2.1 Ascertaining experiment identifying the level of spiritual and moral development according to the methodology

The goal of our work is to improve the professional competence of preschool teachers in the spiritual and moral education of preschool children through the implementation of the “Origins” program.

Methodological work in preschool educational institutions should be aimed at solving the following tasks: moral education of preschoolers

1. activate teachers to realize the relevance of the problem;

2. improve the professional competence of teachers through the creation of a system of work for the implementation of the technology “Sociocultural Origins” by I. A. Kuzmin;

3. teach effective ways to work with children;

4. create a subject-spatial environment conducive to the spiritual and moral education of children;

5. train teachers in effective ways of communicating with parents in matters of spiritual and moral education.

Our work in this area is carried out in three stages:

Stage 1 - informational and analytical

Stage 2 - practical

Stage 3 - control and evaluation

1. Information and analytical stage

1. Analysis of the level of preparedness of teachers, attracting the attention of parents to the problem of cooperation in the spiritual and moral education of children.

2. Questioning of teachers.

3. Questioning parents.

4. Analysis of the level of spiritual and moral development of children.

Having studied the work in this area, conducting a survey among parents and teachers, we identified the conditions for the state of work on spiritual and moral education.

In the course of diagnosing the professional competence of kindergarten teachers in matters of spiritual and moral education of preschoolers, the educators did not show excellent knowledge of the theoretical and practical foundations of the spiritual and moral education of preschoolers.

The attempts made to date to educate a spiritual and moral personality show that the weakest point in this activity is the family. Conducted surveys and conversations with parents showed that parents need to be helped to realize that, first of all, moral and spiritual customs and values ​​must be preserved and passed on in the family, and that it is parents who are responsible for raising children.

Stage 2 - practical

Work on spiritual and moral education is carried out in the following areas:

Working with teaching staff;

Working with children;

Working with parents;

Interaction with society.

1. Increase the professional level of knowledge of teachers on this issue.

2. Create conditions favorable for working with children.

3. Form an active position among parents on issues of spiritual and moral

education.

4. Intensify interaction with society.

To solve the problem of improving the level of pedagogical skills, a wide variety of forms and methods of working with children are used.

Consultations (“Nurturing the spiritual and moral qualities of children’s personalities in the process of interaction between preschool educational institutions, families, public organizations”, “Familiarization and study of the program “Sociocultural Origins”, “The influence of words on the inner world of a child”) supplemented the theoretical and practical knowledge of teachers with missing information, and also expanded, deepened and systematized them.

2.2 Formative experiment

Conducted with children of average and low level, description of working methods

Cognitive indicators of child development	Score in points
Senior group (5-6 years old)	3 points - knows a lot, talks confidently, almost always shows awareness or reasons in response to an adult’s question; he himself shows interest in knowledge; asks questions during the conversation; gives examples from his own experience; identifies himself with the defenders of the Fatherland; has knowledge about life values: loyalty to the native Earth; obedience to elders, mercy, kindness, harmony, friendship, following wise advice, etc.; 2 points - partially aware, knows and reflects on life values ​​with the help of an adult, does not name all the parameters; shows interest and activity in conversation; 1 point - finds it difficult to name, has little knowledge, answers only with the help of an adult; finds moral models with difficulty, interest in conversation is reduced; 0 points - does not know, is not aware, does not name, the topic does not arouse interest, does not understand his place in the world, does not know moral standards in life.

Note

Based on the total score obtained by adding up the scores for all indicators, for each aspect of the quality of education, an integrative and comprehensive assessment of the child’s spiritual and moral development is derived. For this purpose, a five-point integrative-complex assessment system is used, presented below.

Five points correspond to a high level,

4 points - level of development above average,

3 points - average level,

2 points - level of development below average,

1 point - low level of spiritual and moral development of the child.

The level of spiritual and moral development of the child according to the content aspect of the quality of education at the intermediate stage of diagnosis

Diagnostic conversation with children 5-6 years old

1. The topic of the lesson is “Loyalty to the native land” (part 1).

What defenders of the Fatherland did you learn about from the first part of this book for development? Say their names. Why are people grateful to Russian heroes?

How would you like to be like Russian heroes?

How do you feel when you talk about our heroes?

2. The topic of the lesson is “Loyalty to the native land” (part 2, “Defender of the Fatherland”).

What exploits of the heroes (Ilya Muromets, Alyosha Popovich, Dobrynya Nikitich) can you tell about?

What qualities does a defender of the Fatherland need?

Why do our people remember and love heroes?

Do you want to become a defender of Russia?

3. The topic of the lesson is “The Joy of Obedience.”

Are you an obedient son (daughter)?

What does it mean to be obedient?

Why should you obey your elders?

Who and what did you listen to recently?

How do you feel when you do what adults advise?

How does the joy of obedience manifest itself in Russian folk tales?

4. The topic of the lesson is “Bright Hope”.

What holiday did we celebrate recently?

What wishes did you give to your family and friends on Christmas?

What gifts did you give and receive for Christmas?

What miracle happened on Christmas night?

What kind of good Hope do people receive at Christmas?

5. The topic of the lesson is “Good agreement.”

In what matter is good consent important?

How does harmony manifest in your family?

Is it easy to come to agreement in life?

How do you feel when you agree with your elders?

Friends?

6. The topic of the lesson is “Good friends.”

Do you have friends?

Who can be called a true friend?

Do you consider yourself a true friend?

What needs to be done to maintain and strengthen friendship?

7. The topic of the lesson is “Good deeds.”

What deeds are considered good?

What good deeds have you accomplished?

Why is it important to do good deeds?

How do you feel when you do good deeds?

8. The topic of the lesson is “Wise Word.”

Where can you find a wise word?

What words of wisdom have you remembered?

What have wise words taught you?

Who can be called wise and why?

9. The topic of the lesson is “Wise people.”

Which of your close people can be called wise?

What wise advice did adults give you?

What are we grateful to wise people for?

What wisdom have our fairy tales taught you?

forming the foundations of the spiritual and moral development of a 5-6 year old child (senior group) in the process of mastering the “Sociocultural Origins” program

Cognitive indicators of development of a child of the senior group in the development of spiritual and moral categories 1.3. Faith, Hope, Love, Sofia	Date
		Score in points (Indicators in Appendix No. 1)
1.3.1. An idea of ​​the image of the epic hero as the first defender of the Russian Land. The topic of the lesson is “Loyalty to the native land” (Part 1)
1.3.2. An idea of ​​the character qualities of the collective image of the epic hero. The topic of the lesson is “Loyalty to the native land” (Part 2, “Defender of the Fatherland”)
1.3.3. Knowledge of the need to obey older people. Knowledge of the rules of life among peers. Lesson topic: “The Joy of Obedience”
1.3.4. Ideas about the reality of a miracle on the holiday of the Nativity of Christ, about showing mercy to everyone who needs it. The topic of the lesson is “Bright Hope”
1.3.5. The idea of ​​the need to demonstrate good agreement in life. The topic of the lesson is “Good agreement”
1.3.6. The idea of ​​friendship and friends, the manifestation of friendly feelings. The topic of the lesson is “Good friends”
1.3.7. Ideas about good deeds and their meaning. The topic of the lesson is “Good deeds”
1.3.8. Knowledge about wise words, about wise experience preserved in small folklore forms. The topic of the lesson is “Word of Wise.”
1.3.9.Imagination about wise people, knowledge of wise advice received from them. Lesson topic: “Wise people”
The final sum of points for the content aspect of the quality of education
The level of spiritual and moral development of the child according to the content aspect of the quality of education

2. Communication aspect of education quality

Indicators of the development of communication skills of a child in the senior group	Date
	Score in points (Indicators in Appendix No. 1)	Score in points (Indicators in Appendix No. 1)
The child shows 2.1. Speech skills: 2.1.1. It is clear to conduct a dialogue with the teacher.
2.1.2.Express your own assessment of what adults read and hear.
2.1.3.Speak expressively and emotionally.
2.1.4.Speak independently in the resource circle.
2.1.5.Speak independently in pairs.
2.1.6.Formulate your thoughts clearly and competently.
2.1.7.Speak impromptu, without prior preparation.
2.2. Social and psychological skills: 2.2.1. Engage in and maintain conversations with peers and adults.
2.2.2. Listen and hear (do not interrupt, do not be distracted, understand what they are saying).
2.2.4.Come to a common decision (the ability to agree with the participants in the resource circle).
2.2.5. Engage in communication on moral topics.
2.2.6. Maintain communication.
2.2.7. End communication.
2.2.8. Come to a common decision in pairs (the ability to agree, agree).
2.3. Psychological skills: 2.3.1. Show emotions in communication.
2.3.2. Show empathy for peers and adults (the ability to be attentive, notice the mood of others, see, hear, feel everyone, be tolerant of different opinions, try to help).
2.3.3. Reduce unnecessary tension in communication.
2.4. Speech etiquette norms: 2.4.1. The ability to use the norms of speech etiquette when expressing your opinion.
2.4.2.Ability to use situational norms of greeting.
2.4.3. The ability to express a request, wish, advice, proposal, sympathy, reproach.
2.5.Ability to use non-verbal means of communication: 2.5.1.Use intonation, pauses, diction, tempo, tonality.
2.5.2. Use laughter, noise, applause.
2.5.3.Use gesture, facial expressions, gaze, posture, movements.
2.5.4.Choose communication distance and spatial location.
The final score for the communicative aspect of education quality
The level of spiritual and moral development of the child according to the communicative aspect of the quality of education

3. Management aspect of education quality

Indicators of management development abilities of a child of an older group	Date
	Score in points (Indicators in Appendix No. 1)	Score in points (Indicators in Appendix No. 1)
3.1.1.Manages its own activities.
3.1.2. Manages the activities of the couple.
3.2.1. Makes a moral choice.
3.2.2. Makes a moral choice, makes a decision for which he is responsible.
3.3.1. Manages knowledge (including knowledge about morality).
3.4.1. Collaborates in a group with peers, teachers and parents, follows the rules of communication in the resource circle.
3.4.2. Collaborates in a group with peers, teachers and parents, coordinates his actions with the actions of other people, follows the rules of communication in pairs and in microgroups.
3.5.1. Acts according to the model and instructions of the teacher in books for development and albums for drawing.
3.6.1. Presents your own solution in the resource circle.
3.6.2. Represents your own solution and the joint decision of a pair or group.
3.7.1. Works with literary and literary-artistic information in books for development and sketchbooks.
3.8.1. Structures the time allocated to complete the task.
3.9.1. Shows persistence and independence in achieving goals.
3.10.1. Subordinates own motives of behavior to the set goal.
Total score for the management aspect of education quality
The level of spiritual and moral development of the child according to the managerial aspect of the quality of education

4.Psychological aspect of the quality of education

Indicators of development of the emotional and sensory sphere of a child of the senior group	Date
	Score in points (Indicators in Appendix No. 1)	Score in points (Indicators in Appendix No. 1)
4.1.1.Recognizes the emotions of other people (relatives, peers, kindergarten workers).
Shows: 4.2.1. Attention, emotional responsiveness and social sensitivity to family and friends, peers, heroes of literary works, objects of living and inanimate nature.
4.2.2. Obedience, truthfulness and responsibility.
4.3.1. Feelings: Gratitude to family and friends, peers, native nature; The joy of the beauty of building the world around us.
4.4.1.Positive emotions, cheerfulness, respectful attitude towards others, trust in the world and people.
4.4.2. Sociability, openness, activity, independence, patience.
4.5.Motivational indicators of social development of a preschooler’s personality The child exhibits: 4.5.1. Motivation to interact with peers, teachers and parents in the AFO: In the resource circle;
4.5.2.Motivation, together with peers and adults, to achieve significant sociocultural results, develop and learn further, and repeat successful actions.
4.6.Motivational indicators of psychological development of a preschooler’s personality The child exhibits: 4.6.1.Natural curiosity and desire to actively explore the world around us in all its diversity.
4.6.2. Interest in learning about the external and internal mental and spiritual world in joint activities with an adult.
The final score for the psychological aspect of the quality of education
The level of spiritual and moral development of the child according to the psychological aspect of the quality of education

5. Sociocultural aspect of education quality

Indicators of sociocultural development of the personality of a child in the senior group	Date
	Score in points (Indicators in Appendix No. 1)	Score in points (Indicators in Appendix No. 1)
The child exhibits: 5.1.1.Benevolence, care, kindness towards others.
5.1.2. Friendly attitude towards the heroes of literary works.
5.1.3.Attentive, caring attitude towards the natural world
5.1.4. Respectful attitude towards adults, careful attitude towards the results of their work.
5.1.5. Friendly feelings.
5.1.6.Feelings of trust, attention, compassion, respect.
5.1.7.Obedience, skills of benevolent and virtuous behavior: complicity, empathy, rejoicing in joy.
5.2.1. In specific deeds and actions, a sense of responsibility to people - family, peer group, society.
5.3.1. Assimilated the first sociocultural experience of his native people (attached to past experience, able to rethink present experience, able to focus on the future; knows about domestic traditions, supports them according to age).
5.3.2. Capable of self-determination and self-identification.
The final score for the sociocultural aspect of the quality of education
The level of spiritual and moral development of the child according to the sociocultural aspect of the quality of education

The “Sociocultural Origins” program is designed for four years of development of a preschool child. All classes in the program and work on books for development allow you to effectively solve the problems of spiritual and moral education of children 3-7 years old. Final classes and books for development are aimed at mastering spiritual and moral categories and values, developing sociocultural experience, developing communication skills, management abilities, and the emotional and sensory sphere of the child.

Each year of children’s development is a unique stage in the formation of the spiritual and moral core of a small child’s personality. At each stage of development, the program provides for the solution of a certain range of tasks in all five aspects of quality, which by the end of the school year allows the child to achieve certain results in spiritual and moral development.

The table below presents the generalized final results of the formation of the foundations of the spiritual and moral development of children aged 4, 5, 6 and 7 years. These indicators will allow the teacher, when performing monitoring, to more competently approach determining the level of formation of the foundations of spiritual and moral development of preschool children.

Table of stage-by-stage achievements in the formation of the foundations of spiritual and moral development of preschool children

	Aspects of quality of education	First year of development (Child 4 years old)	Second year of development (Child 5 years old)	Third year of development (Child 6 years old)	Fourth year of development (Child 7 years old)
		1. The child at the initial level is familiar with the sociocultural categories Word, Image, Book. ideas about one’s own name, the names of relatives, how affectionately they sound from the lips of loved ones, and uses them in communication with other people. 1.2. Knows about kind words and their meaning in a person’s life, about the relationship between a kind word and the feeling that caused it. 1.3. Sings lullabies independently in games with dolls, performs them in joint activities with peers and adults. 1.4.Knows about the holidays of Christmas and New Year, about good deeds performed on the holiday for others. 1.5. Has an idea of ​​the influence of a kind word and a good deed on a mother’s feelings. Expresses love and care to mother and other close people. 1.6. Knows songs, nursery rhymes, poems about the sun, reads them by heart. He knows that the sun gives light, warmth and joy. the idea of ​​a kind world, of good relationships with others, talks about a protective mother. the idea of ​​a good book tells about good feelings towards it. 1.9. Has a favorite book and talks about the good things it taught the child.	2. The child is familiar with and at an initial level has mastered the sociocultural categories Homeland, Native spaces, Earthly work, Soul work ideas about a friendly family and home warmth, about the value of family in a person’s life. It tells that in a friendly family everyone strives to be together as often as possible, everyone shows attention and care to each other, everyone finds joy and consolation in it. ideas about one’s home as the beginning of all good paths and roads. Talks about the roads of goodness. ideas about the native forest and the need for a caring attitude towards it; about the existence of a fairy forest, “full of mysteries and wonders.” It tells that the forest warms, pleases, feeds and heals people. 2.4. Knows about pets and how to treat them kindly and caringly. Talks about how people show love and care for their smaller brothers. an idea of ​​the importance of work in a person’s life, of respectful attitude towards working people. He talks about how his family and he himself treat working people, what work assignments he has. 2.6. Has an idea of ​​the existence of the world of fairy tales, of what good fairy tales teach. 2.7. Knows about words of gratitude and the feelings they evoke. He says words of gratitude to his mother and other close people. an idea of ​​the Bright Holiday of Trinity, of the joy of people and nature on the holiday.	3. The child is familiar with and has mastered spiritual and moral categories at the initial level Faith, Hope, Love, Sofia submissions about the image of the epic hero as the first defender of the Russian Land. submissions about the character qualities of the collective image of the epic hero. Tells about famous Russian heroes. 3.3. Knows the need to obey older people. Knows and follows the rules of life among peers. 3.4. Ideas about the reality of a miracle on the holiday of the Nativity of Christ, about showing mercy to everyone who needs it. the idea of ​​the need to demonstrate good agreement in life. the idea of ​​friendship and friends, the manifestation of friendly feelings. Talks about his friends. an idea of ​​good deeds and their meaning in life. He talks about his good deeds. 3.8. Knows about wise words, about wise experience preserved in small forms of folklore, fairy tales, epics, fairy tales, and uses wise words in speech to the “place”. the idea of ​​wise people, knowing the wise advice received from them. Talks about wise people who are nearby.	4. The child is familiar with and at an initial level has mastered the sociocultural categories of the Tradition of Word, Image, Deed and Holiday 4.1. Knows about the moral lessons of native fairy tales, about the wisdom of the fairy tale word. submissions about the power and meaning of parting words. Knows parting words. 4.3.Knows about the stages of a person’s life path. Talks about the stages of his life, parents, grandparents. 4.4.Knows about the righteous life of St. Sergius of Radonezh. 4.5. He knows about the life path of St. Sergius of Radonezh, about his good qualities, and his role in the victory of the army of Dmitry Donskoy on the Kulikovo field. an idea of ​​the importance of work in a person’s life, of the choice of a future profession; tells what he will be when he grows up. Knows about craftsmen and needlewomen; talks about what kind of masters his native land is famous for. an idea of ​​the qualities of diligence and patience and their significance for a person in life. 4.8. He knows about family traditions, about the Easter holiday, talks about the traditions of his family. an idea of ​​good books that were good teachers for a child during preschool childhood. He talks about his favorite books, about the good things they taught him. 4.10. Knows about the use of words of gratitude for everyone who helped children grow up kind and smart. Uses words of gratitude in life towards family and friends. Possibilities of using elements of probability theory and statistics in mathematics lessons in primary school The first step towards introducing younger students to the world of probability is long-term experimentation. The experiment is repeated many times under the same conditions, and the children are asked to indicate the result... Spiritual and moral education of younger adolescents through sacred music The experiment was carried out from September 2011 to May 2012. 20 students of the choir department of Children's Music School No. 7 in the city of Irkutsk were involved in it. As said earlier... Gaming technologies in primary school From the listed requirements for the game, it is obvious that the game is a very time-consuming and labor-intensive form. Preparing a game usually requires an order of magnitude more time than running it. Maybe... 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Criteria for the effectiveness of the functioning of the program for spiritual and moral development and education of younger schoolchildren

The most important indicator of the effectiveness of the functioning of the Program for the spiritual and moral development and education of junior schoolchildren is the moral development of the child, significant changes in his spiritual and moral world. Development is manifested in the stability of children’s moral behavior in ordinary and complicated situations, in the ability to foresee the consequences of their actions, in the emergence of internal control - conscience, and oneself as a bearer of morality.

An objective assessment of educational work is possible using sociological and psychological-pedagogical research (observation, questioning, testing of students, parents and teachers).

Formal criteria:

Design of the educational, extracurricular and extracurricular environment of a general education institution;

Creating conditions for personal self-realization outside of school hours.

Informal criteria:

Orientation of students to specific moral and social norms of behavior, mastering the skills of socially normative behavior;

Assessment by students and parents of the child’s ability to realize their abilities at the lyceum;

The level of psychological security of students and the overall moral and psychological climate of the institution;

The presence of stable, friendly relationships between students and teachers.

During the development of the educational system, a number of methods are used: methods for studying the process and result of personal development, methods for diagnosing the formation of a team, methods for studying the satisfaction of teachers and parents with the organization of the educational process and life activities in the lyceum.

The most informative diagnostic methods are: conversation, observation, testing, questioning, sociometry, ranking, unfinished thesis, drawing test, choice situation.

To diagnose the process and result of the spiritual and moral development of the individual, the method “Manifestation of personal qualities in the behavior of a child”, developed by N. Alexandrova and N. Kurnosova, is used. It allows one to judge the level of formation of a person’s moral qualities.

Of the available diagnostic techniques, the most effective are those developed by O.V. Solovyov.

Methodology "Store"

The goal is to study the level of spiritual and moral development of the individual and the team, to encourage children to reflect.

Methodology “Psychological atmosphere in a team”

The goal is to study the psychological climate in the team and the relationships of students.

Methodology “Diagnostics of the development of spiritual and moral qualities of students”

The goal is to diagnose the level of spiritual and moral qualities of the students’ personality.

To study the level of spiritual and moral education of students in grades 1-4, it is possible to use methods developed by employees of the laboratory for the education of moral and ethical culture of the State Research Institute of Family and Education of the Russian Academy of Education.

Method No. 1: Diagnosis of moral self-esteem.

Method No. 2: Diagnosis of ethical behavior.

Method No. 3: Diagnosis of attitudes towards life values.

Method No. 4: Diagnosis of moral motivation .

These methods allow you to see the dynamics of the spiritual and moral development of the personality of each child and the team as a whole, analyze the state of the educational process, and analyze the dynamics of changes in the development of individual personality qualities.

Thus, systematic work on the education of spiritual and moral qualities makes it possible to create conditions for children to understand the importance for themselves of norms and rules of behavior, to develop a value-based attitude towards themselves, people, and the world around them.

Application

Diagnostics and study of the moral sphere of a schoolchild

(Fridman G.M., Pushkina T.A., Kaplunovich I.Ya.. Studying the personality of the student and student groups. – M., 1988, pp. 326-341)

Diagnosis of the development of a child’s moral sphere most often includes the study of the cognitive, emotional and behavioral components of moral development. The study of the cognitive component involves studying children's awareness of moral norms and ideas about moral qualities. The study of the emotional component involves studying the child’s moral feelings and emotional attitude towards moral standards. The study of the behavioral component involves identifying moral behavior in a situation of moral choice, the moral orientation of the individual in interaction with peers, etc.

"Conversation" method ( designed to study children's ideas about moral qualities 6-7 years old (1st grade)

Generalized ideas about kindness, honesty, justice, and friendship develop. A negative attitude develops towards such moral qualities as cunning, deceit, cruelty, selfishness, cowardice, and laziness.

Questions for conversation:

▪ Who can be called good (bad)? Why?

▪ Who can be called honest (lying)? Why?

▪ Who can be called good (evil)? Why?

▪ Who can be called fair (unfair)? Why?

▪ Who can be called generous (greedy)? Why?

▪ Who can be called brave (cowardly)? Why?

Determine the correspondence of ideas about moral and volitional qualities to age. A conclusion is drawn about how these ideas change with age.

Methodology “What is good and what is bad?”

Students are asked to give examples of: a good deed you witnessed; harm done to you by others; the just action of your friend; weak-willed act; manifestations of irresponsibility, etc.

Processing the results.

The degree of formation of concepts about moral qualities is assessed on a 3-point scale:

1 point – if the child has formed an incorrect idea about this moral concept;

2 points – if the idea of ​​a moral concept is correct, but not clear and complete enough;

3 points – if a complete and clear idea is formed.

“Finish the story” technique

Children are read a story-situation from school life. Questions are asked: “What is the name of such an act?”, “What fair act can you tell about yourself?”

Diagnosis of the emotional component of moral

development

Methodology “Story Pictures” (designed for children 1-2 classes)

The child is provided with pictures depicting positive and negative actions of peers. The child must arrange the pictures so that on one side there are those with good deeds on them, and on the other - bad ones, explaining his choice.

Processing the results.

0 points – the child arranges the pictures incorrectly (in one pile there are pictures depicting bad and good deeds), emotional reactions are inadequate or absent.

1 point – the child arranges the pictures correctly, but cannot justify his actions; emotional reactions are inadequate.

2 points – the child correctly arranges the pictures, justifies his actions, emotional reactions are adequate, but weakly expressed.

3 points – the child justifies his choice (names moral standards); emotional reactions are adequate, bright, manifested in facial expressions, active gestures, etc.

Methodology “What we value in people” (intended to identify the child’s moral orientations).

The child is asked to mentally choose two of his acquaintances: one of them is a good person whom the child would like to be like, the other is a bad one. After which they are asked to name the qualities they like about them and those they don’t like, and give three examples of actions based on these qualities. The study is carried out individually. The child must give a moral assessment of actions, 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 act.

Processing the results.

0 points – the child does not have clear moral guidelines. Attitudes towards moral standards are unstable. Incorrectly explains actions, emotional reactions are inadequate or absent.

1 point – moral guidelines exist, but the child does not strive to meet them or considers this an unattainable dream. Adequately evaluates actions, but the attitude towards moral standards is unstable and passive. Emotional reactions are inappropriate.

2 points – moral guidelines exist, assessments of actions and emotional reactions are adequate, but the attitude towards moral standards is not yet stable enough.

3 points – the child justifies his choice with moral principles; emotional reactions are adequate, the attitude towards moral standards is active and stable.

Methodology “How to act” (intended to identify attitudes towards moral standards).

The child is asked to imagine a given situation and report how he would behave in it. For example, first situation: During recess, one of your classmates broke a window. You saw it. He didn't confess. What do you say? Why? Second situation: classmates conspired to disrupt the lesson. What will you do? Why?

Processing of results according to the above scale.

“Complete the Sentence” Method (method of N.E. Boguslavskaya)

Children are given a test form where they need to complete sentences with several words.

1. If I know that I did something wrong, then...

2. When I find it difficult to make the right decision myself, then...

3. When choosing between an interesting but optional activity and a necessary but boring activity, I usually...

4. When someone is offended in my presence, I...

5. When lying becomes the only way to maintain a good attitude towards me, I...

6. If I were a teacher, I...

Processing of results according to the above scale.

Unfinished sentences, or my attitude towards people.

Attitude towards friends

I think that a true friend...

I don't like people who...

Most of all I love those people who...

When I'm not there, my friends...

I would like my friends...

Attitude to family

My family treats me like...

when I was little, my family...

Guilt

I would do anything to forget...

My biggest mistake was...

If you do something bad, then...

Attitude towards yourself

If everything is against me...

I think I'm capable enough...

I would like to be like those who...

I achieve my greatest success when...

Most of all I appreciate...

(Boguslavskaya N.E., Kupina N.A. Fun etiquette. – Ekaterinburg: “ARD LTD”, 1997, page 37)

Methodology for assessing the level of moral development

Based on the work of J. Piaget on identifying the stages of intellectual development, L. Kohlberg suggested the possibility of the existence of stages of development of moral consciousness.

Kohlberg identifies three main levels of development of moral judgments: preconventional, conventional and postconventional.

The preconventional level is characterized by egocentric moral judgments. Actions are assessed mainly on the basis of benefit and their physical consequences. What is good is what gives pleasure (for example, approval); something that causes displeasure (for example, punishment) is bad.

The conventional level of development of moral judgments is achieved when the child accepts the assessments of his reference group: family, class... The moral norms of this group are assimilated and observed uncritically, as the ultimate truth. By acting in accordance with the rules accepted by the group, you become “good.” These rules may be universal, but they are not developed by the person himself as a result of his free choice, but are accepted as external restrictions or as the norm of the community with which the person identifies himself.

The postconventional level of development of moral judgments is rare even in adults. This is the level of development of personal moral principles, which may differ from the norms of the reference group, but at the same time have universal breadth and universality.

Stages of development of moral judgments according to L. Kohlberg

Level	Age	Grounds for moral choice	Attitude to the idea of ​​the intrinsic value of human existence
Pre-conventional	4-7	Naive consumer hedonism. I do what I am praised for; I do good deeds according to the principle: “You - for me, I - for you”	The value of a human life is measured by the pleasure that person gives to a child
Convention nal	7-10	Good boy morals. I act in such a way as to avoid disapproval and hostility from my neighbors, I strive to be good.	The value of a human life is measured by how much that person sympathizes with the child. Life is assessed as a sacred, inviolable category of moral norms and responsibilities.

The quality of his entire subsequent life depends on the quality of the child’s spiritual and moral education given to him by his parents. The fruits of this upbringing determine the extent to which he can realize himself in his professional activities, creativity, and personal life. From a religious point of view, this upbringing determines the fate of a person’s soul in subsequent eternal life. At birth, a person receives a huge outside world as a gift.

Spiritual and moral development is the basis of education in Russia

Correct spiritual and moral education gradually gives him another, inner peace. If a child, together with his parents, managed to fill it with light, he will definitely help make the outside world brighter. To achieve this, you need to clearly understand the goals and objectives of spiritual and moral development and education.

The meaning of the words "spirit", "spiritual"

Spirit - mind, thinking, consciousness, mental abilities, inner content, moral strength of a person. “What is the spirit of man? The totality of heartfelt feelings belonging to the verbal and immortal soul, alien to the souls of cattle and beasts.” (Saint Ignatius Brianchaninov). An animal may have food preferences, become attached to people, other animals or a home, and is guided in its behavior by instincts, but cannot experience remorse, work, learn about the world and itself, create, and much more.

What is a spiritual personality

A person is guided by moral principles, is capable of a thought process, religious feelings, and is able to act contrary to instincts. All this is due to the fact that man, unlike animals, has a spirit in addition to his soul.

The spiritual side of a person is the very essence of a person, what he really is if you take off his clothes and forget about his social status and financial condition. To understand more clearly, you need to imagine that a catastrophe happened, a person suddenly lost all his property, job, family and friends. Then he is left only with what he is filled with, and this precisely depends on the self-education and education he received in childhood from his parents and teachers.

The meaning of the words “morality”, “moral”

Morality is the internal spiritual qualities that guide a person, a set of norms and rules of behavior, primarily in society, a certain barrier that does not allow one to do whatever one wants. An immoral person is one who has no restraining factors and calmly undertakes any dishonorable act. A person with a high level of morality places the highest demands on his behavior.

A low level of morality implies that a person ignores norms of behavior if they run counter to his interests.

What is morality

The meaning of the concepts “spiritual and moral education” and “spiritual and moral development”

1. Spiritual and moral education is the development of a system of universal and national cultural, spiritual and moral values.
2. Spiritual and moral development is the formation and consistent strengthening of a person’s ability to evaluate and build, on the basis of traditional moral norms and moral ideals, attitudes towards himself and the world around him.

Fundamentals of spiritual and moral education

How to actually educate and support the development of morality in a child? The personal example of mom, dad, and grandparents is of decisive importance. But the little person is also influenced by the world around him - television, the Internet, friends and kindergarten teachers, school teachers. Parents need to closely monitor the child’s social circle and everything that occupies his mind.

The books a child reads, the films he watches, the games he plays, the music he listens to inevitably affect his inner state and idea of ​​morality.

For example, a girl is bought a coloring book that depicts half-naked, vulgarly dressed girls, with painted faces and green hair. The girls are depicted in the most unimaginable poses. The girl perceives this as the norm, she gets the idea that this is what the standard of female beauty looks like, and it is in these positions that it is customary to talk with friends. Mom can then spend several hours proving to her that this is not so. But the daughter has already fixed the image, seen a popular animated series with similar “beauties” and nothing can dissuade her. After all, a friend in kindergarten came yesterday with the same doll as the girl in the cartoon. This means my mother is behind the times, and this doll is truly a standard. There is only one conclusion - in spiritual and moral education there are no little things that can be ignored. At thirteen years old, it will be too late to rewrite the consciousness of a son or daughter. You need to protect your baby from “fashion” from birth.

Coloring pages as illustrations for text

The purpose of spiritual and moral development and education

To achieve success at something, you need to be clear about your goal. The goal of spiritual and moral education and development is the harmonious development of the child’s personality, the creation in his mind of fundamental principles of morality based on Orthodox, cultural and historical Russian traditions. The specific goal is to raise a person:

• spiritually healthy;
• creative;
• competent;
• proactive;
• hardworking;
• responsible;
• independent;
• able to work in a team and coexist in society;
• patriot;
• highly moral;
• in a religious family - prepared for eternal life, a person for whom God comes first in the value system.

Basic provisions of spiritual and moral education - list

To achieve this goal, it is necessary to solve the following intermediate tasks.

Directions of spiritual and moral education and development

In the process of upbringing, it is the duty of parents and teachers to help the child form and develop spiritual and moral qualities and abilities in four areas:

• religious;
• family;
• creative;
• patriotic;
• social.

Development in each direction will require completing a number of intermediate tasks.

Religious direction

Religious spirituality presupposes the acquisition of faith in God, awareness of the finitude of one’s life and the eternity of the life of the soul. Correct spiritual development of a person in this direction gives him as a result chastity, stable moral principles, his own worldview, a correctly built-in system of values, respectful attitude towards religious organizations and the religious feelings of other people, including people of other faiths.

Sunday school is one of the methods of religious education

Particular attention should be paid to the fact that a spiritually healthy person, from the point of view of Orthodox Christianity, is acutely aware of the value and uniqueness of his life and the lives of other people.

To achieve these goals, the child needs to learn:

• Bible;
• history of Orthodoxy;
• traditions of Christian Orthodox culture;
• spiritual and historical heritage of its people;
• the highest spiritual examples of national culture.

The child is not able to complete these tasks independently, so he will need the help of parents and competent teachers. In this case, parents are required to respect his personal views on issues related to religion. Even in order to admit oneself as an atheist or, having rejected Orthodoxy, to accept another religion, one needs to study the spiritual heritage of one’s country.

The child has the right to choose his own religious affiliation

Only by having a clear idea of ​​what a person is giving up can he make a firm, informed decision on this issue. And, on the contrary, if parents are not religious, they do not have the right to deprive their child of knowledge about this side of human life.

Family destination

One of the most important areas of spiritual and moral development is raising a good family man. The goal of a successful process in this direction is to help the child gain:

• attitude towards family as the basis of society;
• the need for a responsible and caring attitude, first of all, towards members of your family and subsequently towards all people around you;
• the ability to understand and accept one’s responsibilities at home, and subsequently professional and social;
• goodwill and emotional responsiveness, the ability to empathize with family members and other people.

Family is the basis of spiritual and moral education

Creative direction

Any person from birth has certain creative abilities that must be discovered and developed. This helps career guidance and self-realization of the individual, and the development of aesthetic taste.

Creative development is one of the methods of spiritual and moral education

The main tasks of creative development are to teach a child to know himself, his abilities, the world around him, the creativity of other people and to create independently.

Patriotic direction

Patriotic spiritual and moral education and development is designed to help the future citizen gain:

• national identity, dignity, patriotism;
• faith in Russia;
• the desire to increase the welfare, power and development of the spiritual culture of the Fatherland;
• respect for representatives of other nationalities and the ability to interact with them.

Patriotic education shapes the citizens of their country

A patriot of his homeland must know well and preserve the national culture, its values ​​and respect the culture of other peoples, especially those living on the territory of the Fatherland.

Social direction

A spiritually healthy member of society must strive for social self-affirmation on the basis of spiritual and moral norms of relationships with other people. Parents and teachers should teach the child:

• express your views openly;
• resist actions that pose a threat to life and health, one’s own and others’;
• take responsibility for your actions;
• to realize oneself as a part of humanity, one’s responsibility for its condition and life activity, one’s responsibility for the ecological state of the planet.

Folk games are one of the methods of social development

Results

The result of completing all these tasks and achieving the goals of spiritual and moral education should be personal qualities that will help the child live and work in modern society. A full-fledged member of society has will, determination, perseverance, self-control, and independence. He is hardworking, able to objectively evaluate his actions, intentions, thoughts, overcome any difficult circumstances and make sober decisions. Such a person is aware of his obligation to be guided in all his actions by conscience.

The form of measurement and methodology for collecting and processing initial and final data characterizing the progress of students in spiritual and moral education and development in a multinational team are still very imperfect. This is due to a number of reasons. Firstly, many researchers are trying to mechanically transfer the measurement system from the field of exact sciences, where it is possible to establish a certain consistency and repeatability of phenomena, to pedagogical ones, which are constantly changing and not always amenable to reproduction and repetition in the same living conditions. Therefore, the data obtained about the spiritual and moral education and development of usually a schoolchild can be considered to some extent conditional. Secondly, when measuring the result of spiritual and moral education and development, only the final result is usually included. In this regard, the effectiveness of education is assessed only by external indicators, without taking into account complex internal changes. For example, changes in ethnopsychological attitudes under the influence of life activity and communication in a multinational team.

Thirdly, when identifying the relationship between conditions and personal development, pedagogical influences are not singled out, but all influences are taken together. For example, the influence of ethnic character on the consciousness of a schoolchild. In addition, quantitative indicators relating to naturally recurring factors and phenomena affecting the consciousness of the student are not taken into account. Fourthly, it should be borne in mind that some researchers expect to obtain the manifestation of a certain level of spiritual and moral education in a shorter period of time. In fact, this effectiveness can be obtained in a tangible form only after the development of the personality. Fifthly, the lack of development of indicators for measuring the spiritual and moral education of an individual, as well as methods for studying it and processing diagnostic material characterizing the development of this personality, as well as methods for studying it and processing diagnostic material, do not allow us to fully objectively establish the achieved level of education.

Thus, the optimal conditions for the spiritual and moral development of students in a multinational team and its indicators should be considered from ethnopsychological and pedagogical positions, which involve the use of a system of various accounting tools.

The level of spiritual and moral education as a generalized concept represents the degree of correlation between the ideal and the actual and has qualitative-structural and probabilistic statistical characteristics.

At present, it is impossible to talk about direct measurements of personality qualities, since the use of indirect measures is realistic, for which quantitative and qualitative characteristics that carry a meaningful description of individual aspects or qualities can be chosen as a measure or criterion.

The general criterion of spiritual and moral education is a sign on the basis of which the advancement of an individual in his spiritual and moral development at a relatively completed stage of school education and upbringing is established. Along with the criterion of general education, there are criteria for the development of individual spiritual and moral qualities, the manifestation of claims by a person, the justification of demands, etc. However, under all conditions, the objective criterion for assessing behavior is the compliance of this behavior with social requirements and established norms. The spiritual and moral experience of the multinational society of the Republic of Kazakhstan is reflected in the principles of the “Strategy “Kazakhstan-2050”, which should be considered both as general principles and as general criteria for the spiritual and moral education of people of a multinational society. Just as the content of spiritual and moral principles is historical in nature, so the criteria are transitional and changeable. Therefore, the basis of the criteria is the objective-historical need for spiritual and moral requirements and value judgments about good and evil.

The principles for determining spiritual and moral value are based on the meaning of universal moral requirements of a multinational society, i.e. the criteria may not be guidelines, but multimoral ideals, principles and norms. The moral assessment itself in a particular case is a specific form of identifying moral practice, elucidating the role of individual elements of an act and the relationship between motive and result in this act. It also determines the responsible and irresponsible attitude of an individual to solving emerging spiritual and moral problems.

Ultimately, the measure of the truth of the spiritual and moral development of a schoolchild in a multinational group is his behavior, his practical actions and actions in the sphere of life of the multinational team. Therefore, the practice of student behavior should be thought of in a broad sense, as a social and multi-ethnic practice. Pragmatism, which considers spiritual and moral practice only as a subjective experience, as individual behavior, is unacceptable here. The development of a spiritual and moral personality is determined not on the elementary sum of rules and norms of behavior, but on the individual’s high desire and scientific understanding of the connection between activities and relationships with people of other nationalities and a multinational society in accordance with ideal goals and needs, with the means to achieve which they must create a monolithic unity.

The necessity and sufficiency of the conditions and factors of spiritual and moral development must also be traced not through the structure of their elements, but through quantitative and qualitative indicators that characterize the volume of moral experience (objective relations) and the student’s attitude towards it (subjective relations). But if quantitative indicators are socially determined by the position of an individual in the system of school and extracurricular relations and are associated with its social functions, then qualitative indicators indicate the level of spiritual and moral development of an ethnic personality in accordance with the norms and accessible claims established in a multinational society. The level of this development can be measured by the socially valuable significance of the individual’s motives and the correspondence of the personal and multi-ethnic social in his behavior. At the same time, the criteria cannot be established once and for all, since the mobility of multinational social life also requires the mobility of indicators for measuring them.

As a starting point for determining the spiritual and moral development of a schoolchild in a multiethnic group, one can use the methodological recommendations “Theory and Practice of Spiritual and Moral Education of Schoolchildren,” one of the subsections of which focuses on the requirements for the moral character of a student’s personality.

By comparing actual behavior with ideal behavior, one can trace the student’s progress in spiritual and moral development. Such substantive mastery of the results of work on spiritual and moral education promotes focus and specificity in this work.

Practical workers, although they have before them an ideal example of a personality or a special idea of ​​the spiritual and moral maturity of a pupil, cannot yet grasp all the shades of forward movement in the development of this pupil. Here the educator deals only with general data and parameters characterizing the spiritual and moral development of the individual. They do not reflect the internal essence of the change in the personality itself, therefore a set of ideal spiritual and moral qualities is necessary for comparison with the emerging personality qualities of each schoolchild. This external side of indicators of spiritual and moral education is used by the educator in his practice.

The existing system for recording the results of the spiritual and moral education of students in a multinational group (the state of discipline, general order in school and in classes, the number of educational activities carried out) is less objective than the determination of spiritual and moral education based on a comparison of the sample and the actually achieved level of development.

However, under all these conditions, in the practice of multinational schools, only external indicators are taken as criteria for spiritual and morality, and therefore it can be difficult to establish the true situation in personal development in this way. What at first glance may seem like an objective criterion actually reflects one aspect of development or gives the most general idea of ​​it. The criterion for the spiritual and moral development of a schoolchild’s personality should cover not only the result of this development, but the motivations, goals and methods of achieving it. As the experience of studying students in multinational schools shows, the most objective criterion of spiritual and moral education should be taken as the individual’s attitude to the surrounding reality, to people of another nationality. As the analysis of the results of our study showed, the demands on people of other nationalities are much higher than the demands on people of one’s own nationality. This was indicated by 73% of the surveyed schoolchildren in grades 5-19 in the mountains. Taraz)

Analysis of the data obtained shows that the work on developing the spiritual and moral education of students cannot yet fully satisfy teachers. It can be assumed that modern schools have not yet been able to organize educational activities in such a way as to provide students with a high level of spiritual and moral education. But one thing is indisputable: the diverse attitudes of students (towards a multinational society, useful work,
people of a different nationality, etc.) you can see a characteristic feature for them - all their relationships depend on their spiritual and moral orientation and activity, on what role they play in a multinational student team.

Thus, as an objective criterion for the spiritual and moral education of the personality of a schoolchild in a multinational group, one should take relationships that manifest themselves in various forms of activity and behavior. However, there may be some stretch here, since in relationships we do not catch all the objectified nuances by which we could speak with exhaustive completeness about the real spiritual and moral maturity of the student.

Spiritual and moral relations are also studied by philosophers and psychologists. If the former pay attention to the evaluative nature of relationships, then the latter - to the qualities of a person and their manifestation, to what position this person occupies in relationships with other people. In fact, it turns out that philosophers evaluate individual actions, and psychologists evaluate individual qualities.

In pedagogy, the overall spiritual and moral development of the student is assessed, since the personality is formed holistically, although the assessment of the development of individual aspects of the personality also cannot be ignored. Therefore, it would be correct to evaluate the attitude as an integral position of the personality as a whole.

With such fixed criteria adopted in educational work, practitioners want evaluation for educational activities, because the previously considered criteria are not time-efficient. In modern schools, a three-point system is used (exemplary, satisfactory, unsatisfactory). But in recent years, practitioners have supported the idea of ​​unifying criteria for assessing students’ knowledge and behavior. In this regard, it was proposed to introduce a five-point digital system for assessing discipline and culture of behavior in the field of interethnic relations.

Indeed, for ease of use in practical work, the feasibility of a five-point system for recording spiritual and moral education is obvious. But there will be no objectivity in assessing genuine behavior and the achieved level of spiritual and moral development, even if there is a comprehensive description of what a particular score will be awarded for. In any case, the development of criteria for the spiritual and moral education and development of schoolchildren should not be an end in itself, but one of the important directions in the work of every teacher.

Our many years of experimental and pedagogical work have shown that the most objective data on the level of spiritual and moral education of students can be obtained only through a detailed study of the mechanism of the emergence of moral coloring in all types of activities of a schoolchild in a multinational group. It occurs when determining the correspondence of the tasks of spiritual and moral activity to the foundations of the emerging multiethnic worldview; when identifying ideals, needs and interests, in which the essential features of personal and multi-ethnic aspirations are fully revealed. In this case, special attention must be paid to the analysis of the motives of behavior that reveal the moral side of the act and the student’s behavior in general, systematically recording the stability of his behavior in accordance with established moral relations.

By comparing the behavior of a student, which he carries out under the control of teachers and comrades of a multinational team, as well as with that which is inherent in him when he feels control from only representatives of his ethnic group, one can clearly see how much the behavior of such a student has become or is becoming sustainable. The spiritual and moral stability of a schoolchild makes his behavior and attitude independent in various situations and not adapted to the surrounding reality. The spiritual and moral stability of the individual is achieved in conditions of social and multi-ethnic spiritual and moral motives: the assimilation of objectively existing forms and methods of behavior; the assimilation of behavioral patterns must be carried out under conditions of a certain relationship between what is assimilated by the student and those incentives that are inherent in him or have already been formed in his previous experience.

Comparison of pedagogical influences with the results of improving one’s personality and one’s attitudes towards moral actions makes it possible to verify that the student has a need to fight for the establishment of the principles of multiethnic spiritual and moral

norms and serves as an indicator of the correctness of the chosen direction in the spiritual and moral education of students of a multinational team. Studying the connection between spiritual and moral feelings and the actions of a student helps to establish a connection between the feelings that arise in him and real behavior.

It is almost impossible to conduct a deep and comprehensive study of the level of spiritual and moral education using any one isolated method. Therefore, the most effective system of study turns out to be one that consisted of a combination of the use of various options for pedagogical observation, conversations with teachers, educators, students themselves, parents and representatives of national associations, special questionnaires, analysis of school documents and various written works performed during educational and educational activities. extracurricular activities.

Along with this, special documentation necessary in organizing the spiritual and moral education of students, plans, diary entries, and reports are studied. Then adjustments are made to the general work to determine the level of spiritual and moral education of students, characterizing their behavior outside of school, and special conditions are created in which the spiritual and moral qualities of the individual are manifested. A lot of useful material is provided by studying the work of schoolchildren in the exploration of useful tasks and in the process of carrying them out independently. The ability to notice useful things, to establish the motives that prompted the student to suggest these things, the content and purposefulness of such proposals clearly characterize the level of spiritual and moral education of both the multinational team and its individual members.

In order to ensure the unity of actions of a multinational teaching staff in the process of identifying the level of spiritual and moral education, it is necessary to develop recommendations for the study of students whose level of education was characterized by similar indicators. The most acceptable document with the help of which the integral study of a student’s spiritual and moral education is carried out is a comprehensive program. It helps to overcome one-sidedness in the approach to the study of personality and guides the educator to use multiple sources of information about the progress of schoolchildren in spiritual and moral development. The program, compiled on the basis of experimental pedagogical work, is offered in five sections, which relate to the study of social and living conditions, the influence of national traditions on the formation of the moral character of the student. Indicators of the level of spiritual and moral education and moral ideals of a schoolchild.

The identification of spiritual and moral education is not carried out in isolation from the study of the conditions and factors influencing the spiritual and moral development of the student’s personality and the formation of his ideals. To compare opposite relationships, positive and negative qualities are taken that characterize reasonable indicators of the level of spiritual and moral education. The contrast of relationships clearly reflects the student’s progress in spiritual and moral development and is convenient for recording data on the achieved level of their spiritual and moral education.

However, the brevity of the characteristics of the level of upbringing is always fraught with disadvantages: Taking only the main positive and negative aspects of a person’s behavior does not reflect many intermediate indicators that help to better understand the degree of his spiritual and moral maturity. Compensation for this shortcoming is achieved by introducing additional indicators. Thus, by clarifying the student’s attitude to learning, work, and himself at various age stages, it is simultaneously established how he works in a team with representatives of another nationality, what kind of care he shows for them in work and study, what motives encourage him to work initiatively and creatively in a multinational team. At the same time, indifference, passivity, work and study only because of encouragement are revealed, which were manifested in him in general or only in relation to any type of activity or individual norms of behavior. A positive attitude towards a multinational team characterizes the student’s active participation in the life of the multinational team, fulfilling its requirements, experiencing social or narrow ethnic interests, and the ability to defend the honor of the multinational team. A student’s negative attitude towards a multinational team should be judged by his activity, isolation, ignoring the demands of the team, the prevalence of his personal interests over public interests, indifference to the successes and failures of the multinational team.

“The arithmetic average indicators of the well-being of the state of educational activities in a multinational school are always lower than the data that characterize this activity from the position of spiritual and moral relations, which express the spiritual and moral orientation of the individual, determined by the purpose and content of the activity and behavior of this individual.

Our experimental and pedagogical work has been showing for a long time that the most acceptable measure of the spiritual and moral maturity of students in multinational schools is knowledge of the diverse interethnic relations that arise in various types of activities and communication. In this regard, interethnic relations should be considered as the initial unit of measurement of the level of spiritual and moral education. This measure of the spiritual and moral maturity of a schoolchild in a multinational group provides the most complete expression of the connections between significant quantitative and qualitative indicators that characterize the development of the spiritual and moral qualities of an individual. The very measurement of spiritual and moral maturity is a process of comparing the achieved level with the level that preceded it. As units reflecting the grading of indicators of spiritual and moral development of students in a multinational team, one can use concepts that reflect positive and neutral, indifferent and negative relationships, which should correspond to concepts expressing high, medium and low levels of spiritual and moral education.

Identifying the level of education allows not only to establish the result of educational activities and their relationship with the system of influences, but also to timely detect deviations in the spiritual and moral development of students and shortcomings in the work of the educator.

It should be noted that the content of the very concept of “level of spiritual and moral education” has not yet been clarified. So N.I. Monakhov proposes to consider the level of moral education as a set of certain moral qualities and outlines three levels of education of such qualities. E.V. Bondarevskaya suggests that at the level of moral education we should take the relationships between the main aspects of the personality, which characterize the development of personal and social relationships among schoolchildren. In her opinion, they should be considered indicators of moral education. I.S. Maryenko believes that the level of moral education must be determined by the behavior and attitude of students towards various types of activities and communication.

The levels and methods proposed by the authors for identifying the level of moral education of students cannot be considered successful. Therefore, further work is needed to develop indicators of the results of spiritual and moral education, as well as all the means and techniques for identifying them. Spiritual and moral development, included in the overall development of the individual, should be studied not as an additional property to the general, but as part of the whole, because shifts in this development are characterized depending on the methods of their identification and measurement. The most tangible indicators of spiritual and moral development are the actions and actions of schoolchildren of a multinational team, manifested in various types of activities and communication, behavior and relationships. The underlying processes or qualitative changes in these shifts (needs, motives, interests, orientation, etc.) are still not amenable to more subtle and objective study and measurement. We judge them most often by indirect indicators, based on subjective assessments, etc. Therefore, there is a need to develop a program for “Spiritual and moral education of students in multinational schools.”

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In the course of the study, we identified criteria for the spiritual and moral education of junior schoolchildren. In the scientific literature, the criterion for assessing good manners is understood as a sign, a measure on the basis of which something is assessed. The criterion for assessing good breeding is a sign by which one can judge the level of good breeding of a person and evaluate the results of educational activities. We distinguish as criteria for the spiritual and moral education of younger schoolchildren: cognitive, emotional-value, behavioral. Each of the selected criteria includes a number of indicators that reflect their most significant aspects, qualitative and quantitative characteristics. Indicators specify the content of the criterion.

Indicators of the spiritual and moral education of junior schoolchildren according to the cognitive criterion are: the completeness and volume of moral knowledge and knowledge about spiritual and moral values; degree of interest in this knowledge. An indicator of the spiritual and moral education of junior schoolchildren according to the emotional and value criterion is: the degree of development of the emotional attitude towards morally significant values, their personal acceptance.

The behavioral criterion can be assessed by the following indicator: the presence of practical experience of readiness to follow accepted spiritual and moral values ​​in behavior; the degree of ability to evaluate the behavior of oneself and others from the position of following spiritual and moral values.

In the process of planning the experimental work, the levels of formation of the spiritual and moral education of junior schoolchildren were determined. The level is understood as the relationship of any higher and lower stages of development of the structures of certain objects or processes. As noted by Yu.A. Konarzhevsky, the transition from one level to another is characterized by the following:

1) complication of the development of elements, leading to a more complex structure;

2) the creation of a more advanced structure with the subsequent development of elements to the level of development of the structure;

3) simultaneous improvement of elements and structure.

We have identified three levels of spiritual and moral education of junior schoolchildren (see Appendix A): low, medium and high. Let's characterize them.

High level. At this level, primary schoolchildren demonstrate relatively deep and versatile moral knowledge and knowledge about moral values, and apply them in practice. They have a strong interest in this knowledge and its study. They demonstrate an understanding of the importance of moral values ​​and are convinced of the need to follow personally accepted moral values ​​in life. They demonstrate a stable emotional attitude towards morally significant values. They have practical experience of readiness to follow accepted moral values ​​in real behavior. They give a correct assessment of the behavior of themselves and those around them, and can motivate it in all situations typical for students.

Average level. Students at this level demonstrate insufficiently diverse moral knowledge and knowledge about moral values, and do not always apply them in practice. Interest in studying and replenishing this knowledge is not stable and often manifests itself under pedagogical influence. In most cases, they show an understanding of the importance of moral values, the need to follow personally accepted moral values ​​in life. Unstable emotional attitude towards morally significant values. In most cases, they follow accepted moral values ​​in real behavior. They give a correct assessment of the actions of themselves and those around them, and can motivate it in all situations typical for students. Capable of correctly assessing behavior, but in some cases with the direct guidance of adults.

Low level. Students at this level have fragmentary and unsystematic knowledge of moral knowledge and knowledge about moral values. They do not show interest in this knowledge and its study; there is no understanding of the significance of moral values. They do not have strong convictions about the need to follow moral values ​​in life. There is a neutral attitude towards morally significant values. They have little practical experience of readiness to follow moral values ​​in real behavior. They do not know how to motivate and correctly evaluate behavior, and shy away from self-assessment of actions.

In the study, it is planned to determine the levels of formation of spiritual and moral education of junior schoolchildren using diagnostics. Diagnosis of the spiritual and moral education of junior schoolchildren is an assessment procedure aimed at detecting changes in significant indicators of the spiritual and moral education of junior schoolchildren and the reasons causing these changes. The data obtained during the diagnosis are compared with the initial (initial) characteristics of the indicators of spiritual and moral education of junior schoolchildren, the difference between them determines the effectiveness of the process of spiritual and moral education of junior schoolchildren. Based on the study, preliminary forecasts are made, and a system of work for the spiritual and moral education of younger schoolchildren is planned (see Appendix B).

The essence of diagnosing the spiritual and moral education of junior schoolchildren is to:

1) detect and study changes in the state of spiritual and moral education of younger schoolchildren;

2) determine the level of formation of the spiritual and moral education of younger schoolchildren;

3) see the norm or deviations in the spiritual and moral education of younger schoolchildren (focusing on the standard);

4) establish the reasons that determine the identified deviation in the state of spiritual and moral education of junior schoolchildren;

5) establish the effectiveness of pedagogical interaction in the process of spiritual and moral education of younger schoolchildren.

When conducting diagnostics, you must adhere to the following logic of actions:

1) setting diagnostic goals;

2) determination of criteria, indicators, levels of spiritual and moral education of younger schoolchildren;

3) selection of diagnostic methods (construction of a diagnostic program for studying the spiritual and moral education of junior schoolchildren);

4) implementation of diagnostic methods in direct pedagogical interaction (implementation of a diagnostic program for studying the spiritual and moral education of younger schoolchildren);

5) recording diagnostic results for statistical and mathematical processing and determining the level of spiritual and moral education for each student and for the class as a whole;

6) analysis and synthesis of diagnostic results.

Based on the algorithm of the logic of actions, a diagnostic program for the formation of the spiritual and moral education of junior schoolchildren has been determined (see Table 2.1).

Table 2.1.

Diagnostic program for studying development levels

spiritual and moral education of junior schoolchildren

Criterion	Indicator	Sign of manifestation	Level	Point
1. Cognitive	1. Completeness and scope of knowledge and knowledge about spiritual and moral values	Knowledge is complete, versatile, always applied in practice	High
Knowledge is sufficient, relatively versatile, not always applied in practice	Average
Knowledge is fragmentary, unsystematic, rarely applied in practice	Short
2. Degree of interest in this knowledge	Interest is stable and versatile	High
Interest is not stable, often manifests itself under pedagogical influence	Average
No interest shown	Short
II. Emotional-value	3. Degree of development of emotional attitude towards morally significant values, their personal acceptance	A stable emotional attitude towards morally significant values. Conviction of the need to follow them in life	High
Unstable emotional attitude towards morally significant values. In most cases, the conviction of the need to follow them in life	Average
Neutral attitude towards moral values. Has undeveloped convictions to follow them	Short
III. Behavioral	4. Having practical experience of readiness to follow accepted spiritual and moral values ​​in behavior	There is practical experience of readiness to follow accepted moral values ​​in real behavior	High
In most cases, there is a willingness to follow accepted moral values ​​in real behavior	Average
Has minor	Short
practical experience of readiness
follow moral
values ​​in real
behavior
Cont. table 2.1
5. The degree of ability to appreciate the behavior of oneself and others from the position of following spiritual and moral values	Gives a correct assessment of the behavior of himself and others, and can motivate her in all situations	High
In most cases, he gives a correct assessment of the actions of himself and those around him, and can motivate her	Average
Doesn't know how to motivate	Short
correctly assess behavior
from self-assessment of actions
evades

To ensure objectivity and comparability of information, an experimental study was conducted on the spiritual and moral education of junior schoolchildren (grades 2-3) using unchangeable criteria, indicators of the spiritual and moral education of junior schoolchildren.

We have developed a “Diagnostic program for studying the levels of formation of spiritual and moral education of junior schoolchildren.” She defined in a brief and accessible form the criteria, indicators, signs for recognizing and identifying the levels of formation of the spiritual and moral education of junior schoolchildren. In the process of studying the spiritual and moral education of junior schoolchildren, it is planned to use general methods of pedagogical diagnostics: observation, testing, questioning, conversation, expert assessment, studying the creativity of students, studying the social circle, interests of students, the content of their leisure time, ranking, sociometric methods.

The consistent use of diagnostic methods, their mutual complementarity at all stages of the process of studying the spiritual and moral education of junior schoolchildren served as a guarantee of ensuring the reliability of the results of the spiritual and moral education of students.

In the future, at the ascertaining stage of the experimental work, the initial level of formation of the spiritual and moral education of junior schoolchildren will be determined, since the reliability of the obtained work results largely depends on the initial initial parameters. We will determine the level of formation of spiritual and moral education of junior schoolchildren using a cross-sectional examination method. As is known, a cut in pedagogical literature is usually understood as a set of zero and control responses that characterize the conditions and state in which the object under study is located. The means of cutting will be the “Diagnostic program for studying the levels of formation of spiritual and moral education of junior schoolchildren.”