Keyword: «moral values»

The article reveals the features of the formation of moral values in older preschool children, which is an urgent pedagogical problem. The role of folklore in the formation of moral values in children is noted. The paper also describes an empirical study on the formation of moral values in older preschool children. A set of measures is proposed to work on the formation of moral values in children.

This article examines aspects of moral ideas among younger schoolchildren. Diagnosis of moral ideas is an important point in the work of a teacher in the formation and development of a student’s personality. During primary school age, children begin to form their own moral beliefs and ideas about right and wrong. Understanding and evaluating their moral beliefs helps educators, parents, and child development professionals to identify which values and principles they have learned and which aspects require additional work. Moral education involves connection with society, dependence on society, the need to coordinate one's behavior with interests in society, familiarization with moral and rational norms, the transformation of moral knowledge into moral beliefs and the creation of a system of such beliefs, the formation of stable moral feelings and moral qualities.

This article examines the moral education of schoolchildren based on national values, a crucial task in today's world, where globalization and information technology are blurring boundaries. The relevance of this research topic stems from significant changes in the value orientations of today's youth, the lack of clear moral guidelines, and the strategic objective set in Decree No. 309 of the President of the Russian Federation dated May 7, 2024, on nurturing a harmoniously developed, patriotic, and socially responsible individual based on traditional Russian spiritual, moral, cultural, and historical values. A lack of comprehensive research proposing specific mechanisms and technologies for integrating national values into everyday school practice is noted, as well as challenges in implementing educational work, such as formalism and the lack of a methodological framework. The aim of this study is to identify the role of national values in the moral education of schoolchildren and determine the pedagogical conditions for its effective implementation. The study is based on a comprehensive, axiological, historical-pedagogical, and socio-functional methodological approaches. To achieve the stated goals, theoretical methods (analysis and synthesis, comparative analysis, deductive and inductive approaches, classification and systematization) and empirical methods were used. Among the empirical methods, pedagogical observation (to record moral qualities and attitudes toward national values) and anonymous surveys of schoolchildren and teachers (to identify the development of national value orientations and evaluate educational practices) were used. Interviews with parents and a study of student activity products were also conducted. The results of the study demonstrate the effectiveness of using national values for the moral education of schoolchildren. The survey of schoolchildren revealed that schoolchildren value patriotism but are weak in active advocacy and social activism. Teachers are aware of the importance of education, but they consider their methods to be ineffective and need to improve their qualifications. National values form the basis for the moral education of schoolchildren. The theoretical significance of this study lies in its complementarity with existing approaches to the moral education of schoolchildren, systematization of modern views, and highlighting the role of national values in the educational process. The practical significance of this work lies in the fact that its results can be used to develop curricula and extracurricular activities, as well as for teacher training.

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.