THEORETICAL AND PRACTICAL ASPECTS OF THE DEVELOPMENT OF EMOTIONAL AND MORAL CULTURE IN ELDER PRESCHOOL CHILDREN

In modern society, priority is given to the cognitive development of children and, as a rule, there is no practical implementation of purposeful work in the field of emotional and moral development of preschoolers. Consequently, the integral, harmonious development of the personality is disturbed. Obviously, in the modern social and cultural environment, a purposeful approach to the emotional and moral development of the younger generation is required. The emergence in science of relatively new concepts of "emotional and moral education (ENV)" and the associated "emotional and moral development (ENR)" (OV Girfanova, VV Zaboltina, NA Kornienko, etc.) is able to find ways to optimize traditional moral education and development. These categories are associated with the actualization of the child's need for empathy and are based on a closer connection between the emotional and cognitive components. In the period of preschool childhood (sensitive 5-6 years), the foundation of emotional and moral development is laid: moral consciousness (knowledge of norms and values); emotional assessment (moral emotions and feelings); internal position of the child (moral self-regulation and behavior). This work concretizes the concept of "emotional and moral development" (EMD). Emotional and moral development is a pedagogically controlled process that is inextricably linked with the personal development of children in general, their socialization, the introduction into the world of culture - the culture of world perception, self-expression. The article actualizes the problem of professional competence of future teachers of preschool educational organizations in the field of development of emotional and moral culture in older preschool children. The adult's role as an escort is very important and responsible. The future of the child as an empathic personality or non-empathic personality depends on the educational influence of adults, on what qualities will be formed. The conducted research is aimed at an attempt to solve important problems of vocational education.

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Moral education in Hong Kong kindergartens: An analysis of the preschool curriculum guides

Global Studies of Childhood ◽

10.1177/2043610619885385 ◽

2019 ◽

Vol 10 (2) ◽

pp. 156-169

Author(s):

Chi Wai Chan

Keyword(s):

Hong Kong ◽

Preschool Children ◽

Moral Development ◽

Moral Education ◽

Personal Development ◽

Fundamental Problem ◽

Educational Interventions ◽

Preschool Curriculum ◽

Curriculum Guides ◽

Education In Hong Kong

Adolescent problems in Hong Kong have brought questions about their moral development and mental health to light. Moral education for preschool children will be strategically important to address these issues because applying early educational interventions to preschool children will effectively enhance their personal development. This article highlights the inadequacy of the Hong Kong preschool curriculum guides in the promotion of moral development in children. The lack of a consensus about the values and character that preschool children should develop is a fundamental problem of implementing preschool moral education in Hong Kong. If moral education is regarded as a school curriculum, either formal or informal, the objectives, content and assessment should be closely adhered to one another. In addition, the learning and teaching activities should also be in line with student’s developmental characteristics and experiences. The O-C-A model is then proposed for moral education in the preschool settings of Hong Kong. Advice has also been made for the promotion of moral education in Hong Kong’s early childhood settings.

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Personal Component as a Key Element of the Structure of Professional Competence of Modern Teachers

Общество социология психология педагогика ◽

10.24158/spp.2020.9.16 ◽

2020 ◽

pp. 93-97

Author(s):

Ekaterina Konstantinovna Rakova

Keyword(s):

Professional Competence ◽

Complex Structure ◽

Preschool Education ◽

Modern Society ◽

Practical Aspect ◽

Practical Implementation ◽

Postgraduate Students ◽

Mandatory Requirement ◽

The One ◽

Relationship Of

The present study considers the place of personal component in the complex structure of professional competence of a teacher, as well as its influence on the process of education and children upbringing. On the one hand, it is connected with the essence of the profession itself, and on the other hand, with the mandatory requirement for the presence of specific qualities inherent in teacher’s personality. Other-wise, the teaching process may become ineffective. The main aim of the author is to draw attention to the considered aspect of professional competence. This approach is reflected in the new documents in the field of education and in particular, in preschool education. Based on the analysis of various aspects of the content of the concept, the study presents a model of psychological competence, which com-plements the relationship of personal, theoretical and practical components. There is also defined the structure of competence regarding a preschool teacher who is engaged in the first stage of educa-tion process. The author focuses, first of all, on the practical aspect, tools and technologies of an edu-cational and nurturing process as a priority in the teacher’s work. The novelty of the study is deter-mined by the practice-oriented approach to solving the problem of providing a teacher with necessary tools with regard to personal self-realization in the modern educational system in accordance with the empirically emerging needs of modern society. Thus, practical implementation, technology and tools (diagnostics, forecasting and analysis) are the novelty factor of the present research. The publica-tion is intended for specialists in the field of peda-gogy and psychology, preschool workers, under-graduate and postgraduate students.

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Socio-Moral Development of Preschool Children: Aspects of Theory and Practice

10.20944/preprints201911.0335.v1 ◽

2019 ◽

Author(s):

Evgenia Korotaeva ◽

Irina Chugaeva

Keyword(s):

Preschool Children ◽

Moral Development ◽

Moral Education ◽

Point Of View ◽

Preschool Age ◽

Theory And Practice ◽

Diagnostic Methods ◽

Theoretical Understanding ◽

Normative Documents ◽

State Educational

The article deals with issues related to social and moral education and development of preschool children. The theoretical understanding of the current state of this field is reflected in the modern normative documents "On education in the Russian Federation", the state educational standards. Analysis of theoretical and practice-oriented research in this area shows that the phrase "moral education" today is gradually replaced by "social and moral education", "social and moral development". This trend is found in preschool pedagogy (work L. V. Abramova, R. S. Bure, S. M. Zyryanova, N.A. Karataeva, G. M. Kiseleva, I. F. Sleptsova, etc.). It is the study of social and moral representations of preschool children that many relevant diagnostic methods are aimed at: to explain the actions of children, their relationship with each other and adults, to assess these actions (i.e. to correlate the situation with the moral norm). The presented research was based on the method of research of moral representations of children of senior preschool age, developed by G. A. Uruntaeva and Yu.A. Afon'kina. The analysis of the results showed that children of senior preschool age willingly included in the retelling of the actions described in the situation, but find it difficult to assess what is happening from a moral point of view. It is obvious that psychological and pedagogical work is necessary in this direction, taking into account the age characteristics of children, as well as social and moral guidelines relevant to the current situation of development of society.

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Socio-Moral Development of Preschool Children: Aspects of Theory and Practice

Behavioral Sciences ◽

10.3390/bs9120129 ◽

2019 ◽

Vol 9 (12) ◽

pp. 129

Author(s):

Evgeniya Korotaeva ◽

Irina Chugaeva

Keyword(s):

Preschool Children ◽

Moral Development ◽

Moral Education ◽

Point Of View ◽

Preschool Age ◽

Theory And Practice ◽

Diagnostic Methods ◽

Theoretical Understanding ◽

Normative Documents ◽

The Social

This article deals with issues relating to the social and moral education and development of preschool children. The theoretical understanding of the current state of this field is reflected in the modern normative documents “On education in the Russian Federation”, the state educational standards. The analysis of theoretical and practice-oriented research in this area shows that the phrase “moral education” today is gradually being replaced by “social and moral education” and “social and moral development”. This trend is found in preschool pedagogy. It is the study of social and moral representations of preschool children that many relevant diagnostic methods are aimed at: to explain the actions of children and their relationships with each other and adults, and to assess these actions (i.e., to correlate the situation with the moral norm). The presented research was based on the method of research of moral representations of children of senior preschool age. The analysis of the results showed that children of senior preschool age willingly include themselves in the retelling of the actions described in situations but find it difficult to assess what is happening from a moral point of view. It is obvious that psychological and pedagogical work is necessary in this direction, taking into account the age characteristics of the children, as well as the social and moral guidelines relevant to the current situation in regard to the development of society.

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Implementation of Competence Framework to Evaluate Middle Managers: DOJI Gemstone Jewelry Group Case Study

VNU Journal of Science Economics and Business ◽

10.25073/2588-1108/vnueab.4251 ◽

2019 ◽

Vol 35 (3) ◽

Author(s):

Do Vu Phuong Anh

Keyword(s):

Time Management ◽

Personal Development ◽

Professional Competence ◽

Middle Management ◽

Management Training ◽

Executive Management ◽

Management Level ◽

Leadership Competence ◽

Competence Framework

This research presents the results of applying the theory of competence framework to evaluate the current competence of middle management in enterprises, in the case study of DOJI Gemstone Jewelry Group (DOJI Group). By using in-depth interviews and survey through questionnaires, the research results show that the middle management level at DOJI Group has satisfied relatively well the most competencies of the professional competence group, executive management competence as well as personal development competence. However, some of the competencies that need to be further improved include time management, training and leadership competence, innovation and learning competence. The solutions given are for reference by DOJI Group and other private enterprises in Vietnam in the assessment and development of middle management level.

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Opportunities for the influence of humanitarian subjects on the spiritual and moral development of the cadets of higher educational organizations of the MIA of Russia

Vestnik of the St. Petersburg University of the Ministry of Internal Affairs of Russia ◽

10.35750/2071-8284-2020-3-194-201 ◽

2020 ◽

Vol 2020 (3) ◽

pp. 194-201

Author(s):

Zlata Vasileva

Keyword(s):

Moral Development ◽

Experimental Work ◽

Personal Development ◽

University Education ◽

Moral Foundations ◽

Educational Organizations ◽

Wide Range ◽

Higher Educational ◽

Interdisciplinary Interaction ◽

Development Of Students

The relevance of the topic is related to the importance of humanitarian education for the formation of worldview and spiritual and moral foundations of the personality. The need for humanistic and humanitarian orientation of University education is justified by many pedagogues. Universities of the MIA of Russia provide students with the opportunity to master a wide range of Humanities. The article presents the results of a study that developed a system of Humanities that affect the spiritual and moral development of students. In the course of the analysis, the worldview and psychological and pedagogical blocks of Humanities were identified, and the number of hours for each course of study was indicated. In addition, the article shows the interdisciplinary connections of Humanities that integrate knowledge on the spiritual and moral sphere of personal development. There are four thematic modules of Humanities: “Man”, “Society”, “Activity”, “Universe”. The analysis of the interdisciplinary interaction of the selected thirteen Humanities is carried out. Examples of forms and methods of formative work are shown, according to the curricula for the mastering these disciplines. The topics, their content, forming competencies, forms and methods of experimental work are correlated, which allows us to clearly trace the interdisciplinary connections.

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Moral Education and Technology

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.24 ◽

2021 ◽

Author(s):

Paul Farber ◽

Dini Metro-Roland

Keyword(s):

Moral Education ◽

Teaching And Learning ◽

Educational Practice ◽

Modern Society ◽

Central Component ◽

Norms And Values ◽

Practice Teaching ◽

Instrumental Values ◽

Technological Developments ◽

Education And Technology

Moral education and technology seem to represent two fundamentally different kinds of concern and domains of inquiry. But these domains are fused in educational practice. Teaching as a fundamental human endeavor and form of activity has been a central component of human cultural evolution and regeneration from the earliest human social groupings. As a distinctive form of activity, teaching braids together ethical and instrumental norms and values. The modern, global institution of schooling has added layers of institutional support, constraint, and governance on the teaching it structures as well as increased scrutiny of the ethical and instrumental values in play; schooling is in effect a kind of moral technology for advancing certain norms and values in an efficient way. At present, technological developments with modern society make possible new forms of teaching and learning that likewise warrant scrutiny as they impact the ethical and instrumental ends of teaching and instructional practices today.

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