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

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.

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

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.

scholarly journals FORMATION OF EMOTIONAL DECENTRATION IN PRESCHOOLERS IN THE CONDITIONS OF A ROLE-PLAYING GAME

2021 ◽  
Vol 57 (3) ◽  
pp. 113-123
Author(s):  
S.G. Kukava ◽  
◽  
O.S. Ostroverkh ◽  
Keyword(s):  
Preschool Children ◽  
Fairy Tale ◽  
Role Playing ◽  
Point Of View ◽  
Preschool Age ◽  
Significance Level ◽  
Role Playing Games ◽  
Role Playing Game ◽  
Student’S T ◽  
Object Material

Statement of the problem. Based on the analysis of research by Russian authors, the article outlines the problem of the formation of emotional decentration in preschool children and the importance of play in this process. The purpose of the article is to identify the relationship between the formation of a role-playing game and the formation of emotional decentration. The research methodology is based on the cultural and historical concept of L.S. Vygotsky, as well as the theory of the activity by A.N. Leontiev; in the course of the study, the following methodology was applied: analysis of theoretical sources on formation of the emotional sphere of a preschooler and development of role-playing games; standardized observation of the progress of specially organized games; ascertaining experiment to determine the level of emotional decentration in preschoolers; formative experiment; qualitative and quantitative data analysis; comparative analysis of data using the statistical Student’s t-test. The significance level is p = 0.05. Research results. In the course of the study, our hypothesis was confirmed: such conditions for role-playing games as providing preschoolers with the opportunity to create and transform the play space with the help of unformed object material, adults acceptance of the position as a play partner contribute to the internal and external dynamics of the game, which, in turn, affects the progress in the development of emotional decentration in preschool children. Conclusion. In this paper, the features of emotional development of preschool age were described, the concept of emotional decentration from the point of view of different authors was considered, and the process of the development of play in preschool age was described. A scheme has been developed to determine the level of emotional decentration in preschoolers. In this scheme, three levels of formation of emotional decentration in children 4-6 years old are identified (relative to three criteria as indicators of emotional decentration): high, medium and low. A diagnostic game procedure “Wishes of a Fairy-Tale Character” has been developed, which can be used to identify the level of formation of emotional decentration. A scheme for analyzing the internal and external dynamics of a role-playing game has been developed.

Methodological support for spiritual and moral education at various age stages of development

2021 ◽  
pp. 34-41
Author(s):  
А.V. Ivanov ◽  
Keyword(s):  
Moral Development ◽  
Children And Adolescents ◽  
Moral Education ◽  
Role Playing ◽  
Preschool Age ◽  
Evolutionary Development ◽  
Self Awareness ◽  
Educational Work ◽  
Role Playing Games ◽  
New Education

Researched are problems of spiritual and moral education of children and adolescents at various age stages, identifying the content and methods of their spiritual and moral development. The following age periods are considered: preschool age, primary school age, adolescence and adolescence, taking into account the leading activity (according to L.S. Vygotsky and D.B. Elkonin), the level of intellectual and moral development (L. Kohlberg, J. Piaget), self-awareness. The age characteristics of children and adolescents also determine the specific ways of educational work from preschool story-role-playing games to discussions, trainings, conferences, group work in older adolescence and youth. The article presents the content and methods of spiritual and moral education and self-education, areas of activity identified in the course of empirical research. The purpose of spiritual and moral education is aimed at developing spiritual qualities that ensure the development of the spiritual consciousness of children, adolescents and youth in accordance with the tasks of the new education, which characterizes the expansion of consciousness by realizing its relationship with the Cosmos, with the deep processes of the evolutionary development of mankind, overcoming the narrow framework of personal egoistic consciousness. The materials of the article are of practical value for researchers of educational problems, students and also school teachers.

Value Attitude to the Family as the Basis of Spiritually-Moral Formation of Personality

2019 ◽  
Vol 8 (2) ◽  
pp. 3-13
Author(s):  
Т. Серебрякова ◽  
T. Serebryakova ◽  
О. Казакова ◽  
O. Kazakova ◽  
А. Бурханова ◽  
...  
Keyword(s):  
Preschool Children ◽  
Moral Development ◽  
Preschool Age ◽  
Moral Formation ◽  
Affective Component ◽  
Cognitive Component ◽  
Whole Process ◽  
Decisive Importance ◽  
The Family ◽  
The Relationship

This article presents the results of empirical research focused on the study of the value attitude of children of middle preschool age to the family, which we consider as the basis of spiritual and moral formation of preschool children. It is the attitude to the closest adults, as objectively proved by the cultural and historical concept of L.S. Vygotsky's development, that has the most decisive importance for the effectiveness of the whole process of personal formation. Given that moral development is not only an important component, but also the indicator of the full development of personality (studies F.A. Akhmatova, Z.Y. Barysheva, B.M. BIM-Bada, E.V. Bondarev-skaya, T.I. Vlasova, V.I. Dodonov, A.V. Mudrik, N.D. Nikandrova, L.I. Novikova, E.G. Ossovskogo, V.G. Pryanikov, Z.I. Ravkin, I.N. Sisimskoj, G.N. Filonov and many other researchers), we believe that the moral standards of the relationship to their friends and family, and formed in the process of interaction with them in the framework of family education in the future, having become a habit, the child will carry and the rest of society. Based on the results of research, as the most important component components of the value relationship of preschool children to their loved ones, we have identified a cognitive component, suggesting the presence of children's systemic knowledge of the rules and regulations of interaction; affective component, the component that determines the modality of the child's emotions and determines the nature and direction of his attitude to close adults; behavioral component, which, in our opinion, is a specific integration of the first two, and an indicator of their level of development. Taking into account the selected component components of the value attitude of preschool children to their loved ones, we have developed and tested an experimental diagnostic program, objectively proved the existence of the relationship between the level of value attitude of children to their family members and their spiritual and moral development.

scholarly journals The Game as a Zone of Immediate Development of Preschool Children

2019 ◽  
Vol 11 (4) ◽  
pp. 5-21 ◽  
Author(s):  
G.G. Kravtsov ◽  
E.E. Kravtsova
Keyword(s):  
Preschool Children ◽  
Preschool Education ◽  
Zone Of Proximal Development ◽  
Point Of View ◽  
Preschool Age ◽  
Proximal Development ◽  
Learning Tool ◽  
Essential Characteristic ◽  
Game Activity ◽  
The Creation

In the article, developing preschool education is considered in the logic of game activity. The authors followed L.S. Vygotsky is considered an imaginary situation as the criterion for the game and distinguishes two-positional nature as its essential characteristic. The article proves that the game in cultural-historical psychology has characteristics similar to the zone of proximal development. Developing preschool education is considered from the point of view of creating conditions for the formation and development of bi-subjectivity. According to the authors, developing preschool education should solve three problems - the task of forming psychological readiness for playing activity, the task of learning the game, and the task of using the game as a learning tool. There are two patterns that determine the developmental nature of learning at preschool age - this is the creation of situations in which the child should realize a strong-willed effort and purposeful development of a central psychological neoplasm.

scholarly journals TRAINING OF A FUTURE TEACHER OF PRESCHOOL ESTABLISHMENTS FOR THE REALIZATION OF AN INTEGRATED APPROACH TO PRESCHOOLERS’ EDUCATIONAL PROCESS

2020 ◽  
pp. 192-198
Author(s):  
Yulia KOTELIANETS ◽  
Keyword(s):  
Process Integration ◽  
School Teacher ◽  
Preschool Education ◽  
Integrated Approach ◽  
Role Playing ◽  
Educational Process ◽  
Preschool Age ◽  
Theory And Practice ◽  
Normative Documents ◽  
Amount Of Knowledge

The purpose of the article is to reveal the importance of preparation of future preschool teachers for implementation of an integrated approach into children's education and to identify key concepts of integration in which the future pre-school teacher should be competent. Integration as a principle of development of pedagogical theory and practice of preschool education is a leading idea that reflects the harmonious integration among educational lines and as a result creation of a single inseparable educational process and guarantees its implementation the achievement of higher results in the development and upbringing of children of preschool age. Integration as a process involves the direct establishment of harmonious links among the defined systems of integration and the creation of a new holistic education system for preschool children in accordance with the defined result. As a process, integration involves the integration of objects (educational lines, different types of children's activities, forms and methods) and designing a way to obtain the expected result. As a result of the educational activities of the preschool institution, integration does not involve the amount of knowledge, skills and abilities, but the acquired integrative qualities of the child, such as curiosity, activity, independence, responsibility, upbringing, etc. Integration as a result is considered by researchers through the form of its organization in the educational process, namely the possible forms of preschoolers’ integrated learning (projects, holidays, travelling, excursions, business and role-playing games), which immerse the preschooler into learning. In the process of integrated studying with the help of different interdisciplinary links, children’ comprehensive and objective vision of the problems of reality and diverse approaches to their solution are formed. A competent preschool teacher should be ready to implement an integrated approach in the process of their practical activities. This will allow to implement the tasks defined by the normative documents in the field of preschool education for teaching children and the formation of their life competencies.

scholarly journals A crise de identidade do museu: Ensaio sobre o “ser ou não ser” dos museus

2014 ◽  
pp. 131-157
Author(s):  
Nilo Cerqueira
Keyword(s):  
Social Role ◽  
Point Of View ◽  
Theory And Practice ◽  
Target Image ◽  
Practical Activity ◽  
The Social ◽  
History Of ◽  
New Guidelines ◽  
Descriptive Knowledge

It is important to museology, museums and especially for visitors to define concepts about the social role of the museum and the museum as an organization. For museums is important from the point of view of its delineations of activity and modes of dialogue. To Museology has value because it gives the mission often propose new guidelines to improve and moments between the museum and society. And finally, for the visitor, it is the reason, the nature of the museum settles. At the headquarters of understanding that this not called. A simple walk in the guideline of the history of advent museum, and you can notice the dissonance between theory, the θεωρία Greek, is the purely rational descriptive knowledge . And the prâxix , 'action' . ] S.f.2 n.1 . Practical activity; action exercise use. In the course of these lines, we note, in the spectrum of branding, the various inconsistencies between theory and practice, the first image and the target image, between the rational and emotional, between being what want to be. Or as the article suggests, between the being or not being of museums.

scholarly journals CONTENT OF PROFESSIONAL TRAINING OF FUTURE PRESCHOOL TEACHERS FOR THE TEACHING OF ENGLISH LANGUAGE OF PRESCOOL CHILDREN

2018 ◽  
pp. 61-68
Author(s):  
Galіna Zhukova
Keyword(s):  
Professional Training ◽  
English Language ◽  
Preschool Teachers ◽  
Value Orientations ◽  
Preschool Age ◽  
Theory And Practice ◽  
Normative Documents ◽  
Professional Activities ◽  
Education Theory ◽  
Artistic Labor

Teaching preschool children in English is a potential development of a creative, competitive, highly moral personality. The task of the preschool teachers is helping the child understand their internal value orientations. The content of the training of the teacher of English for children of preschool age is the system of knowledge, ability and skills necessary for carrying out professional activities. The sources of the contents of teacher training should be pedagogical theory, normative documents on education, theory and practice, didactic patterns and methods of teaching preschoolers of English. For the development of preschoolers of the educational course of the English language the game, communicative, cognitive-research, artistic, labor and physical activity is organized.

The Study of Educational Programmes as a Way of Effectiveness of Moral Education of Preschool Children

2021 ◽  
Author(s):  
Tatyana Ponomarenko ◽  
Jeļena Badjanova
Keyword(s):  
Preschool Children ◽  
Moral Education ◽  
Preschool Education ◽  
Theory And Practice ◽  
Armed Conflicts ◽  
Human Interaction ◽  
Stage Of Development ◽  
Educational Programmes ◽  
History Of ◽  
Political Economic

Moral education of preschool children is a focused process of their initiation of moral values of mankind (humanism, kindness, humanity, justice, mercy and altruism) and stimulation of manifestations of empathy, sympathy and support in people’ world. Moral education is of great importance in the modern, very dynamic and constantly changing world. There is an urgent necessity to understand that human community is a family, where everyone is a part of the universal whole. It is necessary to avoid conflicts and wars in unity and live in peace. To overcome disputes and solve common problems at the negotiating table rather than by means of armed conflicts. To provide political, economic and social development of society constructively. To overcome any obstacles for free, democratic communication and human interaction. Moral education of preschoolers is based on specially developed content presented in educational programmes. The development and improvement of programmes is carried out throughout the entire period of development of national preschool education. Every document of the programme is created at a certain historical stage of development of society, reflecting its political, economic and social status as well as the level of development of the theory and practice of preschool education. At the present stage of the development of national preschool education, there is a need to study the history of development of the content of moral education of preschool children in national and foreign (Russian) educational programmes, which has not been studied specifically before. This has become the goal of our study and helped to set the objectives and content of moral education of preschoolers for the new edition of the program “Child” (2016)

Problem of Spiritually-Moral Education and Its Theoretical and Methodological Reflection

2017 ◽  
Vol 6 (3) ◽  
pp. 75-82 ◽  
Author(s):  
Т. Серебрякова ◽  
T. Serebryakova ◽  
А. Бурханова ◽  
A. Burhanova ◽  
О. Казакова ◽  
...  
Keyword(s):  
Moral Education ◽  
Point Of View ◽  
Moral Formation ◽  
Theoretical Understanding ◽  
Affective Processes ◽  
The World ◽  
Fundamental Research ◽  
The Subject ◽  
The Individual ◽  
Methodological Reflection

This article reflects the results of a theoretical understanding of the problem of spiritual-moral formation of personality. Relying on the method of theoretical analysis, we note the fact very long and sustained interest of representatives of various branches of anthropology to this issue. Fundamental research in this area was carried out by philosophers, culturologists, sociologists, the results of whose researches, from our point of view, can be regarded as a theoretical, methodological bases for the development of the problem of education of spirituality and morality of the individual from the standpoint of pedagogy. No of less important for the development of technological approaches to optimization of the process of spiritually-moral education of personality you are the works of psychologists. It was the psychologists, analyzing the essential characteristics of spirituality and morals in the first place, bind them with the attitude of the subject, both to the world and to ourselves; associate spirituality and morality as the cognitive and affective processes. The allocation of the spectrum of characteristics that reflect the essence of spirituality and morality of the individual, will allow, from our point of view, to optimize the process of developing technological approaches to solving this problem.

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