Formation of Moral and Ethical Concepts and Ideas in Younger Schoolchildren: Features and Significance

Abstract

The article examines the process of forming moral and ethical concepts and ideas in younger schoolchildren. Moral development at the initial stage of education plays a key role in the formation of a child's worldview, his behavior and relationships with the social environment. It is emphasized that the younger school age is a sensitive period for the development of moral consciousness, since it is at this age that children actively learn social norms and values through observation, imitation and communication. The article analyzes the psychological and pedagogical features of younger schoolchildren, which determine the specifics of their moral formation, in particular emotional sensitivity, suggestibility and the need for approval. The stages of assimilation of moral and ethical concepts are considered: from emotional and sensory perception to understanding and internalization of moral norms, as well as their practical application in behavior. Special attention is paid to the role of the teacher in this process: his or her personal moral example, the use of educational situations, the organization of value-oriented communication and cooperation with the families of students. The need to create a morally enriched educational environment and integrate moral education into all areas of school life is emphasized. It is concluded that purposeful and consistent pedagogical work is a prerequisite for the formation of moral consciousness and a socially responsible personality.

Key words: moral and ethical education; moral and ethical values; moral and ethical concepts and ideas; younger schoolchildren.