, “Rescuers”. “Visiting grandma”, “Dad’s holiday”, “Mom’s birthday”, “Daughters - mothers”, “Mom at the hairdresser”.
Didactic games: “What is good, what is bad?”, “My good deeds”, “How we live in kindergarten”, “My family, my ancestry”, “I give gifts”, “My name”, “My room” ", "Find objects", "Whose children?", "Who to be", "Who needs what for work."
Construction games: “House for dolls”, “Furniture for dolls”.
Creation of albums: “My family”, “My ancestry”, “What does my name mean?”, “Our holidays in kindergarten”.
Dramatization games based on V. Oseev’s fairy tales “An Ordinary Old Lady”, Dramatizations “Three Mothers”, “A Tale for Mommy”, “A Tale of a Stupid Mouse”.
"Cognitive Development"
“Family composition” “Seven Me”, “My parents’ work”, “My family is my joy”, “Who I live with”, “If the family is together, then the soul is in the place”, “Let’s get to know each other”.
Tour of the kindergarten: “What’s good, what’s bad?”, “My city.”
Excursions to the places of work of parents (with parents) in order to get acquainted with the profession.
Examination of the plot paintings: “My family”, “Mom’s birthday”, “To the store with dad”, “Trip to the country”.
Thematic lessons: “Who do I look like?”, “My ancestry”, “Me and my name”, “Me and my family”, “My family”.
Conversations: “How parents, grandparents, and grandmothers grew up,” “Who are their relatives, friends, neighbors.”
Compiling stories on the topic: “Who do I live with”, “It’s nice in our garden...”, “My dad, mom, grandma, grandpa”, “Mom’s and grandma’s hands”, “My room”, “My favorite activity”, “My best friend”, “What I like to do in kindergarten and at home”, “What I want to be.”
Compiling stories from personal experience on the topic “Family Holidays.” “How we relax as a family,” “Hello, my mom,” “Grandma has a lot of trouble with us.”
Communication: “What can I do to please my loved ones?”, “Why does mom go to bed late?”, “What would I be praised for at home?”
Co-creation of children and parents on the topic of the project.
Communication games: “I’m growing up...”, “Call me affectionately”, “Let’s let the name go to the wind”, “Happy birthday”.
"Speech development"
Reading works and discussing the material read: S. Kaputikyan “My Grandmother”, V. Chernaya “Good Granddaughter”, E. Uspensky “If I were a Girl”, E. Blaginina “Let’s Sit in Silence”, V. Oseeva “Sons”, “Honestly”, A. Kymytval “Grandmother’s Song about a Fidget”, S. Baruzdin “Mom’s Work”, D. Gabe “My Family”, as well as works by N. Nosov, A. Barto, S. Marshak, K. Ushinsky .
Memorization of poems: E. Uspensky “If I were a girl”, L. Kvitko “Grandmother’s hands”, G. Vieru “Don’t stop me from working”, E. Blaginina “That’s how my mother is”, Y. Akim “My relatives” and others . Riddles on the theme: “Family”, “Home”, “Kindergarten”.
Learning proverbs and sayings about family.
Compiling creative stories: “My Family”, “Dad Can”, “My Mommy”.
Looking at family albums.
Conversations about relatives, family, family responsibilities with parallel illustrations.
"Artistic and aesthetic development"
Drawing on the theme: “Weekends in the family”, “Family holidays”, “Who do I live with”, “Portraits of family members”, “How I walk home from kindergarten with mom or dad”, “Family family tree”, “My family”, “My mom”, “My dad” making a collage “Dad’s profession”, “Grandfather and grandma are doing well”.
Application: “Let's decorate an apron for mom,” “Flowers as a gift,” “Bouquet for grandma,” “Gift for dad.”
Modeling: “Let’s bake a cake for mom,” “Beautiful saucer for little sister,” “Roses for mom,” “Vase for flowers.”
Design of exhibitions: “My Family”, “My Kindergarten”.
Drawing holiday cards, souvenirs as gifts for relatives and kindergarten employees.
Children drawing newspapers together: “How we celebrated holidays in kindergarten”, “We love to work”, “Our activities”.
Planar modeling - compiling mosaic plots on family themes.
Conversations with children: “Favorite holidays of family members”, “How I help at home”, “Me and my body”, “Names, patronymics, surnames and their meaning”, “Home address, apartment, my room”, “Our home holiday ", "A day off with mom and dad", "My grandparents" "Traditions of our family", "If you are left at home alone." “Safety at home”, “How we relax in nature with our family”, “My dad is the best.”
"Musical Development"
Listening to music.
Acting out songs and poems about mom and family.
Musical accompaniment of performances and classes, musical games and exercises, listening to musical fairy tales and works, movements to music includes rhythmic, musical-rhythmic games and exercises.
Exercises to develop expressiveness, develop facial expressions, pantomime, articulatory apparatus, motor skills, etc.
Games and situations based on works, games of imitation and improvisation.
When working with children, the following methods are used: musical and rhythmic warm-up; breathing and speech gymnastics; literary and artistic practice (coherent speech); games, a minute of pranks, a physical moment.
Independent activities of children in development areas:
— board-printed, didactic and educational games.
— examination of illustrations and photographs on the topic of the project.
- free creativity in the corner with activities: coloring by theme, applique, modeling, drawing.
- buildings made from building materials on the topic of the project.
Working with parents during the project implementation
Creating a favorable environment, a home atmosphere based on goodwill and interaction.
Questionnaire: “Do you know your child?”; "Family traditions".
Test “What kind of parents are you?”
Thematic consultations: “Games of our childhood”, “Introducing children to folk traditions”, “Strong family - strong Russia”, “Introducing a child to family history”, “Education with love”, “How to create a pedigree for your family”, “Family traditions” .
Memos and recommendations for parents: “The Laws of the Family”, “Five Paths to a Child’s Heart”, “Journey into the Family’s Past”.
Album design “Me and my family”, collage “My family”.
Creation of computer presentations on the project topic.
Stand design: “My family is my joy.”
Carrying out joint musical and sports holidays: “Autumn Festival”, “Mom’s Day”, “Mom, Dad, I am a sports family”, “Visiting Santa Claus”, “Family Day”.
Joint entertainment with parents “We are happy because we are together.”
Creation of a computer presentation “My Family”.
Protection of children's and parents' mini-projects on the topic of the general project.
Joint performance of children and their parents.
Conversations and advice with parents on holiday activities.
Exhibition: photo-paintings “My Family”, crafts “Mom’s Golden Hands”.
Exhibition of fiction.
Recommendation folders.
Consultations on the topics: “Playing with the child at home”, “Game is not fun!”, “Day off, mom is with me all day”, “Mom and grandmother are a volcano of passions.”
Practical consultation: “The world of family hobbies.”
Meetings with interesting people: parents' stories about their profession.
Parent meeting "Basics of education".
Issue of a wall newspaper: “I love mommy for.....”.
3. Final stage.
Purpose: summing up the work.
Tasks:
— Final diagnostics with the aim of identifying the level of development of the fundamentals of spiritual and moral education in children of senior preschool age.
— Assess the effectiveness and feasibility of implementing the system of work of preschool educational institutions for spiritual and moral education.
— Analysis of the results of the project implementation and correlating them with the stated goals and objectives.
— Presentation of the project.
— Registration and description of the progress of implementation and results of the project.
Activities implemented during the project
— Organizing joint leisure time with mothers.
— Preparation of invitation cards for parents.
— Conducting consultations for parents on the topic of the project, etc.
— Organizing the group for leisure and tea with parents.
— Carrying out the event itself.
— Protection of mini projects.
On the topic: methodological developments, presentations and notes
Moral education of preschool children. Conversations on instilling a culture of behavior in preschoolers.
Practical material on developing a culture of behavior in preschoolers. Presented in the form of conversations that can be conducted with children of senior preschool age....
Russian nature... These words easily bring to mind a variety of familiar and dear pictures. Slender pine forests and light birch groves. Green meadows full of freshness and golden grain...
Labor education begins in preschool age, when the child first feels the need for independent activity, declaring his intentions and showing himself to be the subject of his desires and...
Topic: “Spiritual and moral education of preschool children” Folk culture in the system of spiritual and moral education.
1. Relevance of the problem. In the modern world, material values dominate over spiritual ones, so children have distorted ideas about kindness, mercy, generosity, justice, citizenship and patriotism. Therefore, one cannot underestimate the importance of spiritual and moral education for the comprehensive development of personality. In modern socio-economic conditions, the priority areas in the work of preschool institutions are the diversified development of each child and the disclosure of his creative potential. The content of education today is focused not only on enriching key competencies, but also on nurturing the child’s personality, which is understood as the process of formation of the spiritual image of the child’s “I”, where, first of all, conditions are created for the development of the value-semantic sphere of the child’s consciousness, his abilities, and the ability to live in harmony with yourself and the world around you.
Folk culture in the system of spiritual and moral education. Traditions are the most valuable thing in the culture of every nation. It is very important that children from a very early age know what the Fatherland, Motherland, native land is. Therefore, starting from preschool age, children need to be told about the people of their native land, about the natural basis of our existence, about the place where a person was born and lives, about the traditions that are revered. The child needs help in understanding the diversity of connections that exist between us and our ancestors. Only then will the traditions of the past and moral values acquire special meaning for the child, becoming important and relevant today. “We must not forget about our cultural past, about our monuments, literature, language, painting... National differences will remain in the 21st century if we are concerned with the education of souls, and not just the transfer of knowledge,” Academician D. Likhachev.
The museum has what is above all competition - true values. The teaching staff of our institution came up with the idea of creating a museum a long time ago, back in 2000. For several years, in an experimental mode, we have been developing the problem of “Introducing preschool children to the origins of traditional Russian culture.” The entire kindergarten team worked in this direction. Parents and residents of the villages of Sadovoe and Akhmat. Introducing children to museum exhibits can have a huge impact on their general and cultural development, especially if the museum is created by the hands of the children themselves, parents and other relatives, and teachers. At the same time, the choice of the museum’s profile is fundamental: it is important to understand what content of the museum exhibition will provide the pedagogical impact required to improve the quality of upbringing and education of children.
Museum of Russian Life "Gornitsa" During this time, many methodological and creative developments have accumulated, and a large collection of Russian folk crafts and household items has been collected. Initially, individual items were presented in a small volume in the playroom of the senior group of the kindergarten. But gradually the collection increased, and very interesting exhibits appeared that required a special arrangement. Therefore, it was decided to systematize all the material and collect it in a separate room - a museum. This is how the room-museum of Russian life “Gornitsa” appeared.
Excursions and classes in the room-museum “Gornitsa” Classes on museum pedagogy for older preschoolers are held in the museum premises. The classes are conducted by a guide. Children of senior and preparatory groups not only get acquainted with the profession of a “tour guide,” but over time they themselves actively participate in the creation of exhibitions and begin to conduct excursions for their friends, children of junior groups, parents and guests of the preschool educational institution.
Collection of Russian shawls The exhibition of scarves and Russian shawls is constantly updated and replenished with new exhibits. The grandmothers and great-grandmothers of our students carry them, knowing that they will be admired in our museum. Children get acquainted with the art of Pavlovsk masters.
Collection of lace Lace collars, napkins, lace tablecloths - all these exhibits are original, made by craftswomen of the early 20th century, almost none of them are alive, and their handicrafts are admired by children, their parents, village residents and even guests from other cities.
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Filtering information, or the important role of television
We will not talk now about the dangers of the TV itself (computer, tablet). Doctors talk a lot about this, but we will remind you of the colossal influence that what a small viewer watches has on moral education. Any seemingly most harmless cartoon carries a semantic load . The beloved hero becomes a role model; his behavior makes adjustments to the upbringing of the preschooler. Therefore, pay attention to what your baby is watching?
In the last century, during that same Soviet era, the state solved this problem for parents with the help of Soyuzmultfilm. Everything that appeared on the screens had an educational purpose. Cartoons taught people to be kind, well-mannered, educated, and hardworking. They taught to love their homeland, love their parents, make friends and respect their elders. And even the “evil” in Soviet cartoons, for the most part, was kindly charming and funny. Do we need to remind you what the level of morality was in the country?
Today the filter and censorship were completely turned off . All kinds of monsters, ugly characters, constantly swearing, shoving, rude, ill-mannered and unkempt, look at the baby from the TV screen.
Important
Notice what information is conveyed by low-quality cartoons from cheap commercial channels?
What children see and what they take in:
- Aggression. An eye for an eye, a tooth for a tooth, and that's putting it mildly. Hit, push, throw something at someone who annoys you;
- Selfishness. Every man for himself in this world;
- Lack of compassion. Laugh if someone is hurt, pass by if someone needs help. Plus the endless pain that the heroes experience. They are beaten, a weight falls on them, they fall from a height, and there are no feelings of regret - children are asked to laugh at an animal that has fallen from a height (example);
- Cunning. To deceive, to deceive in order to achieve a goal;
- Bad manners (how I want to talk about Peppa Pig). Cartoon characters are not shy about the sounds of their bodies (and laugh fervently at this), they climb into the mud and enter without knocking.
Logical thinking task for children 5, 6 and 7 years old
And these characters can become examples of moral culture, just think about it. Cheap videos filled the Internet. Children independently click cartoons on their tablets and computers, while their mothers rush to do household chores. This “information dump” poses a serious danger and damages not only the morality of children, but also their fragile psyche as a whole. Choose only those cartoons that teach goodness and justice - the basis of moral education.
Slide captions:
MKDOU Novovoronezh kindergarten No. 8 SPIRITUAL AND MORAL EDUCATION OF PRESCHOOL CHILDREN Competition “Star of Bethlehem”
Childhood is the time of development of all human powers, both mental and physical, the acquisition of knowledge about the world around us, the formation of moral skills and habits. In preschool age, there is an active accumulation of moral experience and turning to spiritual life.
Goals of spiritual and moral education of a preschooler: To lay the foundations of a spiritual and moral personality with an active life position, the ability to excel and harmoniously interact with other people. To cultivate in children mercy, compassion, the ability to forgive insults, the desire to help those in need, to be tolerant and peaceful in relationships with everyone. Learn to be an example for others not in words, but in deeds, avoid evil, envy - be content with what you have, be able to ask for forgiveness, act honestly, never do to others what you do not want for yourself. Contribute to the preservation of purity and chastity Open the way to spiritual improvement and knowledge of national culture
OBJECTIVES OF EDUCATION: To foster patriotic feelings that connect different generations. Teach ethical behavior and self-discipline. Improve artistic taste, develop the creative potential of each child. To form artistic and speech skills, to replenish children’s vocabulary. To cultivate spiritual and moral feelings, revealing the meaning of Orthodoxy in a person’s life as an act of love, kindness, humanity, and unity. Orient the family towards the spiritual and moral education of children.
A characteristic feature of the work to form a spiritual and moral attitude towards cultural heritage and a sense of belonging to it is the introduction of children to peasant culture and way of life. Peasant art enters the life of a modern child along with folk songs, fairy tales, and epics, which is why it is so close and understandable to him. Teachers of our preschool educational institution, together with parents and children's theaters, help children gain an understanding of different types of folk art and experience their relationship to them in productive, playful activities.
Introducing a child to folk art develops his taste and respect for material values created by previous generations.
The optimal way for spiritual and moral education in kindergarten is to hold holidays
We remember! We are proud!
Exhibition of nesting dolls Teachers involve children and parents in the process of making folk toys, costumes and other items. This is very important, as it allows us to show the continuous connection of generations and the connection of art with spiritual traditions. Easter kaleidoscope
We introduce children to folk costume. We always turn to the game. Folk games are an integral part of the spiritual and moral education of preschool children.
Action “Children of Russia for Peace” Drawing – winner of the All-Russian competition “My Family”
Cooperation with the school
The spiritual and moral education of preschool children is a kind of core around which it is advisable to build the entire process of their upbringing and education. A preschool teacher establishes a spiritual connection with a child every day. “A teacher who does not fetter, but frees, does not break, but shapes, does not suppress, but elevates, does not dictate, but teaches, does not demand, but asks, experiences many inspired moments with the child.” J. Korczak
Interaction with society
Guests are always welcome! See you soon!
Expected results - a child graduate: Knows and respects the main socio-forming domestic folk traditions, loves the Motherland, native land, home, neighbors, respects elders; Respects the work of other people and conscientiously performs his duties; Keeps the thousand-year traditions of the defenders of our Motherland, feels responsible for the lives of his loved ones and his Fatherland; Considers his own and other people’s behavior from a traditional Russian Christian moral point of view; Knows and applies in practice generally accepted norms and rules of conduct; Shows a friendly attitude towards people around him, wildlife, culture, literature, art; Possesses age-appropriate communication skills and abilities; Perceives the beauty of the native language, strives to avoid words and expressions that clog the native speech.
Personal example - its role in moral education
As we wrote above, children cannot be taught morality; they can only learn it from adults. Adults are an example for preschool age. Especially the example of parents. Parents are ideal for the baby . Everything they do is right and good for him by default. If a mother raises her hand to a child, and a father resolves conflicts with his fists (or worse, hits the mother), then they can tell him as much as they want that fighting is not good, but he has already taken the model of behavior from his parents, and for him it is the only correct one .
Goals and objectives of moral education
For children, sources of moral education are:
- Parents;
- The adults around him (caregivers, teachers, relatives, older brothers and sisters);
- Fairy tales (especially folk tales, and not only Russian ones);
- TV and Internet;
- Environment.
Attention
Recognizing someone as an authority, the child consciously (and more often subconsciously) copies his behavior, and this, for a second, forms the foundation of his moral image. Therefore, dear parents, educators, and simply elders, be careful about your behavior if you want our future generation to be morally and spiritually educated.
