How to form the foundations of moral thinking
The concept of moral thinking implies the process of assimilation and comprehension of moral rules and facts, their analysis and evaluation with the subsequent development of moral decisions.
Moral thinking presupposes the ability to compare one's actions with their consequences for others. The basis of its development is the child’s ability to be sensitive towards others, the ability to sympathize. In the first stages, these qualities are laid down by the example of an attentive and sensitive attitude of parents to the needs of the baby. He finds understanding, which then grows into mutual understanding. A friendly atmosphere creates positive patterns of interaction with others. The child demonstrates positive actions towards others, since he himself has experience of positive perception of their use towards him. Such a child does not shy away from people and does not show indifference.
Methodological foundations of moral education
The ability to remember about others is a necessary condition for developing the ability to think about the consequences of one’s steps and the willingness to bear responsibility. As the child develops, these qualities are formed and reinforced through constant and patient explanation of the admissibility or, conversely, unacceptability of certain actions.
Tip: Discuss cartoon and movie characters together. Ask questions - let the child learn to express his opinion and form moral value judgments.
Actively comment on life situations that your child has witnessed. Explain your actions and decisions, especially when it comes to choosing between your own well-being and the need to do the “right thing”. Don't avoid discussions if your child expresses an opinion different from yours. Reason, give examples from books, from films, from life. Do not hesitate to accept the child's point of view if his arguments are fair.
Extracurricular activities - visiting the library as a method of education
What parents need to remember
Moral education should in no case be reduced to imposing restrictions and prohibitions. It is possible, of course, to force a child to act as is customary through punishment and threats. This approach will really give results for some period. It cannot be completely excluded from the upbringing process, especially in the early stages and in cases where failure to comply with parental requirements may pose a potential threat to the health and life of the child. But from a long-term point of view and as the baby grows up, this tactic will turn out to be ineffective and even harmful. After all, it is important not just to force the child to follow a certain set of rules, but to instill in him an understanding of the need for these rules. To form in him an attitude towards power (in the broad sense of the word) based on acceptance of its objective authority, and not out of fear of punishment. In the process of moral growth, a child must gain an understanding of why he should act and treat others this way and not otherwise. Parents who choose this path should call upon attentiveness, patience, tactfulness, objectivity and fairness as assistants.
Goals of moral education
Preschool period
The stage of infancy is characterized by the formation in the child of a sense of himself as the center of the world, in which everything serves the immediate satisfaction of his needs. Those around you serve as a source of what you need and want.
At the next stage, as a rule, by the age of one and a half years, the child begins to form the first internal limitations. He gets acquainted with the world, encounters the first prohibitions, learns the first rules. The first conflicts arise. Standards of behavior are established based on obedience to adults.
Moral education of preschool children takes place in the family and in child care institutions
Between the ages of three and seven years, a decisive turn in moral growth occurs, associated with the child’s assimilation of the values of the small group in which he resides.
Family norms become decisive as the baby finds important what is important to the parents. These values are reinforced through a process of continuous reminder. The child gains the ability to appreciate how his actions affect others. He learns to pay attention to them. It is at this age that the foundation of his understanding of “what is good and what is bad” is laid, and the foundation of his own system of moral values is created. In addition to realizing the need to obey adults, the formation of an understanding begins that parents are responsible for it.
What is morality
The spiritual heritage of humanity contains a colossal store of knowledge, skills, ways of thinking and communication, systems of moral and legal norms.
The concept of morality implies a system of internal spiritual qualities, norms and rules that determine a person’s behavior, his attitude towards himself and others.
A person with high morality demonstrates independence and will, self-control and willingness to bear responsibility, the ability to empathize and help others. In its highest manifestations, morality is realized in acts of selfless service, dedication and even self-sacrifice.
With a low level of morality, a person gives priority to satisfying immediate personal interests. He is prone to moral uncertainty and is influenced by populist and relativistic ethical systems. Prefers to follow the path of least resistance, choosing solutions that do not require excessive spiritual and physical costs. He demonstrates indifference and indifference towards others.
What is moral education - definition
School period
The next stage is associated with the beginning of schooling. The student gets acquainted with new systems of rules and correlates them with the rules of the family. The first doubts visit him, the sense of justice becomes sharper. He gains his first experience in defending the right to his own opinion, his own scale of values. At this time, the child needs support. Parents must strengthen him in his beliefs and prevent him from plunging into a state of moral uncertainty. In turn, the child is ready to turn to his parents for help; they remain the main authorities.
Lessons at school necessarily contain a moral aspect
After ten to twelve years, teenagers begin to recognize themselves as part of not only the family and school community, but also a new generation.
Peer authority increases. Their behavior patterns are of increasing interest. There is a process of adopting new value systems and assessing their acceptability. The stage of hesitation and search begins. A teenager develops a need for abstract judgments about justice and moral values. Now the task of parents is to move from authoritarian leadership to the position of an empathetic adviser involved in the child’s problems. Behavior control is still necessary, but its forms should not create a lack of mutual trust and the emergence of barriers to communication.
Directions of moral development of schoolchildren
Advice: At all stages, a very important task of parents is to create an atmosphere of mutual care and trust in the home. Try to avoid sorting things out in front of the child. Try to join forces.
