Keyword: «upbringing»

The purpose of the article is to identify the pedagogical conditions that effectively influence the education of politeness in children aged 4-5 years through a fairy tale. Various methods aimed at fostering politeness in children are analyzed. We also studied the substantive components of politeness in preschool children.

The article is devoted to the study of the role of ornament in fostering love for a small homeland among first-graders. The author substantiates the importance of studying ornament as a means of familiarizing with the cultural traditions of the native land, forming a sense of belonging to its history and culture.

The article examines the role of the family in the correctional and developmental education of preschoolers with disabilities. In modern pedagogy and educational practice, the interaction of teachers and parents is one of the most urgent and acute problems. In the correctional and developmental education of preschoolers, the role of the family is especially important when it comes to a child with disabilities. Parents who do not participate in the educational process hinder the child's development and learning. The family, together with other participants in the educational process, helps and supports the child in correctional and developmental learning. Family education is very important for the further socialization of a child in society. A family raising a child with disabilities has a special status, since the need for correction and socialization of the child is added to the upbringing and education of the child. Only together with other participants of the correctional

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.

This article explores the role of civic-patriotic education in modern schools through the lens of the historical experience of Soviet schools, and in particular, the period of the USSR People's Teacher V.F. Aleshin's tenure as principal. The article allows the reader to see how the daily work of a teacher shapes students' sense of civic responsibility, a sense of patriotism and love for their homeland, and respect for its history. The article examines V.F. Aleshin's specific pedagogical methods and approaches, which remain relevant today. Furthermore, the article pays special attention to the process of developing the foundations of civic maturity and key factors in the personal development of Russian schoolchildren and students in a dynamically changing world.