ISSN 2079-6617 (Print)
ISSN 2309-9828 (Online)
Ru | En
Russian Psychological Society
The Faculty of Psychology. Lomonosov Moscow State University.
Main RSS Search

MainArticlesVolumes

Serebryakova T.A., Koneva I.A., Semenova L.E., Semenova V.E. (2018). Experimental approach to the study of spiritual and moral education in children of preschool age. National Psychological Journal, [Natsional’nyy psikhologicheskiy zhurnal], 4, 123–133

Abstract

Introduction. Interest in the issues of spirituality, moral background is objectively determined by the transformations in all spheres of life and human activity in recent decades, including fundamental changes in the value-based system.

The Objective is to describe an experimental program of studying the level of spiritual and moral education in children of preschool age. Based on the analysis of the data and considering the spirituality and morality in children as a complicated integrative education, we identify intellectual, cognitive, value-based, motivational and behavioural components. The main hypothesis of the study is the assumption of the dependence of the spiritual and moral level on the determined systematic work of the spiritual and moral potential of the person, their culture and valued at each age stage. The basic levels of ontogenesis are emphasized.

Procedure. The first stage of the research included analysis of the works in the field of «spirituality» and «morality», which allowed us to determine the specific features of spiritual and moral education of the 5-year-old children and to design a program of experimental study. The second stage was based on the comprehensive program of experimental research, i.e. a system of test methods aimed at studying the selected components of the spiritual and moral education. The population consisted of 90 five-year-old children.

Findings. The quantitative and qualitative analysis of the experimental data obtained at the third stage of our study showed that a high level of spiritual and moral education is recorded only in 21% of the respondents. The majority of respondents (57%) scored the average level of spiritual and moral education. 22% of the respondents score a low level of spiritual and moral education.

Conclusion. The study showed that less than one third of the respondents demonstrated a high level of spiritual and moral education. The majority of preschool children did not know about the spiritual and moral norms of social behaviour, and also they lacked regular rules of behaviour, which suggests that the majority of the research participants did not correspond to age-related opportunities and require targeted psychological and pedagogical assistance.

Received: 06/06/2018
Accepted: 10/12/2018
Pages: 123-133
DOI: 10.11621/npj.2018.0411

By: ; ; ;

Sections: Psychology in Education;

PDF: /pdf/npj-no32-2018/npj_no32_2018_123-133.pdf

Keywords: preschool age; developmental features; 5-year-olds; personality; value culture of the individual; spiritual and moral education of the individual;

Available Online 30.01.2019

References:

Adamova A. G. (2008.) The essence of spiritual and moral education of students in the context of a systematic approach. [Vestnik Universiteta Rossiyskoy Akademii Obrazovaniya], 26–27.

Ainsworth, J. & Brown, A. (1995). Moral Education. The National Society, 32.

Angeel R. (1958). Free Society and moral crisis. Michigan, 252. doi:10.3998/mpub.9690478

Anglin G.J. (1991). Instructional technology. Past, present, future. New York: Englewood Cliffs, 529.

Artemov V. M. (2002.) Values of the new century: freedom and morality [Sotsial’no-gumanitarnye znaniya], 4, 163–175.

Barg M. A. (1987.) Eras and ideas. Moscow, Pravda, 348.

Bauer R. (1966). Idealismus and Geyner in Osterreich. Heidelberg, 173.

Berdyaev N. A. (1994.) Spirit and reality. Basics of universal spirituality. Moscow, Respublika, 480.

Bim-Bad B.M. (2010.) Psychology and pedagogy: speaking simply about complicated things. Popular essays and sketches. Moscow, MPSI; Voronezh: «MODEK», 144.

Bolzano B. (1937). Weissenhaftslehre. Bd. I-YI. Sulzbach, 287, 231.

Bolzano B. (1969). Gesamtausgabe. Einleitungsband. Teil 1. Biographie. Stattgart-Bad: Connstatt, 226.

Bolzano B. (1969-1978). Gesamtausgabe. Reihe II, Y, YII, YIII, XII, XIY. Stattgart: Bad Connstatt, 408.

Bolzano B. (1976). Ausgewahlte Schriften. В., 291.

Bondarevskaya E.V., Bermus, A. G. & Khoronkol.Ya. (2007.) Methodological education, monograph. Rostov-on-Don, Bulat, 250.

Bratus B.S. (1985). The Moral consciousness of the individual. Mosocw, Znanie, 64.

Burke К. A. (1962). Grammar of motives. Berkeley: University of California Press.

Chekina E. V. (2008). Theory of moral education: history of development and present state: monograph. Grodno, GrGu, 119.

Cole, M. (1995). Socio-Cultural-Historical Psychology: Some general remarks and a proposal for a new kind of cultural-genetic methodology. In: Wertsch, J. V. (Ed) Sociocultural studies of Mind. – Cambridge University Press, 190. doi: 10.1017/CBO9781139174299.010

Duckheim Е. (1961). Les formes elementaires de la vie relugiese. Paris, 609.

Dushenko, K. V. (2000). The Big book of aphorisms. Moscow, EKSMO-Press, 1056.

Festinger L.A. (1962). Theory of Cognitive Dissonance. Palo Alto, California.

Fischer, J.M. (1999). Recent Work on Moral Responsibility. In J. M. Fischer Ethics. Chicago, 110(1), 93–139. doi:10.1086/233206

Frankl V.E. (1962). Man’s Research for Meaning. Boston.

Graschuk, S. S. 2015. Morality: on the definition. [Simvol nauki], 8, 142–144.

Henri J.M. Novwen (2003). The Inner voice of Love. A. Journey Through Anguish Freedom. London, Darton. Longman + Todd. 98.

Holzkampf K. (1973). Sinnlicher Erkenntnis-historischer Ursprung und gesellschaftliche Funktion der Wahrnehmung. Frankfurt am Main.

Ilyin I. A. (1996). On resistance to evil by force. Collected works In 10 volumes. Vol. 5. Moscow, Russkaya Kniga, 608.

Jenni, K. (2001). The Moral Responsibilities of Intellectuals. Social theory and practice. Tallahassee, 27(3), 437–454. doi:10.5840/soctheorpract20012734

Kohlberg, L. (1981). The philosophy of moral education: Moral studies and the ideal of justice. San-Francisco, V.1, 441.

Kraft, Ch. (1979). Christranity in Culture. NY., 500.

Kutyrev V. A. (2001). Spirituality, Economism and» after»: the drama of interaction. [Voprosy filosofii], 8, 56–65.

Lancaster S., & Foody M. (1988). Self-extensions and conceptualization. Jorn. Theory Soc. Behav, 18(1). doi:10.1111/j.1468-5914.1988.tb00117.x

Lazarus R.S. (1968). Emotions and adaptation: conceptual and empirical relations. W.J.Arnold (ed). Nebraska symposium. V. 16. Lincoln.

Malinin V. A., Mukhina T. G., & Eliseeva N. Yu. (2017). Mission of modern school spiritual and moral education of youth. Vestnik of Minin University [Vestnik Mininskogo Universiteta], 4, 6–31. doi:10.26795/2307-1281-2017-4-6

Masloy A.H. Motivation and Personality, 91–92.

Menshikov V. M. (2013). Spiritual and moral education: the subject and content. [Vestnik PSTU]. Series 4, Pedagogy. Psychology, 3 (30), 28–50.

Moreno, J.L. (1974). Mental catharsis and the psychodrama. In: 193 Greenberg, I.A. (Ed.) Psychodrama: Theory and therapy. New York, Behavioral Publications.

Myasishchev V. N. (1957). The issue of human relations and its place in psychology. [Voprosy psikhologii], 5, 13–21.

Myasishchev V. N. (1995). Psychology of relations. Ed. by A. A. Bodalev. [Izbrannye psikhologicheskie Trudy]. Moscow-Voronezh, 356.

Nikandrov N. D. (2012). Spiritual and moral education as a task of the modern education system. [Sovremennoe obrazovanie kak otkrytaya sistema]. Collective monograph. Eds. D. Nichkalo, G. N. Filonova, O. V. Sukhodolskaya-Kuleshova. Moscow, Institut nauchnojy i pedagogicheskoy informatsii RAO, 576.

Piaget, J. (1977). The moral judgement of the child. London, 399.

Rogers С. (1965). Clientcentered therapy. Boston, 414.

Rotter, J.B. (1954). Social Learning and Clinical Psychology. Englewood Cliffs, New York, 466. doi:10.1037/10788-000

Rubinstein S. L. (1973). Man and the world: Issues of General psychology. Ed. E. V. Shorokhova. Moscow, Pedagogika, 423.

Seidlerovas (1963). Politike a socialni nasori Bernarda Bolzana. Praha, 273.

Serebryakova T. A. 2006. Theoretical and methodological basis of the value-based relationship of the individual and the world: Monograph. N. Novgorod: VGIPU, 115.

Serebryakova T. A., Kazakova O. M., & Buranova A. A. (2017). The issue of spiritual and moral education and its theoretical understanding. [Sotsial’no-gumanitarnye issledovaniya i tekhnologii], 3(20), 75–82.

Shilov V. N. (2003). Political values: specificity and functions. [Sotsialnoe i gumanitarnoe znanie], 6, 116–125.

Sokhranyaeva T. V. (2002). The Values of education against the background of the changing image of man. [Sotsialnoe i gumanitarnoe znanie], 6, 48–64.

Syafsbory A. (1906). Chameteristies of Men Manners, Opinions, Times. London, 1–2(168).

Vasilyev V. A. (2001). Education of virtue. [Sotsial’no-gumanitarnye znaniya], 2, 190–204.

Volodina L. O. (2014). Spiritual and moral values of education in the Russian family: on meaning. [Tsennosti i smysly], 3(31), 13–28.

Vygotsky L.S. (1977). Issues of mental development in the child. Reader. Ed. A. V. Petrovsky. Moscow, Prosveschenie, 409–415.

Winter E. (1977). Die Sozial und Ethnocthik B. Bernard Bolzanos. Wien, 247.

Zagvyazinsky V. I. (1999). Strategic guidelines for education at the present stage. [Obrazovanie i nauka], 1, 31–38.

Zakharchenko M.V. (2010). Spiritual and moral education as key categories in the methodology of engineering curriculum design. [Materialy 1oy mezhregional’noy nauchno-prakticheskoy konferentsii «Sistemno-deyatel’nostnyy podhhod v vospitanii. Dukhovno-nravstvennoe razvitie i vospitanie – glavnye prioritety obrazovaniya»]. SPb, Izdatelstvo Polytechnicheskogo Instituta, 6–15.

For citing this article:

Serebryakova T.A., Koneva I.A., Semenova L.E., Semenova V.E. (2018). Experimental approach to the study of spiritual and moral education in children of preschool age. National Psychological Journal, [Natsional’nyy psikhologicheskiy zhurnal], 4, 123–133

About Editorial Board Volumes Authors For Authors Indexing Contacts
CC BY-NC

National Psychological Journal, 2006 - 2020