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2015 | 2(46) | 167-175

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Content of experimental researches of some aspects of moral education in preschool pedagogy (the 60th of the 20th century)

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The development of pre-school education and national preschool pedagogy in the 60th of the 20th century was characterized by the search for more perfect forms and meanings. There were difficulties, but scientific pedagogy, pedagogical practices departed from authoritarianism. The researchers and advanced educators sought to update the educational technologies. Several studies of this period deal with moral development of children of primary school age. For example, T. Markova, R. Zhukovs’ka showed how the moral development of young children was held under the influence of their communication with children of senior preschool age. The researchers emphasized that moral education of young children was outlined the definite sequence. In the studies published in the collection of scientific papers «Formation of Collective Relations of Senior Preschool Children» there were considered the basic theoretical aspects of the problem. The authors aimed to reveal the specifics of the emergence and strengthening of the relations of preschool children. In the quality of the basic research methods there were used the observations and further analysis of the relationships of children. Along with each researcher there were created the experimental conditions in which children could more fully demonstrate their integrity. It was determined that the main objective of the research was the formation of positive moral relations between children. However, the approaches to its solution each researcher had his own. For example, V. Nechayeva made the emphasis on the mastering by children the development of the rules of conduct and the use of these rules in various independent activities. H. Hodina in accordance with the peculiarities of the problem found the special methodological approach that ensured the creation of the optimal conditions for the exercise of children’s independence. The methods used by L. Penyevs’ka allowed most closely to watch the displacements in the individual development of a child, in the nature of its assessments, where there was most clearly seen the moral orientation of a child as a member of the children’s emerging team. Historiographical analysis of the problems of moral education of preschool children has showed that there has not been conducted the holistic study of these issues. Each scholar’s approaches to the problem solving were different. It is determined that in the researches there is given the description of children’s relationship till the beginning of the research work, then there is traced the development and strengthening of the positive relationships between children, the beginning of the collective relationships during the conducting and completion of the forming experiment. There have been widely used in comparing the individual stages of moral development of children.



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