Keyword: «moral education»

The article reveals the relevance of the problem of formation of moral education of children of senior preschool age. In preschool age the most favorable conditions for moral development of children, formation of their personality and ethical values are created. Cartoon films are an important tool for the transmission and consolidation of moral and ethical values of society, but most often remain without proper attention of educators in the organization of the educational process. The article presents the results of the study of the level of moral education of senior preschool children, obtained with the use of methods: "Finish the story" by R. R. Kalinina, "Story pictures" by G. Matveeva and I. V. Vyboyshchik. Recommendations in the form of a thematic plan of lessons aimed at the formation of moral education of children of senior preschool age through animated films are given.

The article analyzes the stage of the organization of academic activity at the University of Jena at the end of the 18th century and the possibilities of solving some important issues of modern education using the considered historical experience. Special attention is paid to the role of teachers in the education of a free and enlightened personality. The article highlights the importance of preserving the richness of the literary Russian language as a means of academic activity at the university and the foundation for the development of national identity.

The relevance of this study stems from the growing interest in the problem of moral education in the context of modern sociocultural transformations, accompanied by a reassessment of value orientations and a weakening of traditional mechanisms for transmitting spiritual and moral experience. In this context, turning to folk pedagogy as a historically established system of educational concepts accumulating centuries of experience in the development of moral qualities is particularly important. The folk pedagogy of the Karakalpak people represents a unique cultural and pedagogical phenomenon reflecting stable moral norms, social attitudes, and ideals that ensure the harmonious development of the individual and their integration into society. The aim of this article is to analyze the content and structure of the moral ideal of the individual in the folk pedagogy of the Karakalpak people, as well as to identify key moral qualities and the mechanisms for their development in the process of traditional education. The leading approaches to studying this problem are cultural-historical, axiological, and ethnopedagogical ones. These approaches allow us to consider the moral ideal as a result of the historical development of culture and as a system of value orientations regulating individual behavior. The methodological basis of the study is formed by theoretical analysis, interpretation of scientific literature, and a comparative analysis of folklore and ethnopedagogical sources. The study found that the moral ideal of the individual in Karakalpak folk pedagogy represents a holistic system of moral qualities, including respect for elders, hard work, honesty, fairness, collectivism, mutual assistance, and hospitality. These qualities are formed during the socialization process through inclusion in the traditional system of family and community education, as well as through the active use of folklore as a means of transmitting moral experience. Oral instruction, the personal example of elders, participation in work and collective activities, and mechanisms of public approval and condemnation play a special role. The theoretical significance of this study lies in its clarification of the concept of moral ideal in the context of folk pedagogy and its structural components. The practical significance of this work lies in the potential for using the identified educational mechanisms and value orientations in modern educational practices aimed at developing morally mature and socially responsible individuals.

This article discusses the methods of moral education of younger adolescents in a summer camp. It also reveals the content of moral education, its goals, objectives, and principles, taking into account the specific features of a camp session. The article explains the role of a counselor in the process of educating and assimilating the main values, moral norms, and habits by a group of children. Special attention is given to the implementation of methods for educating a highly moral personality in children aged 10–13, taking into account their age and psychological characteristics. The article analyzes effective pedagogical techniques for moral education. It also provides examples of implementing these methods in a summer camp. In conclusion, the article provides practical recommendations for counselors, taking into account the basic principles of moral education, the psychological and physiological characteristics of younger adolescents, and the related needs of children.