Test for schoolchildren on spiritual topics. Experimental work on identifying moral qualities in fairy tales by older preschoolers

Diagnostics formation moral ideas in older children up to school age

I use these methods to monitor the effectiveness of work on the moral education and emotional development of preschool children.

"Finish the story"(modified version by R.M. Kalinina).

Target: to study the understanding of moral norms by children of senior preschool age (generosity - greed, hard work - laziness, truthfulness - deceit, attention to people - indifference), determine the ability of children to relate these norms to real life situations, resolve problem situations on the basis of moral norms and give basic moral assessment.

In an individual conversation, the child is asked to continue each of the proposed stories (“I will tell you stories, and you finish them”) and answer questions. After this, four stories are read to the child in turn (in random order).

1. Lyuba and Sasha were drawing. Lyuba drew with a red pencil, and Sasha with a green one. Suddenly Lyubin's pencil broke. “Sasha,” said Lyuba, “can I finish the picture with your pencil?” Sasha answered... What did Sasha answer? Why? What did Sasha do? Why?

2. For Katya’s birthday, her mother gave her a beautiful doll. Katya began to play with her. Her younger sister Vera came up to her and said: “I also want to play with this doll.” Then Katya answered... What did Katya answer? Why? What did Katya do? Why?

3. The children built the city. Olya stood nearby and watched others play. The teacher approached the children and said: “We are going to have dinner now. It's time to put the cubes in the box. Ask Olya to help you." Then Olya answered... What did Olya answer? Why? What did Olya do? Why?

4. Petya and Vova played together and broke a beautiful, expensive toy. Dad came and asked: “Who broke the toy?” Then Petya answered... What did Petya answer? Why? What did Petya do? Why?

Analysis of results:

All the child’s answers are recorded verbatim in the protocol, if possible.

0 points - the child cannot continue the story or gives a monosyllabic answer, cannot evaluate the children’s actions.

1 point - the child evaluates children’s behavior as positive or negative (right or wrong, good or bad), but does not motivate the assessment and does not formulate a moral one.

2 points - the child names a moral standard, correctly assesses the behavior of children, but does not motivate his assessment.

3 points - the child names a moral norm, understands its significance for human relationships and can justify his opinion, correctly evaluates the behavior of children and motivates his assessment.

The results of this technique make it possible to identify what moral norms children have mastered, how they understand the peculiarities of the feelings of the people around them, and suggest the identification of different levels of children’s mastery of moral norms and rules.

"Subject pictures" modified version of R.M. Kalinina)

Target: Study the emotional attitude towards such moral qualities.

The pictures for children of senior school age present the following moral standards that are polar in their characteristics:
Stimulus material for middle and older children

I. Generosity-greed.Contents of pictures:

1) the boy treats everyone with sweets from the box, smiling.

2) the girl covers all the toys from the children around her with her hands.

II. Acceptance-indifference. Contents of pictures:

1) a little girl is crying, another one is comforting her, the expression on the second girl’s face is sympathetic.

2) one boy is crying over a broken car, the other is pointing his finger at it and laughing.

III. D friendliness-conflictContents of pictures:

1. children play together on the carpet.

2) two children take a toy horse from each other.

IV. A neatness - sloppinessContents of pictures:

1) the girl combs her hair in front of the mirror.

2) a girl in a dirty dress, unkempt, tears out pages from a book.

V. Ve blandness - inattention to adultsContents of pictures:

1) the child offers the woman a chair, she smiles.

2) the grandmother is sitting sad, holding her head; the boy plays the drum, laughs.

Teacher's instructions: “I will show you different pictures about children. Choose pictures in which children behave well and in which they behave badly.” After presenting each pair of pictures, children of senior preschool age are asked the question “Why do you think so?” After completing the first task, pictures II, III, V pairs are laid out in front of the child, one at a time, and asked the questions “What is the mood of the people in this picture? What do you think they feel? Why?”

Note: The child must give a moral assessment of the actions depicted in the picture, which will reveal the children’s attitude to moral standards. Particular attention is paid to assessing the adequacy of the child’s emotional reactions to moral norms: a positive emotional reaction (smile, approval, etc.) to a moral act and a negative emotional reaction (condemnation, indignation, etc.) to an immoral one.

Analysis of results:

0 points - The child arranges pictures incorrectly (in one pile there are pictures depicting both positive and negative actions), emotional reactions are inadequate or absent. In older preschool age, the child either incorrectly names the feelings of other people or refuses to answer this question.
1 point – The child arranges the pictures correctly, but cannot justify his actions; emotional manifestations are not expressed when evaluating actions. An older preschooler cannot correlate the mood of people in the pictures with a specific situation or explain them.
2 points – By correctly arranging the pictures, the child justifies his actions; emotional reactions are adequate, but weakly expressed. The child correctly names people's feelings, but cannot always explain their reason.

3 points – The child correctly selects children’s actions and justifies his choice. In older preschool age, he names the moral norm; emotional reactions to the actions of the heroes of the situation are adequate and vivid.

“Observation” technique

1. Emotions (social)

1.1. Understands the experiences of others, shows care, mutual assistance, sympathy, responds adequately to the failures of others; motivates his decision with a moral norm (+)

1.2. Reacts adequately to the failures of others, but does not show care, sympathy, mutual assistance. Reacts indifferently or inadequately to the failures of others, does not show care, sympathy, compassion (-).

2. Arbitrariness of emotions

2.1. In uncomfortable situations, he is patient, calm, balanced, and knows how to restrain his emotions (+).

2.2. In uncomfortable situations he is not restrained, he can be aggressive and hot-tempered (-).

3. Moral development (moral judgment, awareness of moral standards).

3.1. Able to correctly evaluate one’s behavior, motivating the evaluation with a moral norm; possesses moral judgments and rationally explains his actions (+).

3.2. Names the norm, correctly assesses the behavior of children, but does not motivate his assessment.

3.3. Evaluates children's behavior as positive or negative, but does not motivate the assessment and does not formulate a moral standard (-).

3.4. The child’s behavior is stable, positively directed, he is polite, tactful (+).

4. Moral self-regulation.

4.1. Does not always listen to the comments and demands of an adult, may break rules, and is not always polite and tactful.

4.2. The child’s behavior is unstable, situational, he often displays negative behavior, is tactless, impolite (-).

Analysis of results:

Children who received a greater number of advantages (75–100%) are characterized as well-developed morally and emotionally;

50 – 75% plus signs, emotional and moral development is sufficient, but attention should be paid to some of its features;

Less than 50% of the pluses are children with insufficiently developed moral qualities and possible emotional distress

To study the development of the moral sphere of children (cognitive, emotional and behavioral components of moral development), psychodiagnostic methods of L.A. are used. Golovey and E.F. Rybalko.

"Conversation" method. Using the conversation method, it is possible to identify ethical knowledge and ideas about the moral qualities of preschool children.

Target. Studying children's ideas about moral qualities.

Study preparation. Prepare questions for the conversation:

1. Who can be called good (bad)? Why?
2. Who can be called honest (deceitful)? Why?
3. Who can be called good (evil)? Why?
4. Who can be called generous (greedy)? Why?
5. Who can be called brave (cowardly)? Why?

Conducting research. Conversations are conducted individually. The child is asked questions and listened to carefully.

Data processing. Identification of the number of qualities that children were able to explain. Correlate the data with the approximate content of a preschooler’s ideas about moral and volitional qualities:
At 3 - 4 years old. Elementary ethical knowledge and ideas about “what is good and what is bad” are formed. A negative attitude towards rudeness and greed is formed. Based on examples from the child’s experience and his specific actions, knowledge and ideas about kindness, mutual assistance, friendship, and truthfulness develop.
45 years. Ethical knowledge and ideas about justice, kindness, friendship, and responsiveness are developed based on the analysis of everyday situations and literary works.
5 - 6 years. Generalized ethical knowledge and ideas about truthfulness, justice, courage, modesty, politeness, hard work, responsiveness, and caring are developed using specific examples (“A truthful person is one who does not take other people’s things, always tells the truth, etc.”).
6 - 7 years. Generalized ethical knowledge and ideas about kindness, honesty, justice, and friendship continue to develop. A negative attitude develops towards such immoral qualities as cunning, deceit, cruelty, selfishness, cowardice, and laziness.

“Finish the story” technique. Using the technique, knowledge about moral standards, rules of conduct in a given situation, and the ability to evaluate the actions of others are tested. The study is carried out individually with each child. Instructions: “We will tell stories, and you finish them.” Children are given the following example situations:

Story 1. Children built a city. Olya stood and watched others play. The teacher approached the children and said: “We are going to have dinner now. It's time to put the cubes into boxes. Ask Olya to help you." Then Olya answered... What did Olya answer? Why? What did she do? Why?

Story 2. Katya’s mother gave her a beautiful doll for her birthday. Katya began to play with her. Then her younger sister Vera came up to her and said: “I also want to play with this doll.” Then Katya answered...What did Katya answer? Why? What did Katya do? Why?

Story 3. Lyuba and Sasha were drawing. Lyuba drew with a red pencil, and Sasha with a green one. Suddenly Lyubin's pencil broke. “Sasha,” said Lyuba, “can I finish the picture with your pencil?” Sasha replied...
What did Sasha answer? Why? What did Sasha do? Why?

Story 4. Petya and Vova were playing together and broke an expensive beautiful toy. Dad came and asked: “Who broke the toy?” Then Petya answered...
What did Petya answer? Why? What did Petya do? Why?

Then the results are processed.
0 points - the child could not evaluate the children’s actions (low level).
1 point - the child assessed the children’s actions, but not correctly (low level)
2 points - the child did not evaluate all the children’s actions correctly ( average level).
3 points - the child assessed all the children’s actions correctly (high level).

Methodology “Story Pictures”. Goal: to identify in children the ability to distinguish good actions from bad, give a moral assessment of these actions, and demonstrate an emotional attitude towards moral standards.

Individually, each child is presented with pictures depicting the positive and negative actions of their peers. The instructions are given: “Arrange the pictures so that on one side there are those with good deeds on them, and on the other - bad ones. Lay out and explain where you will put each picture and why.”

The study is carried out individually. The protocol records the child’s emotional reactions and explanations. The child must give a moral assessment of the actions depicted in the picture, which makes it possible to identify the children’s attitude to moral standards. Particular attention is paid to assessing the adequacy of the child’s emotional reactions to moral norms: a positive emotional reaction (smile, approval, etc.) to a moral act and a negative emotional reaction (condemnation, indignation, etc.) to an immoral one.

Processing the results:
0 points - the child arranged the pictures incorrectly (in one pile there were pictures depicting both positive and negative actions), emotional reactions were inadequate or absent.
1 point - the child correctly laid out the pictures, but could not justify his actions; emotional reactions were inadequate (low level).
2 points - the child correctly laid out the pictures, justified his actions, emotional reactions were adequate, but weakly expressed (average).
3 points - the child justified his choice (perhaps named a moral standard); emotional reactions were adequate, vivid, manifested in facial expressions, active gestures, etc. (high level)

Observation method, including participant observation, when in games, joint activities and conversations with children we evaluate:
- emotional manifestations of children: in what mood does the child most often come to the group? ;
- communication skills preschoolers with peers and adults: do they show initiative, active communication or shyness, timidity, indecisiveness; do they know how to interact with peers - resolve conflicts, negotiate, take turns, establish new contacts; communicate politely, make contact, accept suggestions from peers and adults;
- manifestations of children in various types activities (the ability to independently put forward an idea, an action plan, the ability to act in accordance with the plan, correct mistakes, evaluate one’s activities, attitude to the instructions of an adult, advice from peers, etc.).

As a result of the selected methods, it is possible to identify the level of social and moral development of preschool children.

Diagnosis was carried out using a 3-point system:

1 point – low level, the child has no idea of ​​the concepts;

2 points – average level;

3 points – high score.

1 point – the child has no idea about the concepts; teacher assistance is needed in assessment or behavior;

2 point – the child does not determine precisely whether he begins to use initiative in his assessment or behavior;

3rd point – independently defines a concept and strives to make his own choice.

I. Generosity-greed.

1. Definition of the concept by children;

2. Evaluate the hero by his actions;

3. Taking advantage of the situation.

You have 2 candies, and there are many children in the group. What do you do with candy?

a) eat it yourself;

b) share with best friend;

c) ask the teacher to divide them among everyone.

II. Honesty is a lie.

1. Definition of a concept by a child.

2. Assess the situation.

3. Observation.

III. Hard work is laziness.

1. Definition of the concept by children.

2. Observation: are they willing to be on duty (in the dining room, in a corner of nature, carrying out orders from adults).

3. Conversation on the fairy tale “The Needlewoman and the Sloth.”

VI. Courage-cowardice.

1. Definition of the concept.

2. Conversation on artistic performance.

3. Evaluate the action.

V. Good-evil

1. Definition of concepts by children.

2. Evaluate the other person’s actions.

3. An act that made you happy, an act that made you sad.

VI. Justice-injustice

1. Definition of concepts.

2. Compliance with the rules of the game.

3. Evaluate the action.

APPENDIX 2

Questionnaire for parents

1. Do you consider the moral principle to be the most important components of personality?

· I don’t put it first

2. Do you agree that the foundations of morality and etiquette are laid before school?

· Not certainly in that way

3. What moral qualities do you value in people? ____________________________________________________________________________________________________________________________________

4. In your opinion, with the formation of what moral categories is it necessary to begin raising children?

kindness friendship sincerity

love honesty courage

respect justice hard work

5. How do you define obedience?

· Moral behavior

· The power of parents

· Powerlessness of parents

6. In the eyes of your child, do you always act rightly and fairly?_________________________________________________

7. Do you agree that the foundations of moral behavior are laid primarily in the family?

· Not really

8. Do you have methods of moral education in your parental baggage?

· Life situations

· Fiction

· Discussion

9. Do you feel a desire to hear about your child “good manners”, “well brought up”?

10. Do you agree that moral qualities and ideas influence a child’s behavior?

· Not always

11. Is it easy for a child to make a moral choice?________________________________________________________________

12. Do you think that you lack experience and knowledge about the characteristics of the emotional, moral, and ethical development of a child?________________________________________________________________________________________________________________________________________________

APPENDIX 3

Results of a survey of parents on the moral education of children

APPENDIX 4

Thematic planning

APPENDIX 5

Fiction,

A 5-year-old child’s interest is increasingly directed towards the sphere of relationships between people. The adult's assessments are subject to critical analysis and comparison with one's own. Under the influence of these assessments, the child’s ideas about the real self (what I am, what I am according to the attitude of my parents towards me) and the ideal self (what kind of me, how good can I be?) are differentiated more clearly.

There is further development of the cognitive sphere of the preschool child’s personality.

Development of arbitrariness and strong-willed qualities allow the child to purposefully overcome certain difficulties specific to a preschooler. Subordination of motives also develops (for example, a child may refuse noisy play while adults are relaxing).

Interest in arithmetic and reading appears. Based on the ability to imagine something, a child can decide simple geometry problems.

The child can already remember something on purpose.

In addition to the communicative function, the planning function of speech develops, i.e. the child learns arrange your actions consistently and logically(formation of self-control and regulation), talk about it. Self-instruction develops, which helps the child in advance organize your attention on upcoming activities.

An older preschooler is able to distinguish the entire spectrum of human emotions, he develops stable feelings and relationships. “Higher feelings” are formed: emotional, moral, aesthetic.

To emotional feelings can be attributed:

Curiosity;

Curiosity;

Sense of humor;

Astonishment.

Towards aesthetic feelings can be attributed:

Sense of beauty;

Feeling heroic.

To moral feelings can be attributed:

Feeling of pride;

Feeling of shame;

Feeling of friendship.

Against the background of emotional dependence on the assessments of an adult, the child develops a desire for recognition, expressed in the desire to receive approval and praise, to confirm his importance.

Quite often at this age, children develop such a trait as deceit, that is, a deliberate distortion of the truth. The development of this trait is facilitated by a violation of parent-child relationships, when a close adult, with excessive severity or a negative attitude, blocks the child’s development of a positive sense of self and self-confidence. And in order not to lose the trust of an adult, and often to protect himself from attacks, the child begins to come up with excuses for his mistakes and shift the blame onto others.

Moral development of an older preschooler in depends largely on the degree of adult participation in it, since it is in communication with an adult that the child learns, comprehends and interprets moral! norms and rules. It is necessary to form the habit of moral behavior in a child. This is facilitated by the creation of problematic situations and the inclusion of children in them in the process of everyday life.

By the age of 7, children of senior preschool age have already developed a fairly high level of competence in various types of activities and in the sphere of relationships. This competence is manifested primarily in the ability to make one’s own decisions based on existing knowledge, skills and abilities.

The child has developed a stable positive attitude towards himself and confidence in his abilities. He is able to show emotionality and independence in solving social and everyday problems.

When organizing joint games, he uses an agreement, knows how to take into account the interests of others, and to some extent restrain his emotional impulses.

The development of arbitrariness and volition is manifested in the ability to follow the instructions of an adult and adhere to the rules of the game. The child strives to complete any task efficiently, compare it with a model and redo it if something did not work out.

Attempts to independently come up with explanations for various phenomena indicate a new stage in the development of cognitive abilities. The child is actively interested in educational literature, symbolic images, graphic diagrams, and makes attempts to use them independently. Children of older preschool age tend to predominate socially significant motives over personal. In the process of assimilating moral norms and rules, an active attitude towards one’s own life is formed, empathy and compassion develop.

The self-esteem of a child of senior preschool age is quite adequate; it is more typical to overestimate it than to underestimate it. The child evaluates the result of activity more objectively than behavior.

At the age of 6-7 years, visual-figurative thinking with elements of the abstract develops. However, the child still experiences difficulties in comparing several features of objects at once, in identifying the most significant in objects and phenomena, in transferring the acquired skills of mental activity to solving new problems.

In an older preschooler, the imagination needs support from an object to a lesser extent than at previous stages of development. It turns into internal activity, which manifests itself in verbal creativity (counting books, teasers, poems), in the creation of drawings, modeling, etc.

There is a gradual transition from play as a leading activity to learning.

Psychological readiness for school.

If you want to diagnose your child, then you can do this via the Internet (with a web camera) by contacting me, a psychologist

Subpages:

PAGE_BREAK--Morality consists of awareness of certain moral norms and requirements fulfilled by a person on the basis of internal needs and the ability to follow them at every given moment of his life and activity. Morality is the morality learned and accepted by a person.
Morality is determined by the sphere of actions in relation to other people, reflecting the practically active position of a person. At the same time, morality is not an innate property; a child becomes familiar with morality in the process of his development, in the course of his communication with people. The sooner a child’s familiarization with moral values ​​begins, the more firmly they will be strengthened as personality traits, making up the moral character of a person.
The morality of a junior schoolchild is the totality of his consciousness, skills and habits associated with compliance with moral standards and requirements. The rules and requirements of morality will only become moral characteristics when they begin to manifest themselves in behavior and are strictly observed.
A moral person is one for whom the norms, rules and requirements of morality appear as his own views and beliefs, as deeply meaningful and habitual forms of behavior that have nothing to do with mechanical submission forced only by external circumstances and requirements. This is how a student behaves in the absence of other people, when he does not experience external control. The development of such views, beliefs and corresponding habits is the goal of moral education.
The identification of morality as a principle that forms the personality is legitimate, since a person is always assessed from the point of view of morality, values, norms and standards accepted in society. So, I.S. Yakimanskaya sees the most important goal of education as the student’s orientation, first of all, “on values ​​rather than on final goals (the main question becomes “what to be” and not “who to be”).”
Success educational process depends on many psychological and pedagogical factors, but primarily on the motivation of students.
Moral values ​​are the highest human values, the main categories that define them are the category of goodness and conscience, which is due for the good; they cover a set of actions (service), principles, norms of moral behavior and are formed on the basis of those realities and actions on the basis of which a person evaluates, approves, that is, perceives them as kind, good, fair.
The general category for designating moral values ​​is the category of good (good), which covers the entire indefinite set of actions, principles and moral norms.
Moral values ​​are genetically derived from the values ​​of society and act as internal carriers of social regulation, stable motivational formations, which are manifested, on the one hand, in a person’s desire for relationships and actions that correspond to moral standards, on the other hand, in the awareness of oneself as free, conscientious and responsible person.
It should be emphasized that the enrichment of the world of moral values ​​is the moral improvement of the individual.[Bozhovich, 2000: 173]
At the same time, moral requirements, norms, and mores receive a certain justification in the form of ideas about how a person should live, behave in society, etc.
Education is the process of purposeful personality formation. This is a specially organized, managed and controlled interaction between educators and students, the ultimate goal of which is the formation of a personality that is necessary and useful to society.
The concept of “moral education” is comprehensive. It permeates all aspects of human life.
Moral education- this is a purposeful and systematic influence on the consciousness, feelings and behavior of pupils in order to form in them moral qualities that meet the requirements of public morality.
Moral education is effectively carried out only as an integral pedagogical process.
The result of the holistic process is the formation of a morally integral personality, in the unity of its consciousness, moral feelings, conscience, moral will, skills, habits, socially valuable behavior.
Moral education includes: the formation of consciousness of connection with society, dependence on it, the need to coordinate one’s behavior with the interests of society; familiarization with moral ideals, requirements of society, proof of their legitimacy and reasonableness; transformation of moral knowledge into moral beliefs, creation of a system of these beliefs; the formation of stable moral feelings, a high culture of behavior as one of the main manifestations of a person’s respect for people; formation of moral habits.
Moral education of an individual is a complex and multifaceted process, including pedagogical and social phenomena.[Kairov, 1999: 103]
The main tasks of moral education:
1. formation of moral consciousness;
2. education and development of moral feelings;
3. development of skills and habits of moral behavior.
So, moral education is a purposeful and systematic influence on the consciousness, feelings and behavior of students in order to form in them moral values ​​that meet the requirements of public morality.
The most important means of moral education is the use of moral ideals created in culture at different stages of historical development, i.e. models of moral behavior to which a person strives. As a rule, moral ideals are formed within the framework of a humanistic worldview as a generalized system of views and beliefs in which a person expresses his attitude towards the natural and social environment around him and is centered around man. At the same time, a person’s attitude contains not only an assessment of the world as an objective reality, but also an assessment of his place in the surrounding reality, connections with other people.
1.3 Criteria and levels for diagnosing the moral education of children of primary school age
Moral education is characterized by the level of knowledge of the essence and understanding of moral qualities, norms, rules, conscious acceptance of universal human values ​​and focus on them in any, including aesthetic, creatively oriented activities, as well as the nature and level of emotional manifestations.
Let us highlight the criteria for the moral education of children of primary school age:
1) cognitive criterion, its indicator: completeness and volume of moral ideas and concepts;
2) emotional-value criterion, its indicators:
a) the belief in the need for a value-based attitude towards people;
b) the ability to emotionally experience the moral aspects of the surrounding reality and human relationships;
3) behavioral criterion, its indicators:
a) the ability to give a moral assessment of the behavior of oneself and others;
b) the presence of practical experience of readiness to follow accepted moral norms and rules of behavior;
c) the degree of independence in moral choice in the process of overcoming problems (difficulties, obstacles) , guided by accepted moral requirements, norms and rules of behavior.[Koldunov, 2007: 91]
The system of activities for diagnosing and purposefully improving the psychological culture of students is a relatively recently emerged area of ​​psychological and pedagogical activity.
The development of a person’s psychological culture is the acquisition by children of such knowledge and skills that would help them understand their inner world, build their lives, and choose a path in life. In this case, what educational methods and techniques the teacher uses when working with the child is of great importance.
Education of morality, determination, culture of communication, value orientations of the individual - such tasks, as a rule, are given priority by teachers today. After all, value orientations, in contrast to norms, presuppose a person’s choice (from an individual act to a life path), and therefore it is in situations of choice that meaning-forming motives are most clearly manifested. In this case, value can serve as a motive, i.e. motivate and direct actual human behavior. An internal conflict may arise between value and norm, defined as a discrepancy between duty and desire, understood and actually effective, desired and accessible. The ability to make choices based on established values ​​is one of the essential characteristics of a person. The value-semantic component constitutes the “core” of the personality structure and characterizes its orientation.
The focus of modern education on establishing the basis of students’ personal culture, of which psychological culture is a part, leads to the need to develop its diagnostics.
There are a number of methods that reveal the level of moral education of students.
The main method that allows us to study and analyze the level of education of modern schoolchildren is the method of M.I. Shilova. This is an accessible diagnostic program containing criteria or, according to Dahl, “signs” for recognition. Such a sign for recognizing the progress of children in moral development and the manifestation of personal qualities is considered to be the ratio of external regulation and internal self-regulation of activity and behavior, an active personal position, indicating the manifestation of some of the first signs of citizenship.
The moral world of the personality of a junior schoolchild is characterized by three levels: high, medium, low.
High level:
- deep and complete knowledge about moral values, that is, the ability to highlight their main and most essential characteristics, creatively apply the acquired knowledge to organize and analyze one’s behavior and the behavior of others, the ability to establish a close connection between moral knowledge and behavior;
- emotional coloring of the acquired knowledge;
- presence of own value judgments;
- feelings are stable, deep, conscious, effective, empathy is shown;
- a stable trend of moral behavior.
Average level:
- having a certain amount of knowledge about moral values, the ability to highlight their essential features, and give examples of their manifestation in practice;
- emotional coloring of knowledge;
- presence of own, but sometimes situation-dependent value judgments;
- a stable position in relation to moral values;
- feelings are conscious, deep, sympathy is shown, but sometimes indifference depending on the situation;
- a stable trend of positive behavior.
Low level:
- knowledge is fragmentary, the ability to connect it with real manifestations in life is not always demonstrated;
- emotionally weakly colored;
- value judgments about your behavior and the behavior of people around you are rare, and sometimes completely absent depending on external factors;
- compassion is shown at the level of intention;
- there is no stable position in relation to moral values;
- there are cases of frequent manifestation of negative behavior.[Yanovskaya, 2003:204]
Thus, the main criteria of a person’s morality can be his beliefs, moral principles, value orientations, as well as actions towards loved ones and strangers. It follows that a person for whom the norms, rules and requirements of morality act as his own views and beliefs (motives), as habitual forms of behavior, should be considered moral.
Habitual behavior is formed by repeated actions. It consistently allows a person, under the same, similar conditions, to always act as needed.
Conclusions on chapter 1

2.1 Using the method of ethical conversation as a means of instilling moral values
Ethical conversation is a method of systematic and consistent discussion of knowledge, involving the participation of both parties - the teacher and the students. The teacher listens and takes into account the opinions and points of view of his interlocutors, builds his relationships with them on the principles of equality and cooperation. Ethical conversation is called because its subject most often becomes moral, moral, ethical problems. [Podlasy, 2001: 157]
The purpose of an ethical conversation is to deepen and strengthen moral concepts, generalize and consolidate knowledge, and form a system of moral views and beliefs.
Ethical conversation is a method of attracting students to develop correct assessments and judgments on all issues that concern them. By discussing situations and specific actions, children more easily comprehend their essence and meaning.
The peculiarity of conducting ethical conversations in primary school is that they can include dramatizations, reading excerpts from works of art, recitation, but we must not forget that an ethical conversation should be dominated by a lively exchange of opinions and dialogue. After its implementation, the class teacher needs to work to deepen the identified moral concepts and norms of behavior, organizing the practical activities of children.
The effectiveness of an ethical conversation depends on compliance with a number of important conditions:
- The conversation should be problematic in nature. The teacher should stimulate non-standard questions and help schoolchildren find answers to them themselves.
- An ethical conversation should not be allowed to develop according to a pre-prepared scenario with memorization of ready-made or prompted answers by adults. Children need to respect the opinions of others, patiently and reasonedly develop the correct point of view.
- You also shouldn’t allow the conversation to turn into a lecture: the teacher speaks, the students listen. Only openly expressed opinions and doubts allow the teacher to direct the conversation so that the children themselves come to a correct understanding of the essence of the issue being discussed. Success depends on how warm the nature of the conversation is and whether the students reveal their souls in it.
The material for the conversation should be close to the emotional experience of the students. Only when based on real experience can conversations on abstract topics be successful.
During the conversation, it is important to identify and compare all points of view. No one’s opinion can be ignored; it is important from all points of view – objectivity, fairness, culture of communication.
Proper guidance of ethical conversation is to help students come to the right conclusion on their own. To do this, the teacher needs to be able to look at events or actions through the eyes of the student, understand his position and the feelings associated with it.
Highly professional teachers do not conduct conversations often and prepare for them thoroughly. Ethical Conversations are built according to approximately the following scenario: communication of specific factors, explanation of these factors and their analysis with the active participation of all interlocutors; discussion of specific similar situations; generalization of the most significant features of specific moral qualities and comparing them with previously acquired knowledge, motivation and formulation of a moral rule; application by students of learned concepts when assessing their behavior and the behavior of other people.[Bogdanova, 2007:90]
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--PAGE_BREAK--In primary school, ethical discourse has a simpler structure. Here the inductive path is preferable: from the analysis of specific facts, their assessment to generalization and independent conclusion.
Conducting ethical conversations includes:
· preparatory stage;
· conducting a conversation;
· organization and assessment of children’s daily activities and relationships based on learned moral norms and rules.
Experience in conducting ethical conversations shows that it is advisable to conduct them outside of school hours, twice a month. Preparation for each conversation takes 7-8 days.
The preparatory stage, the longest and most labor-intensive, includes a variety of activities by the teacher and children. Can be various options In preparation for the conversation, we recommend the following:
1. Depending on the level of development of the children’s team and moral problems, the topic of the conversation is determined.
2. The purpose of the conversation is to master certain norms and concepts that students must understand; those practical conclusions that will be drawn.
3. A selection of factual material that tells how to act, what needs to be done.
4. Questions for the conversation are thought through.
5. Preparing students for the conversation:
a) the topic of the conversation is announced in advance, literature is indicated, situations are prepared, questions to think about, and examples to choose;
b) if necessary, individual tasks are determined, since this psychologically prepares students for self-analysis of behavior, and they are convinced of the need to improve it;
c) group assignments are determined.
Conducting a conversation requires great skill from the teacher. The main requirement is to ensure that children are active during the conversation itself. The right thing is done by a teacher who, after conducting a conversation, asks questions, gives vivid examples, makes brief convincing comments, guides and clarifies children’s statements, and does not allow incorrect thoughts to take hold.
When conducting a conversation based on the material you have read, it is very important to be able to ask questions. Questions should touch the mind and feelings of children, force them to turn to facts, examples, and events in their surrounding life.
The sequence of questions should lead children to the derivation of a moral rule that must be followed when communicating with other people and performing their duties. When asking questions in conversations on moral topics, you can adhere to the following recommendations:
1. The question should direct children’s attention to the moral side of life, actions, phenomena hidden behind the objective actions of people.
2. The question should force the child to think about the motives of the action, to see the complex relationship between the motive and the result of the action.
3. The question should force children to see the moral consequences of any action for other people.
4. The question should attract the attention of schoolchildren to the internal experiences of people, teach the child to learn about the human condition by external signs, understand this condition and, therefore, empathize.
Questions that would help schoolchildren connect what they read with their own moral experience and their collective experiences are very important.
Ethical conversations with children should take place in a relaxed atmosphere. They should not be of a moralizing nature, contain edifications, reproaches and ridicule. Children express their opinions and freely share their impressions.
Ethical conversations with primary school students should contain elements of entertainment. To do this, it is advisable to include in the content of conversations various situations that contain a moral problem. It is very important that the object of public opinion be the positive actions of schoolchildren and public opinion should not be directed only to actions related to poor performance and discipline. The development of public opinion occurs through the introduction of new and adjustments to existing moral concepts, teaching children the rules for discussing and evaluating events in collective life, and the actions of individual children. The developed rules for the life of the children's group act as criteria for moral assessment.
Various options for the sequence of ethical conversations are possible:
1. Determining the topic of the conversation and arousing schoolchildren’s interest in perceiving and mastering the material.
2. Justification of the relevance and significance of the topic under discussion.
3. Disclosure of the topic of conversation using the example of the life and work of outstanding people, as well as material from the surrounding life.
4. Analysis of the state of affairs in the class in connection with the problem under discussion and identification of specific tasks (advice, recommendations) to improve the work and behavior of students.
5. Summarizing the results of the conversation and a brief survey of students on the main points of the material presented.
Of course, the specified structure of the conversation should not turn into a stencil. How in general educational work, so in conducting a conversation there cannot be stencils, recipes for all occasions. However, the more such recipes a teacher knows, the more chances he has of implementing them. They do not limit the creative activity of the teacher, but stimulate it.
When determining the topic at the beginning of the conversation, it is necessary to arouse the interest of schoolchildren in the perception and assimilation of ethical material.
To do this, you can use the following techniques:
a) raise questions related to clarifying the essence of the moral concept that underlies the content of the conversation. For example, what is politeness, etc.;
b) before announcing the topic, you can talk about some interesting event or fact related to the intended topic;
c) before announcing the topic, you need to remember some incident from class life, which allows you to justify the need for in-depth disclosure and understanding of the corresponding moral norm;
d) having announced the topic, try to give it special importance and emphasize its significance with the help of meaningful statements or aphorisms.
The method of presenting moral material can combine a question-and-answer form, a story and explanation from the teacher, short reports from students on individual issues, reading from books, newspapers, the use of artistic paintings, etc. In this case, the main role remains with the teacher, since only he can deeply and skillfully reveal the essence of morality.
When analyzing the behavior of schoolchildren, it is best to focus on positive examples and facts, and talk about shortcomings in a favorable tone, emphasizing in every possible way your confidence that the students will eliminate them.
Summarizing the results of the conversation, vivid statements should be given so that the conversation penetrates deeper into the consciousness and feelings of the schoolchildren. Clearly highlight those categories that constituted the purpose of the conversation. [Bogdanova, 2007: 34]
Thus, preparing and meaningfully conducting an ethical conversation is a very difficult matter. It is not for nothing that experienced teachers say that holding a conversation on a moral topic is much more difficult than a lesson.

The process of education is carried out using a variety of methods, techniques and means.
Educational methods are understood as the ways educators influence students and organize their activities.[Trofimova, 2007: 107]
Methods of moral education act as ways and means of forming moral consciousness, developing moral feelings and developing skills and habits of behavior.
Parenting techniques- a separate action aimed at achieving a goal.
The main method by which the teacher directs and organizes the child’s activities is usually the tasks that he sets for the child. For them to be effective, they need to be internally accepted by the child, which determines the meaning of the task for him. If there is insufficient motivation for tasks on the part of the teacher, their internal content for the child may sharply diverge from their objective content and from the intention of the teacher or educator.
In other words, external educational influences contribute to the formation of positive character traits and moral qualities only if they arouse in students a positive internal attitude and stimulate their own desire for moral development.
Traditional methods of moral education are focused on instilling in schoolchildren the norms and rules of social life. However, they often act only under conditions of sufficiently strong external control (adults, public opinion, threat of punishment). An important indicator of the formation of a person’s moral qualities is internal control, the action of which sometimes leads to emotional discomfort and dissatisfaction with oneself if the rules of social life, proven by personal experience, are violated.
Internal control is formed due to the active activity of the child in the intellectual, motor, emotional, and volitional spheres. The willingness to subordinate one’s impulses to ideas and knowledge about the culture of human existence increases the individual’s self-esteem and develops self-esteem. Developed control skills contribute to the successful development of the moral qualities of an individual in the process of training and education.
The pedagogical meaning of working to educate the moral values ​​of a primary school student is to help him move from basic behavioral skills to more advanced ones. high level, where independent decision-making and moral choice are required.
The pedagogical literature describes many methods and techniques of moral education. It is obvious that they are not equally aimed at the formation of moral values.
For example, influence methods can be divided into two classes:
- influences that create moral attitudes, motives, relationships, forming ideas, concepts, ideas,
- influences that create habits that determine a particular type of behavior.
The most consistent and modern seems to be the classification developed by G. I. Shchukina, which distinguishes the following groups of methods:
1. 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);
2. Methods of organizing activities and forming experience of social behavior;
3. Methods of stimulating behavior and activity.
The methods of the first group are also very important for successfully passing the next important stage of the educational process - the formation of feelings, the emotional experience of the required behavior. If students remain indifferent to pedagogical influence, then, as is known, the process develops slowly and rarely achieves the intended goal. Deep feelings are born when the idea realized by schoolchildren is clothed in bright, exciting images.
IN textbooks In previous years, the methods of the first group were called shorter and more expressively - methods of persuasion. Conviction in the educational process is achieved by using various techniques and methods: reading and analysis of parables, fables, edifying stories; ethical conversations, explanations, suggestions, debates, example.
Each method has its own specifics and scope of application. Despite the apparent simplicity, all methods without exception require high pedagogical qualifications.[Rean, 2000:98]
Let us consider the most complex methods of verbal and emotional influence in terms of content and application: story, explanation, ethical conversation and the method of visual and practical influence.
In elementary grades, a story on an ethical topic is often used. This is a vivid emotional presentation of specific facts and events that have moral content. By influencing feelings, the story helps students understand and internalize the meaning of moral assessments and norms of behavior. A good story not only reveals the content of moral concepts, but also evokes in schoolchildren a positive attitude towards actions that comply with moral standards and influences behavior.
A story on an ethical topic has several functions:
serve as a source of knowledge,
enrich the moral experience of the individual with the experience of other people,
serve as a way to use a positive example in education.
The conditions for the effectiveness of an ethical story include the following:
The story must correspond to the social experience of schoolchildren. In the lower grades it is brief, emotional, accessible, and corresponds to the children’s experiences.
The story is accompanied by illustrations, which can be works of painting, artistic photographs, or products of folk craftsmen. A well-chosen musical accompaniment enhances his perception.
The setting is of great importance for the reception of an ethical story. The emotional impact of the environment must correspond to the intent and content of the story.
The story makes the right impression only when it is done professionally. An inept, tongue-tied storyteller cannot count on success.
The story must be experienced by the listeners. Care must be taken to ensure that the impressions made from it last as long as possible. Often the educational value of an ethical story is greatly reduced only because immediately after it the children move on to something completely different in content and mood, for example, a sports competition.
Explanation is a method of emotional and verbal influence on students. An important feature that distinguishes explanation from explanation and story is the focus of the impact on a given group or individual. The application of this method is based on knowledge of the characteristics of the class and the personal qualities of team members. For younger schoolchildren, elementary techniques and means of explanation are used: “You need to do this,” “Everyone does this,” etc.
Explanation is used only there and only when the student really needs to explain something, communicate new moral principles, and in one way or another influence his consciousness and feelings. But explanations are not needed where we are talking about simple and obvious norms of behavior in school and society: you cannot cut or paint a desk, be rude, spit, etc. Categorical requirements are needed here. Clarification applies:
a) to form or consolidate a new moral quality or form of behavior;
b) to develop the correct attitude of pupils towards a certain act that has already been committed.
In the practice of school education, explanation is based on suggestion. It is characterized by the student’s uncritical perception of pedagogical influence. Suggestion, penetrating unnoticed into the psyche, affects the personality as a whole, creating attitudes and motives for behavior. Younger schoolchildren are especially suggestible. The teacher, relying on this specificity of the psyche, must use suggestion in cases where the student must accept certain attitudes. Suggestion is used to enhance the impact of other parenting methods.
It should be noted that when used unqualifiedly, a story, explanation, or suggestion can take the form of notation. As we know, it never achieves the goal, but rather causes resistance among students, a desire to act contrary to it. Notation does not become a form of persuasion.
Ethical discourse is widely used in working with students of various age groups. In the pedagogical literature, it is considered both as a method of attracting students to discuss, analyze actions and develop moral assessments, and as a form of explaining to schoolchildren the principles of morality and understanding them, and as a means of forming a system of moral ideas and concepts, which in turn act as the basis for formation of moral views and beliefs. The method of ethical conversation is described in more detail in the second paragraph of this chapter.
An example is an educational method of exceptional power. Its effect is based on a well-known regularity: phenomena perceived by vision are quickly and easily imprinted in consciousness, because they do not require either decoding or recoding, which any speech effect requires. The example operates at the level of the first signal system, and the word - the second. An example provides specific role models and thereby actively shapes consciousness, feelings, beliefs, and activates activity. When they talk about an example, they mean, first of all, the example of living specific people - parents, educators, friends. But the example of heroes of books, films, historical figures, and outstanding scientists also has great educational power.
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--PAGE_BREAK--The psychological basis of the example is imitation. Thanks to it, people master social and moral experience. Imitation is not always of a direct nature; we often observe it in an indirect form - it is not a mechanical process, not an automatic transfer of traits, qualities, experience of a certain person, not simple repetition and reflection. Imitation is the activity of an individual. Sometimes it is very difficult to determine the line where imitation ends and where creativity begins. Often creativity manifests itself in a special, unique imitation.
Younger schoolchildren imitate those who make the strongest impression on them. According to psychologists, the constant sympathy of younger schoolchildren is attracted by people who are courageous, strong-willed, resourceful, who have great physical strength, a slender figure, a pleasant manner of communication, and regular facial features. When choosing moral examples, taking into account these patterns of personality perception, one should ensure that the bearers of good principles are pleasant and likable, and the bearers of vices are disliked. In the absence of such compliance, special measures are needed to ensure them. It is appropriate, on occasion, to endow a highly moral, but unlikable character with characteristics and assessments that weaken the feeling of hostility he evokes, and to be able to clearly and conclusively debunk a vicious but beloved “hero” by children. It is equally important to prevent possible cases of the emergence of passive contemplative ideals. They serve not so much as an incentive to action, but as an object of admiration and fruitless daydreaming.
Life provides not only positive but also negative examples. Drawing schoolchildren's attention to the negative in people's lives and behavior, analyzing the consequences of wrong actions, and drawing the right conclusions is not only desirable, but also necessary. A well-timed negative example helps to keep the student from doing the wrong thing and forms the concept of immorality.
Naturally, education also depends on the teacher’s personal example, his behavior, attitude towards students, worldview, business qualities, and authority. It is known that for the majority of junior schoolchildren, the teacher’s authority is absolute; they are ready to imitate him in everything. But the power of a mentor’s positive example increases when he acts systematically and consistently with his personality and authority. In addition, the power of the teacher’s positive influence will increase when the students are convinced that there are no discrepancies between his word and deed, and he treats everyone evenly and kindly.
The pedagogical literature also describes such a method of forming the consciousness of an individual as a debate. It is a lively heated debate on some topic that worries the students. Disputes are valuable because beliefs and motives are developed through the collision and comparison of different points of view. This method is complex and is used mainly in middle and high schools. In elementary school, it can be used as a technique, for example, in ethical discourse. [Tolkacheva, 2002: 73]
So, we note that in real conditions of the pedagogical process, methods of education appear in a complex and contradictory unity. The decisive importance here is not the logic of individual “solitary” means, but their harmoniously organized system. Of course, at a certain stage of the educational process, one or another method can be used in a more or less isolated form. But without appropriate reinforcement by other methods, without interaction with them, it loses its purpose and slows down the movement of the educational process towards the intended goal.
2.3 Joint work of school and family to instill moral values ​​in children of primary school age
The essence of interaction between the class teacher and the family is that both parties should be interested in studying the child, revealing and developing his best qualities and properties. Such interaction is based on the principles of mutual trust and respect, mutual support and assistance, patience and tolerance towards each other. This will help the class teacher and parents unite their efforts in creating conditions for instilling moral values ​​in younger schoolchildren.
Cooperation between school and family is the result of the purposeful work of the class teacher, which involves a comprehensive and systematic study of the family, knowledge of the characteristics and conditions of family education. The joint activities of the class teacher, parents and students can be successful if the class teacher correctly selects pedagogical methods of interaction, if there is, dialectically developing, the so-called “pedagogical triangle”, including the class teacher, parents and younger students.
In the interaction of this triangle, problems of successful interaction often arise. In solving this problem, two aspects should be highlighted: adjusting upbringing in individual families; work of a class teacher with disadvantaged families.
Taking into account the characteristics of the family, it is necessary to conduct comprehensive training for parents, individual and group meetings with them. We have developed the following algorithm for meetings with parents, focused on interaction with parents to instill moral values:
1. What good can I say about the student regarding the issue of instilling moral values ​​in him.
2. What moral principles should the class teacher adhere to in interaction with parents to instill moral values ​​in students.
3. What worries the class teacher in the development of moral values ​​in the student.
4. What, in our general opinion, are the reasons for the negative fact in the education of moral values ​​among younger schoolchildren.
5. What measures need to be taken on the part of the class teacher and on the part of parents to instill moral values ​​in a primary school student.
Psychological and pedagogical education of parents is important in the interaction between the class teacher and parents in instilling moral values ​​in children of primary school age.
Psychological and pedagogical education of parents is carried out in two directions: school-wide and class-wide psychological and pedagogical education.
As part of school-wide psychological and pedagogical education of parents, the class teacher directs them to attend school lectures and school thematic conferences for parents on the moral education of their children. For parents experiencing difficulties in instilling moral values ​​in younger schoolchildren, parent conversations are organized in microgroups. It should be emphasized that school-wide psychological and pedagogical education of parents is carried out according to a specially organized program with the involvement of specialists (psychologist, teacher, lawyer, doctors, subject teachers).
Class-by-class psychological and pedagogical education is carried out by the class teacher in collective and individual forms based on the goals of moral education of younger schoolchildren. Collective psychological and pedagogical education of class parents is most effectively carried out in the form of conversations with parents, reading conferences on the education of moral values.
The program of conversations with parents on moral education of values ​​in children of primary school age includes the following areas:
- features of the psychophysiological development of children in the class and taking them into account in family moral education;
- the most acute problems of primary school age.
An example would be the following topics: “Family and spiritual development of primary schoolchildren”, “Parents are advisors, parents are my friends”, “The role of the family in the formation of moral values ​​of children”, “The role of the family in the formation of a positive “I” concept”, “ The role of the family in the manifestation of children’s aggressiveness and the preservation of moral health”, “Accentuations of character”.
An important aspect of the psychological and pedagogical education of parents on instilling moral values ​​in schoolchildren is parent meetings in the form of a creative report on the results of the school year. Feature creative reports is the manifestation of interaction between parents, junior schoolchildren and the class teacher in the formation of the student body, support for the life self-determination of students in their search for personal meaning.
The forms of conducting a creative report can be different: meeting-concert, meeting-performance, travel, excursion, family celebration, individual, sports, creative competitions, literary video salon, ecological casino, meeting - club meeting, cafe, etc. The organization of a creative report is carried out in 5 stages. The first stage is the target one. It sets goals and defines the tasks of a creative report aimed at creating a favorable psychological climate in the team; development of creative and communication abilities of students and parents; stimulating the process of self-education of moral values; improving the moral relationships of all subjects of the educational process; a story about achievements and problems experienced; drawing up a plan for educational interaction for the next academic year.
The second stage includes the choice of discussing the form of conducting a creative report by the class teacher together with children and parents.
The third stage is preparatory. At this stage, invitation cards are sent to parents, and preliminary meetings are organized with the class’s parent activists.
The class teacher outlines a plan and prepares, together with parents and students, a festive creative scenario, including the best moments from the life of the class over the past school year; draws up certificates of commendation for students and letters of gratitude for parents.
The fourth stage is creative-implementation. At this stage, a holiday is held, full of positive emotions, where in a playful way the achievements of the class are told, about the contribution of each student to the life of the class community, about interaction with parents, and the personal creative growth of younger schoolchildren.
The fifth stage is productive. Conducting a creative report contributes to the unity of the class team, improves the family climate, mutual understanding, develops the creative abilities of students, teaches practical mastery of various forms of etiquette, promotes moral behavior and develops moral communication habits, and gives the class teacher the opportunity to correct family problems.
To identify effective work with parents, a survey is conducted to study parents’ attitudes toward conducting creative reports. The methodology used is: “Essay a reflection on the topic...” (methodology by N.E. Shchurkova). Parents were asked to express their opinion on the new form of work with them, revealing the following phrase: “creative report...”.
So, the moral formation of a person begins at birth. The home environment and family relationships have a great influence on the development of moral values ​​of schoolchildren. That is why it is important to teach parents how to raise children at parent lectures and to involve them in participating in school-wide activities.
2.4 Pedagogical experiment
To confirm the theoretical provisions, we conducted a pedagogical experiment, which was carried out on the basis of a municipal general education stake school with in-depth study of individual subjects No. 8 Leninsk-Kuznetsky in 3 “A” class. 19 people participated in the pilot study.
Purpose of the study: to identify the level of formation of moral education of junior schoolchildren.
At the ascertaining stage, to diagnose and identify the level of formation of moral qualities of elementary school students, the methods of research were chosen by M. Rokich, E.F. Shubina, M.I. Shilova, N.E. Shchurkova.
In the formation of value orientations, according to experts, ideal individuals play a significant role, on the basis of imitation of which values ​​are formed. A survey of 3rd grade students (19 people) showed that such ideals for younger schoolchildren are parents and immediate relatives, successful businessmen and entrepreneurs, teachers, heroes of literary works and films, friends and acquaintances.
Then we identified the degree of interest of younger schoolchildren in moral issues. For this purpose, we used the method of M. Rokeach, modified by E.F. Shubina. A significant proportion of children highly appreciated social values ​​such as successful studies, business, and wealth. Such moral values ​​as honor, dignity, decency, conscience, pity, mercy, etc. received a lower rating. During the ascertaining experiment, methods of N.E. were also applied. Shchurkova, which determined what qualities, in their own assessment, schoolchildren possessed. Students considered themselves kind, responsible, friendly, honest, and able to build their relationships with others on the basis of mutual respect. Some students were unable to answer whether they consider themselves kind, responsible, friendly, honest, and able to build their relationships with others on the basis of mutual respect. The smallest number of students do not believe that they should build their relationships on the principles of mutual respect and change their attitude towards people.
To cultivate moral qualities, we conduct diagnostics using the method of M.I. Shilova, diagnostic tables reflect five main indicators of a schoolchild’s moral education: self-regulation of the individual, attitude towards society, active life position, attitude towards the homeland, attitude towards nature.
Analysis of the psychological and moral qualities of a child, monitored using this method, allows us to determine the process of personality development, the dynamic aspect of its formation. The content side, the direction of actions and deeds characterize a person and his moral education. According to the level of education of students and the general diagnostic picture according to the tables of CNV (levels of moral education) in the team, the teacher-educator can model the educational concept both in relation to the entire class and individual approaches to the education of each individual child in the class.
Tables of the level of moral education were developed in three stages, taking into account the psychological and age characteristics of children - the methodology of M.I. Shilova. (See Appendix Table 1)
For each indicator, the characteristics and levels of emerging qualities are formulated (from level 3 to level zero). The scores obtained during the diagnosis are summed up for each indicator and divided by two (we calculate the average score). The obtained average scores for each indicator are entered into summary sheet . Then the average scores for all indicators are summed up. The resulting numerical value determines level of moral education (UNV) the student’s personality (see Appendix “Instructions for the “summary sheet” table”).
Thus, an assessment of the moral qualities of the individual is formed. It is necessary, however, to remember that the average score identified using the “summary sheet” only helps to highlight the trend, general characteristics the state of affairs in the classroom and provide targeted work both with the class as a whole and with individual children.
For brevity in expressing the results and using them for correction purposes, we recorded them in a summary sheet (see Appendix Table 2).
A transcript of the table is presented in the Appendix “Instructions for the Summary Sheet”.
The columns “Indicators of moral education” record the level that currently prevails in a particular child.
The predominance of bright manifestations (level 3) reflects independence, highly moral activity and behavior, signs of a productive, active character. In this case they say: “a serious, independent, well-mannered child.”
The predominance of level 2 signs: the child is not independent enough and does not always self-regulate his activities and active moral position. In this case, a “well-mannered child.”
The predominance of level 1 signs: the predominance of external regulation of his activities and relationships. Such a learner needs encouragement and control. They say about such children: “an insufficiently educated child.”
The predominance of negative manifestations, bad habits in the child's behavior characterizes him as ill-mannered.
Based on the results of the analysis of the Summary Sheet, a histogram was compiled shown in Fig. 1.

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--PAGE_BREAK--Figure 1. – Distribution of students of grade 3 “A” into groups depending on the levels of moral education
From the presented diagram it was revealed that among 3rd grade students, signs of the second level of manifestation of moral and volitional personality qualities predominate. The most striking qualities of the emerging morality of this age group children are their attitude towards society, their attitude towards physical labor, their attitude towards people. You should pay attention to the development of children’s attitudes towards mental work and attitude towards themselves.
During the formative stage of the research work, we conducted ethical conversations:
We discussed the issue of friendship with the hero of a literary work or film.
1. Who would you like to make friends with?
2. Why? What qualities attract you in a hero? (children want to be friends with strong personalities, preferably with supernatural abilities - Spider-Man and Superman. They believe that this can be learned, that these heroes, being friends, can come to the rescue in difficult times)
3. Who in your life helps you in difficult times?
4. How can television and literary heroes help? (it is concluded that close people help in difficult times - mom, dad, friends, relatives. Fictional characters can only help by showing an example of strength or resourcefulness in getting out of a critical situation).
Conversations were also held: “From love for mother to love for the Motherland,”
"Whom we call good."
We also conducted two class hours corresponding to the research problem. The purpose of the first class hour“The path of goodness”: teach children mutual assistance, support, respect for each other, fostering a culture of interpersonal relationships. During the class hour, the guys and I analyzed various situations. The guys willingly entered into discussions, drew their own conclusions, and offered their own options for the proposed situations. Overall the class hour went well. To the situations presented above: “Help the teacher hang up a poster, turn on the light, erase the board, unlock the office, distribute notebooks, sheets, books,” the children responded as follows. “Yes, I always offer my help to the teacher” (16 people answered). “I would offer to help, but it seems to me that it would look like sycophancy, I can only do it in a situation if there is no one in the class” (4 boys answered). “Call one of the people standing here on the phone. Start a conversation." The two girls coped well with this task, the conversation took place in a civilized manner, with apologies, etc.
At first glance, it was clear that the class was accustomed to this form of conducting class hours, the guys knew well how to behave in a given situation, had ideas about morality, etiquette, immoral acts, etc. The class teacher spends a lot of time on the moral education of the children (going to the theater, holding classes, events, etc.).
The purpose of another class hour, “What Am I?”: to teach children mutual respect for each other, as well as for older people, and to develop a culture of interpersonal relationships. The following situations were proposed: 1. “Express respect to the old man.” The guys were divided into teams. Each team acted out a skit on this situation, how, in their opinion, respect for the elderly is expressed. In my opinion, the guys did an excellent job with this type of work; the scenes turned out natural and interesting. 2. “Invite guests to the table and seat them, wish them bon appetit.” The guys were also divided into teams, each team completed a task. We can conclude that the guys know the rules of etiquette well and know how to apply the acquired knowledge. The leader also participated in discussions, helped the children, focused their attention on this or that situation, and the class teacher also asked the children to remember some rules of etiquette. The class teacher asked the children to draw conclusions and also compare the behavior of the children in everyday life. The guys came to the conclusion that they do not always follow the rules of etiquette and do immoral things.
We also conducted an educational activity in the classroom. Educational theme: “Tower of Babel.” Goal: fostering a culture of interpersonal relationships, respect for each other, making joint decisions, mutual assistance. Our task was to unite the guys, teach them to communicate with each other, and respect each other’s opinions. The children actively participated in games and skits, made joint decisions, showed respect for each other’s opinions, and acted together.
They also included students in activities aimed at helping other people: younger (first-graders, their brothers and sisters), older (parents, teachers, elderly people); taught to take care of nature. We included students in problem situations that contributed to the development of moral actions and consolidation of them as habits of behavior. Educational problem situations are extreme conditions specially organized by the teacher for the student, including mismatches and contradictions between the demands of society and the level of personal development, or between the situational requirement of individual activity and the level of development of abilities to make moral choices, rationalizing the search for optimal options for overcoming moral contradictions. In experimental and search work, we created educational problem situations during the discussion of certain alternative choices of an activity type or style of behavior; when assessing actions and deeds based on the principles of normative morality; as well as when comparing regulations with specific behavioral situations; in a discussion about how to act in the proposed situation.
In general, I liked working with the guys; they were willing to make contact, enter into discussions, and draw their own conclusions. In addition, the guys turned out to be creative (artistic) individuals. In our opinion, it is necessary to carry out further work in the classroom in this direction (moral education), this will help unite the class and develop a culture of communication and behavior. In general, the class is creative, they like to act out various scenes that they come up with themselves or based on works, so further work can be directed at developing the creative potential of children. If in the future such work with children is carried out in the classroom, then the children will grow up to be cultured, highly moral people.
As part of the control stage of the pedagogical experiment, we carried out a similar diagnosis and compiled a table with the criteria of moral education or “Summary Sheet” (see Appendix Table 3).
Let's consider the CNV indicators in the comparative histogram presented in Fig. 2.

Figure 2 – Comparative indicators of levels of moral education at the control and final stages of the experiment
As can be seen from this histogram, the dynamics of growth in moral education among younger schoolchildren is obvious.
The number of subjects belonging to the first level decreased to zero, the number of subjects belonging to the second group increased by 3 (74%), and the number of students of the 3rd level increased by 1 (26%).
Thus, our research work has shown that children of this class have an average level of moral education. However, theoretical knowledge prevails over practical skills. We see that work on the formation of morality must be continued.
Conclusions on Chapter 2
The moral education of younger schoolchildren is one of the most difficult tasks of a teacher. To solve this problem, the teacher needs not only knowledge of subjects primary classes and methods of teaching them, but also the ability to direct their activities towards the formation of the moral education of children. Issues of moral education and child improvement have worried society always and at all times. Especially now, when cruelty and violence can be encountered more and more often, the problem of moral education is becoming increasingly relevant.
Moral education, focused on the education of moral values, is considered in pedagogy as the most important goal of education based on education, development, self-development of life experience and its comprehension through the efforts of the student himself. In different historical periods of development in society, diverse moral values ​​develop; they are united by the fact that they are addressed to the human principle, are based on personal experience, and represent a set of general principles, norms of behavior of students in relation to each other, nature, society in the name of good ( for the benefit of). Formed moral values ​​make it possible to determine the value and moral guidelines of younger schoolchildren, the desire for the ideal; they perform a regulatory function in the life of students.
In modern conditions, the education of moral values ​​in the activities of the class teacher can be successful provided that they are oriented towards systemic, activity-based, problem-oriented and personal approaches to education; the appropriate level of pedagogical culture of the class teacher, parents; the use of special pedagogical tools to diagnose the formation of moral values ​​of students and determine the level of education of schoolchildren.
Our study showed that the work done during the formative stage of the study contributed to increasing the level of moral education of children of primary school age: the number of subjects belonging to the first level decreased to zero, the number of subjects belonging to the second group increased by 3 (74%), as well as 1 the number of Level 3 students increased (26%). Consequently, we can draw the following conclusion that the theoretical knowledge of the children prevails over practical skills and the need to continue work on the formation of the moral education of children has become clear.

Conclusion
The specificity of instilling moral values ​​in younger schoolchildren lies in the age-related characteristics of the students’ development, the patterns, mechanisms and logic of this process.
The logic of the formation of moral values ​​includes the following links: search, evaluation, choice and projection (or actualization of value in joint activities).
The following features of activity are favorable for the development of moral values ​​of children of primary school age: voluntary participation, activity and independence of children, attractiveness of the content of the activity, creativity; personal orientation of the teacher’s work, reliance on value relationships, cooperation of peers and representatives different ages; systematicity, which involves the interaction of a number of means, methods, techniques and forms, the relationship in the holistic pedagogical process of educational and extracurricular activities.
To confirm the theoretical principles, we conducted a pedagogical experiment, based on the results of which we made the following conclusions. The effectiveness of instilling moral values ​​in schoolchildren is possible by creating pedagogical conditions: motivational, content, operational.
The activities carried out gave an upward trend in the development of moral values ​​of children of primary school age.
Experimental work at school No. 8 in Leninsk-Kuznetsky showed the need to conduct classes on moral education with younger schoolchildren. Although in the experienced 3 “A” class theoretical knowledge prevails over practical skills, the work on the formation of morality must be continued so that theoretical knowledge enters the zone of “actual development.”
With this work we confirmed the “pattern of moral education, which was formulated by V.A. Sukhomlinsky: “If a person is taught goodness, ... the result will be goodness.” You just need to learn constantly, demandingly, persistently, in game forms, taking into account the individual and age characteristics of children.
Instilling moral values ​​in younger schoolchildren can help improve the level of educational training of students at school, ensuring the development of the moral qualities of the individual.
And our children and pupils will become highly moral individuals: polite, attentive to other people, and will learn to treat work with care.

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Application
Table 1
Levels of moral education (methodology of M.I. Shilova)
continuation
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