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

Abstract

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.

Origin and Development of Moral Sense: A Systematic Review

“…Explain the children’s actions and their relationships with each other and with adults, and then, evaluate these actions. Korotaeva and Chugaeva (2019) focus on the study of the moral representations of preschool children. This experiment was conducted among preschool children in one of the groups of the Ekaterinburg kindergarten.…”

“…The three areas in which the selected studies have been categorized are: “Natural Moral Sense,” “Social Relationships and Moral Development,” and “Environmental Factors and Moral Development.” Although each approach proposes a different aetiology of the moral sense, the review brings out an agreement among the authors regarding the presence of a predisposition to morally acceptable behaviours ( Cowell and Decety, 2015 ; Dahl, 2019 ; Korotaeva and Chugaeva, 2019 ) that mature and are influenced by life experiences determined by interpersonal relationships and environmental factors.…”

Strengthening Characteristics of Organizational Structures as An Effort To Improve Madrasah Employee Performance

“…In an organization, leadership is the ability to influence the behavior of others to achieve goals in certain situations (Korotaeva & Chugaeva, 2019). Leadership in the management concept can also be understood as a concept in the organizational process, which has a strategic position and is a social interaction always there for group life (Ferine et al, 2021).…”

Moral Early Education – The Pedagogy of Classic Stories

“…Knowledge of these is constructed and understood by each child individually. In the case of stories, the norms of morality will be obtained in the process of identification with the characters and of drawing personal conclusions from the experiences they have [10]. For example, the classic moral stories have been used extensively to teach children about the consequences of lying and the virtue of honesty [11,12,13].…”