Emotional and Spiritual Development of Preschool Children in the Digital Age
Explore the relationship between emotional, spiritual, and moral development of preschool children in the digital era. The study focuses on the impact of digital technology on learning processes and the objectives of emotional development according to the FSES for Preschool Education. It also delves into the stages of moral formation in a child's personality, aiming to understand how digitalization affects these crucial aspects of child development.
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Education In the world 151-175 In Russia 3 Education In the world 101-150 In Russia 3 Education In the world 97 In Russia 1 Linking the emotional and spiritual and moral development of preschool children in the context of digitalization Evseeva Olga Petrovna, Zaitseva Diana Konstantinovna 2nd year students of the Preschool Education Department, Institute of Psychology and Education, KFU, groups 17.1-119 Supervisor: Novik Natalia Nikolaevna Candidate of Pedagogical Sciences, Associate Professor at the Department of Preschool Education of the Institute of Psychology and Education of KFU
Relevance In today's world, the use of digital technology is widespread in various spheres of human life. Digital environment allows the subjects of education to make the process of learning more interesting and effective. The purpose of the study is to identify the relationship between emotional and spiritual and moral development of preschool children in the conditions of digitalization.
Emotional development of the child Emotional development is a difficult complex natural process of complication and enrichment of the emotional sphere in the context of the child's general socialization. Features of emotional development in preschool age Changing the role of emotions in a child's activity, the formation of emotional anticipation Becoming feelings more conscious, generalized, reasonable, arbitrary, extra-situational Mastering social forms of expressing feelings The formation of higher feelings (moral, intellectual, aesthetic)
Objectives of emotional development according to the FSES for Preschool Education development of social and emotional intelligence, emotional responsiveness, empathy formation of readiness for joint activities with peers developing a respectful attitude and sense of belonging to their family and to the community of children and adults in the preschool
Spiritual and moral development of a child Spiritual and moral development a consistent expansion and strengthening of the value and semantic sphere of the individual in the process of socialization, the formation of human capacity to assess and consciously build on the traditional moral norms and moral ideals of the relationship to themselves, other people, society, the state, the Fatherland, the world at large. Stages of moral formation of the child's personality Stage I Stage II Stage III Stage IV need and practical realization (own actions and behavior) the emergence of an attitude of quality (value) the formation of ideas about a moral quality (value) motive
Objectives of spiritual and moral development according to the FSES for Preschool Education formation of the basics of patriotism and citizenship forming a humane attitude toward people and the environment formation of a spiritual and moral attitude and a sense of belonging to the cultural heritage of their people, respect for their nation, understanding of their national characteristics developing a sense of self-worth as a representative of one's people fostering respect for members of other nationalities forming positive, benevolent, collective relationships fostering a respectful attitude to work
Diagnostics to identify the level of development of preschool children Level of emotional development of the child The level of spiritual and moral development of the child M. Lusher Color Test Unfinished sentences test Losing Lotto technique Method Plot pictures The basis of the study: Kindergarten 130 combined kindergarten with the Tatar language of education and training Privolzhsky district of Kazan. The study involved three groups of children of senior preschool age (5-6 years) experimental 1, experimental 2, the control group. There were 23 children in each group.
The complex of activities carried out in the experimental group 1 Day The event Viewing and discussing the Cartoon about positive thinking Interactive game City of emotions (1st stage) 1 day Day 2 The game What's Good, what's Bad using the interactive whiteboard Day 3 Interactive game City of emotions (2nd-3rd stages) Viewing and discussing the cartoon Once upon a time there lived a tsarevna ( About cleaning ) Interactive game City of emotions (4th stage) Viewing and discussing the cartoon About Mira and Gosha ( Helping Right ) Interactive game City of Emotions (5th stage) Day 4 Day 5
The complex of activities carried out in the experimental group 2 Day The event Reading and discussing a fairy tale based on the Cartoon about positive thinking Board and print game City of emotions (1st stage) 1 day Day 2 The game What's Good, what's Bad Day 3 Board and print game City of emotions (2nd-3rd stages) Reading and discussing a fairy tale based on the cartoon There once lived a princess ( About cleaning ) Board and print game City of emotions (4th stage) Viewing and discussing the cartoon About Mira and Gosha ( Helping is Right ) Board and print game City of Emotions (5th stage) Day 4 Day 5
Diagnostic results M. Lusher Color Test Until 19 18 20 15 Experimental group 1 Experimental group 2 Control group 10 5 4 5 0 0 0 0 0 1 point - crisis state 2 points - unsatisfactory condition 3 points - satisfactory condition 4 points - favorable condition After 20 17 16 15 10 7 Experimental group 1 Experimental group 2 Control group 6 5 0 0 0 0 0 1 point - crisis state 2 points - unsatisfactory condition 3 points - satisfactory condition 4 points - favorable condition
Diagnostic results Unfinished sentences test Until 18 20 16 15 Experimental group 1 Experimental group 2 Control group 10 7 5 5 0 0 0 0 point - no violations 1 point - moderate violations 2 points - serious violations After 25 20 16 16 15 Experimental group 1 Experimental group 2 Control group 10 7 7 5 0 0 0 0 point - no violations 1 point - moderate violations 2 points - serious violations
Diagnostic results Losing Lotto Until 19 20 17 15 Experimental group 1 Experimental group 2 Control group 10 6 4 5 0 Told the truth Lied After 25 20 18 20 Experimental group 1 Experimental group 2 Control group 15 10 5 3 5 0 Told the truth Lied
Diagnostic results Plot pictures Until 14 15 12 10 Experivental group 1 Experivental group 2 Control group 6 5 5 4 5 0 0 0 0 points - ER* are inadequate/absent 1 point - the ER is inadequate 2 points - ER are adequate, 3 points - ER are adequate, bright but weacly expressed After 13 14 12 12 10 7 8 Experivental group 1 Experivental group 2 Control group 6 6 4 4 4 2 0 0 0 0 points - ER are inadequate/absent 1 point - the ER is inadequate 2 points - ER are adequate, 3 points - ER are adequate, bright but weacly expressed * ER emotional reactions
Conclusion As a result of the complex of activities for older preschool children, significant changes in the emotional and spiritual-moral spheres of the personality were revealed. The children have improved their attitude toward themselves and other people, their emotional state has increased - they have become more cheerful, and they have learned to express their opinions in a more constructive and reasoned way and to be more honest. Thus, the relationship between emotional and spiritual and moral development in the context of digitalization is proved.
