Thesis: Formation of value orientations in primary school age. Chiplieva A.D. The Formation of Value Orientations in Primary School Students as a Psychological and Pedagogical Problem

12.10.2019

How deeply undesirable changes affect modern society can be judged by children.

Over the past 10 years, we have faced a number of challenges related to the development of children and youth.

Particularly striking is the sharp increase in bad deeds”, by which we mean not only pranks and disobedience, but also school violence, crime, drug addiction and alcoholism. The manifestation of deviant behavior is a problem not only for sociologists, but also for psychologists, teachers, doctors, politicians and economists. This is a problem for the whole society.

We have to admit that in our time, the aggressiveness that is formed in children manifests itself in the form of outright violence. According to some secondary school teachers, problematic behavior of children and adolescents has begun to emerge outside the school, and it comes from those schoolchildren from whom it was most difficult to expect. At the same time, there is an excessively rapid maturation of children. It is also impossible not to take into account changes in the requirements for children and adolescents. Over the past decade, adults have begun to make very high demands on children: this is the complication of educational programs (the introduction of new subjects in elementary school), the introduction of exams, cuts, etc. But are adults themselves ready for such difficulties? What did parents and teachers give in return?

We cannot answer these and many other questions, and this is not the purpose of our work. But we know one thing: the formation of value orientations in younger students is necessary, since the values instilled from childhood program our behavior in the future, they are the settings by which a person chooses his path.

The process of becoming a culture of personality is characterized by an attitude towards this phenomenon, therefore the formation of a culture of personality is, first of all, the education of attitudes towards it. For success in the educational process, the attitude that is based on internal needs - motives and the development of knowledge, skills and abilities - values is significant.

Questions of motivational-value relations in activity and behavior were the subject of analysis by V.G. Aseeva, L.A. Blokhina, A.N. Leontiev, V.N. Myasishcheva, A.N. Piyanzina, S.L. Rubinstein on. In these works, some mechanisms of their formation are considered.

The transition of the dominance of gaming activity to educational-playing, that is, more conscious, the formation of personality neoplasms, due to an increase in awareness in activity, is most characteristic of primary school age.

Primary school age is the age of intensive intellectual development. The intellect mediates the development of all other functions, there is an intellectualization of all mental processes, their awareness and arbitrariness. Educational activity makes very high demands on all aspects of the psyche.

Objective and subjective factors influence the formation of value orientations of junior schoolchildren. Objectives include the material and technical base educational institution, the circumstances of the immediate environment, to the subjective - the psychophysical characteristics of children, the totality of their motives and properties.

Each child is brought up in a family with a different structure. He may be the only one, or he may have a brother or sister, communication with which gives his personality new features. In addition, children interact with different groups, perceive the roles of different people. Even twins with the same heredity will always be brought up differently, because they cannot constantly meet the same people, hear the same words from their parents, experience the same joys and sorrows. In this regard, we can say that each personal experience is unique because no one can exactly repeat it. It can also be noted that the picture of individual experience is complicated by the fact that a person does not simply summarize this experience, but integrates it. Each person not only adds up the incidents and events that happened to him, like bricks in the wall, but he refracts their meaning through his past experience, as well as the experience of his parents, relatives, and acquaintances.

When a child enters school, changes occur in his relationship with the people around him. In the first grades of school, children communicate more with the teacher, showing more interest in him than in their peers, since the authority of the teacher is very high for them. But already by 3-4 classes the situation changes. The teacher as a person becomes a less interesting, less significant and authoritative figure for children, and their interest in communicating with peers grows, which then gradually increases towards middle and senior school age. The topics and motives of communication are changing. A new level of children's self-awareness arises, most accurately expressed by the phrase "internal position". This position is a conscious attitude of the child to himself, to the people around him, events and deeds. The fact of the formation of such a position is internally manifested in the fact that a system of moral norms stands out in the mind of the child, which he follows or tries to follow always and everywhere, regardless of the circumstances.

Thanks to the research conducted by J. Piaget, we have an idea of how children of different ages judge the norms of morality, what moral and value judgments they adhere to. It has been established, for example, that during the period of life from 5 to 12 years, the child's ideas about morality change from moral realism to moral relativism.

It is necessary to mention what every teacher knows. The ability to think about actions, to evaluate them may not coincide with the moral (or immoral) behavior of a student. While smartly answering questions about “what is good and what is bad”, at the same time he can perform actions that do not correspond to these assessments.

Moral judgments are also significantly influenced by the immediate social environment, primarily the family. More diligent, conscientious are children from those families where the elders treat their work conscientiously and try to explain to them the meaning of their behavior in an accessible form.

In the research work of L.I. Bozhovich, L.S. Slavina, T.V. Endovitskaya, it was proved that there is a complex relationship between the intellectual development of schoolchildren and their capabilities in building judgments on a moral topic. With a developed ability to act “in the mind,” children discover independence in solving moral problems, they develop independence of judgment, as well as a desire to independently construct a problem on a moral topic.

Thus, the relevance of our study is justified by the need to develop conditions for the formation of the motivational-value attitude of younger students.

Conclusions on the first chapter. Having studied the methods of scientific knowledge: theoretical analysis of social, philosophical, psychological and pedagogical literature on the research problem; pedagogical observations and sociological research, and mathematical processing of the results of the research, we have identified for ourselves the following facts that indicate the need for our research:

1. An important condition for the formation of a morally healthy society is to ensure in the culture of all members of society the priority of those values that unite the nation, strengthen society, the state, guarantee the safe life of a person, his rights, freedoms, peace on earth.

2. Values form the meaning of human life, (in the broadest sense) consisting in social activity, in which the objectification of the active essence of a person takes place and which is aimed not at consumption, but at transformation.

3. How deeply undesirable changes affect modern society can be judged by children. Over the past 10 years, we have faced a number of challenges related to the development of children and youth.

4. Appeared in recent times the trend of manifestation of deviant behavior among schoolchildren must be eradicated at primary school age, instilling generally accepted values in children.

5. In the first grades of school, children communicate more with the teacher, showing more interest in him than in their peers, since the authority of the teacher is very high for them. This must be used to develop positive attitudes - values, as there is a difficult uncontrollable teenage period ahead.

Introduction

1.2 Features of the formation of value orientations in primary school age as a psychological and pedagogical problem

1.3 Modern research on value orientations

Conclusion on chapter I

Chapter ΙΙ. An empirical study of the features of the formation of value orientations in primary school age

2.1 Organization and conduct of the study

2.2 Research methods

Conclusion on Chapter II

Conclusion

BIBLIOGRAPHY

Glossary

Appendix

INTRODUCTION

The relevance of research. Psychological science is moving further and further away from the cruel paradigm of “formation” (the formation of a “new person”, “comprehensively developed personality”, etc.), leaving behind each person (both educator and educated person) the right of free choice. Therefore, real life values become the basis for education.

At present, there is a need to find possible ways to resolve the contradiction that has developed in the practice of social life between the existing and proper, that is, the socially significant values of society and the values that really exist among younger students. The solution to this contradiction was problem of our qualification work.

Insufficient development of the identified problem and the desire to identify ways to resolve this contradiction led to the choice research topics:"Formation of value orientations in primary school age".

In the field of philosophical, sociological and psychological and pedagogical science, there are many theoretical works devoted to the problem of the formation of value orientations among students, but only a few works consider this problem in relation to practice. elementary school.

The problem of forming value orientations is multifaceted. It is considered as in philosophical and sociological works (S.F. Anisimov, A.G. Zdravomyslov, V.I. Sagatovsky, V.P. Tugarinov, L.P. Fomina, M.I. Bobneva, O.I. Zotova , V.L. Ossovsky, Yu. Pismak, P.I. Smirnov, V.A. Yadov and others), and in psychological and pedagogical works (B.G. Leontiev, V. N. Myasishchev, S. L. Rubinstein, N. V. Ivanova, A. V. Kiryakova, E. A. Nesimova, E. N. Shiyanova, G. I. Shchukina, etc.). In these works, various aspects of the problem of value orientations are considered: the very concept of “value orientations” is defined, their structure and types are considered, questions are raised about the degree of their development, features of formation, etc. In addition, the above theorists substantiate the thesis that it is value orientations orientations form the core of the personality and characterize the level of its development as a whole. Yes, the basics modern approach to the formation of value orientations among schoolchildren are presented in the works of H.A. Astashova, V.D. Ermolenko, E.A. Nesimova, E.A. Podolskaya, E.V. Polenyakina, L.V. Trubaichuk, E.A. Khachikyan, A.D. Shestakova and others.

According to the analysis of theoretical sources on the research problem, the beginning of the formation of value orientations begins at preschool age, but the next crucial period of their formation is the beginning of schooling, i.e. junior school age. The value base laid in the lower grades determines how the further formation and development of the child's personality will take place in adolescence and youth (P.Ya. Galperin, V.V. Davydov, V.D. Ermolenko, A.V. Zankov, V.S. Mukhina, A. N. Leontiev, D. I. Feldshtein, D. B. Elkonin, etc.). Younger school age creates additional opportunities for the effective development of value orientations, because. characterized by such age characteristics, as increased emotionality, susceptibility to external influences, appeal to the world of positive values, which are manifested in all types of activities: educational, gaming, communicative, labor, etc.

Purpose of the study: to identify the features of the formation of value orientations in younger students.

Object of study: value orientations of the individual.

Subject of study: conditions for the formation of value orientations of children of primary school age.

Hypothesis research consists in the assumption that value orientations in primary school age are formed on the basis of meaningful life orientations, mechanisms and strategies of socio-psychological adaptation and mental states.

The purpose and hypothesis determined the formulation of the following tasks :

1. Study and systematize theoretical approaches on the research issue.

2. Determine the essence of the concept of "value orientations" of the individual.

3. Theoretically substantiate and experimentally test the features of the formation of value orientations in primary school age.

Practical significance. These results of the study can be used as factual material for psychologists, teachers, parents, etc. It also lies in the possibility to expand the view on the problem of value orientations and social adaptation of the younger generation, and in particular, on the development of effective programs for educating younger students of socially significant values and assistance in the social adaptation of the younger generation to new living conditions.

This work is based on the study of data from periodicals, various monographs, etc.

To test the hypothesis and solve the tasks set, the following set was used research methods: theoretical analysis of the literature on the problem of research, conversation, observation, psychodiagnostics: the method of SJO (author D.A. Leontiev) on the problem of studying meaningful life orientations, the method "Value Orientations" (author M. Rokeach); statistical data processing.

Experimental research base: the study was conducted in secondary school No. 44 of the city of Naberezhnye Chelny, the Republic of Tatarstan.

Provisions for defense:

1. The values, first of all, should include the health of a person, his relatives and others, the preservation natural world, the harmony of man with the natural and social world, the preservation of life on Earth, the beauty of nature, an active, active life. All this plays a significant role in the formation of the personality of a young person, is the basis for choosing a lifestyle, professional and life path.

2. Value orientations express the positive or negative significance of objects, objects or phenomena of the surrounding reality for a person. They play a decisive role in self-regulation, self-determination, self-realization of the individual, determine the goals and means of activity, as well as its ability to reflect.

3. Developing programs make it possible to achieve positive dynamics in the value orientations of younger students.

Characteristics of the work structure. This work consists of: introduction, 2 chapters, conclusions after each chapter, conclusion, list of references, glossary and appendix. The total volume of work is 75 pages. The text of the thesis is illustrated with 9 tables, 1 figure, 4 appendices. There are 70 titles in the bibliography. The application contains 18 pages.

Chapter I. Theoretical aspects problems of formation of value orientations in primary school age

1.1 The concept of the value orientations of the individual

Value orientations are one of the leading characteristics of a person's personality, that unique form of awareness by a person of the features of the development of society as a whole, his social environment, the essence of one's own "I", which characterizes the worldview of the individual, her ability to act, that is, her social, intellectual and creative activity. Today it is impossible to ignore the entire accumulated experience in the formation of value orientations, which reveals the value spectrum of human existence. In order to understand the numerous interpretations of the phenomenon of “value orientations”, it is necessary to consider in more detail the essence of the generic concept of “value”.

Many philosophers have made attempts to analyze the meaning of the word "value", but the most complete analysis was carried out by K. Marx. After analyzing the meanings of the words "value", "value" in Sanskrit, Latin, Gothic, Old High German, English, French and many other languages, K. Marx concluded that the words "Value", "Valeur" (value, cost) express a property, belonging to objects. And, indeed, “they initially express nothing more than the use value of things for a person, their properties that make them useful or pleasant for a person ... This is the social being of a thing.”

The genesis of the concept of “value”, reconstructed on the basis of the etymology of the words denoting it, shows that three meanings were combined in it: a characteristic of the external properties of objects that act as an object of a value relationship, the psychological qualities of a person who is the subject of this relationship; relations between people, their communication, thanks to which values acquire general validity.

Many thinkers of the past, exploring the relationship between true, goodness and beauty, found for them, as it were, a single common denominator - the concept of "value". And this is quite understandable - after all, good is a moral value, truth is cognitive, and beauty is aesthetic. As S.F. Anisimov "value is something all-pervading, determining the meaning of the whole world as a whole, and in every person, and every event, and every act."

Our task is to consider the comprehension of the universal nature of value in the context of the analysis of the achievements of world philosophical, sociological and psychological and pedagogical thought.

Introduction . 2

1. Theoretical substantiation of problems in the study of value orientations . 5

1.1. The main characteristics of the values of modern society. 5

1.2. Characteristics of value orientations of children of primary school age. 8

Conclusions on the first chapter . 12

2. Sociological study of the value orientations of children of primary school age. 13

2.1. Description of the subject of study. 13

2.2. Description of the study method and structure of the study. 13

2.3. Quantitative analysis of the obtained data. 14

Conclusions on the second chapter . 18

Conclusion . 19

Bibliography . 21

Introduction

The entire history of world social thought reflects the main thing in the processes taking place in society: the vital activity of a person entering into relationships with other people in order to meet emerging needs. But not only the life activity of a person characterizes the qualitative certainty of society, but society also forms a person as a thinking being, possessing speech and capable of purposeful creative activity, forms a personality.

Man is both the subject and the object of all social relations.

The formation of personality as an object of social relations is considered in sociology in the context of two interrelated processes - socialization and identification.

Socialization is the process of assimilation by an individual of patterns of behavior, values necessary for his successful functioning in a given society.

Socialization covers all processes of familiarization with culture, training and education, with the help of which a person acquires a social nature and the ability to participate in social life. Everything around the individual takes part in the process of socialization: family, neighbors, peers in children's institutions, school, mass media, etc. For successful socialization (formation of personality), according to D. Smelser, the action of three factors: expectations, changes in behavior and the desire to meet these expectations. The process of personality formation, in his opinion, occurs in three different stages: 1) imitation and copying of adult behavior by children, 2) the game stage, when children are aware of behavior as the performance of a role, 3) the stage of group games, in which children learn understand what a whole group of people expects from them.

Many sociologists argue that the process of socialization continues throughout a person's life, and argue that the socialization of adults differs from the socialization of children in several ways: the socialization of adults rather changes external behavior, while the socialization of children forms value orientation.

Identification is a way of realizing belonging to a particular community. Through identification, children accept the behavior of parents, relatives, friends, neighbors, and so on. and their values, norms, patterns of behavior as their own. Identification means the internal development of values by people and is a process of social learning.

In my work, I plan to give a theoretical and empirical analysis of the characteristics and factors influencing the formation of adolescents' value orientations, which is purpose our research.

1. Study of specialized literature.

2. Identifying opportunities to explore the problem.

3. Detection of factors influencing the formation of values of younger students.

4. Formulation of strategic and tactical orientations in the socio-psychological study of values.

The object of the study is the value orientations of younger schoolchildren.

The subject of the study are elementary school students.

The study consists of three parts:

Preparatory stage. Identification of the problem situation, characterization of the problem put forward; information retrieval analysis of the development of the topic.

operational stage. Modeling of the object, clarification of the problem situation, its logical analysis in basic concepts, formulation of problems.

Efficient stage. Research plan, methods for collecting and analyzing information, interpretation of the data obtained.

To solve the research problems, the following methods of scientific knowledge were used: theoretical analysis of social, philosophical, psychological and pedagogical literature on the research problem; pedagogical observations and sociological research, and mathematical processing of research results.

This work includes two chapters: 1. Theoretical analysis of value orientations, and 2. Experimental - the study of the values of younger students.

1. Theoretical substantiation of problems in the study of value orientations

1.1. The main characteristics of the values of modern society

Sociology is interested in values, first of all, as a factor that plays a certain role in the regulation of social interactions.

Values appear as:

desirable, preferable for a given individual, social community, society, i.e. the social subject is the state of social ties, the content of ideas;

criterion for evaluating real phenomena; they determine the meaning of purposeful activity;

regulate social interaction;

internally motivated to action.

Economic and moral, political and aesthetic values are regulated. Values exist as an integral system.

Each system of values has, as it were, one basis. Such a foundation is moral values, which represent desirable, preferred options for the relationship of people, their connections with each other, with society in such a form: as good, good and evil, duty and responsibility, honor and happiness.

Significant differences can be characterized by the value systems of social strata, classes, groups of society; There are also differences between generations. But possible conflicts of values, ideals, and then social conflicts between social groups of people can and should be regulated on the basis of universal human values, recognizing the unconditional value of the world for people, human life, as well as public (nationwide, nationwide) values and freedoms.

In stable societies, conflicts of values are resolved within the framework of the existing culture. At the same time, disputes between egoists and altruists remain “eternal”, and “eternal” problems arise with the values of generations. But society lives, culture develops, preserving its value.

In our society, the zone of coincidence of leading values is narrowed. Conflicts cannot be resolved within the framework of old ideas and ideals - this creates a real threat to the existence of society. The difference in the system of values and ideals should not overshadow the common that unites the bearers of a single culture (and civilization). Awareness of social-group, class interests should not lead to their absolutization, which we have been following for many years. It is important to ensure in the culture of all members of society the priority of those values that unite the nation, strengthen society, the state, guarantee the safe life of a person, his rights, freedoms, peace on earth.

The foregoing can be supplemented by sociologists' research data.

According to a survey conducted in July-October last year by the Russian-American Non-Governmental Center for Human Rights, about 95% of Russians attach the greatest importance to social security, the inviolability of the person and property. In the course of the survey, which involved about 5 thousand people from 10 regions of Russia, the smallest number of respondents (30-40%) preferred freedom of speech and freedom of conscience. For 70% of Russians, the most important are fair wages, freedom of movement and the right to private property.

In recent years, our society has been rapidly changing, both the model of behavior and value orientations are changing. But not only our society is changing, the whole world is changing.

In the quarter of a century that has elapsed since the war, we have witnessed the birth of a new type of society - "developed industrial". We define the style of life that dominates in these years with the word “adventurers” – I would compare them with the “new Russians” who, a generation late, discovered the charms of the consumer society and enjoy it as greedily as our fathers.

A person pursuing high ideals and goals energetically intervenes in life processes, speeding them up, consciously brings beauty, harmony of goodness into reality, becoming, at the same time, morally beautiful. The scientific understanding of the meaning of life preserves the direct visibility of life phenomena, becoming akin to a sense of beauty.

The meaning of human life (in the broadest sense) consists, therefore, in social activity, in which the objectification of the active essence of man takes place and which is aimed not at consumption, but at transformation. Satisfying his needs, a person thereby develops them, which underlies the development of the content of life. However, goals by themselves cannot fill a person's life with meaning and happiness, because doing is not yet a reality, but only a possibility.

It has an objective significance, meaning only insofar as it expresses the laws of real life, it must be turned into something real, material, i.e. be embodied in the process of activity in a certain result. As long as the goal is not realized in the concrete life of people, it will remain only a possibility, a goal-dream, far from objective reality.

1.2. Characteristics of value orientations of children of primary school age

How deeply undesirable changes affect modern society can be judged by children.

Over the past 10 years, we have faced a number of challenges related to the development of children and youth.

Particularly striking is the sharp increase in the number of "bad deeds", by which we mean not only pranks and disobedience, but also school violence, crime, drug addiction and alcoholism. The manifestation of deviant behavior is a problem not only for sociologists, but also for psychologists, teachers, doctors, politicians and economists. This is a problem for the whole society.

The process of becoming a culture of personality is characterized by an attitude towards this phenomenon, therefore the formation of a culture of personality is, first of all, the education of an attitude towards it. For success in the educational process, the attitude that is based on internal needs - motives and the development of knowledge, skills and abilities - values is significant.

Objective and subjective factors influence the formation of value orientations of junior schoolchildren. The objective includes the material and technical base of the educational institution, the circumstances of the immediate environment, the subjective - the psychophysical characteristics of children, the totality of their motives and properties.

Each child is brought up in a family with a different structure. He may be the only one, or he may have a brother or sister, communication with which gives his personality new features. In addition, children communicate with different groups, perceive the roles of different people. Even twins with the same heredity will always be brought up differently, because they cannot constantly meet the same people, hear the same words from their parents, experience the same joys and sorrows. In this regard, we can say that each personal experience is unique because no one can exactly repeat it. It can also be noted that the picture of individual experience is complicated by the fact that a person does not simply summarize this experience, but integrates it. Each person not only adds up the incidents and events that happened to him, like bricks in the wall, but he refracts their meaning through his past experience, as well as the experience of his parents, relatives, and acquaintances.

Thus, the relevance of our study is justified by the need to develop conditions for the formation of the motivational-value attitude of younger students.

3. How deeply undesirable changes affect modern society can be judged by children. Over the past 10 years, we have faced a number of challenges related to the development of children and youth.

4. The recent trend of manifestation of deviant behavior among schoolchildren must be eradicated at primary school age, instilling generally accepted values in children.

2. Sociological study of value orientations of children of primary school age

2.1. Description of the subject of study

The study involved 7 children aged 6-9 years - students of the first grade. All children attended kindergarten before school and are members of prosperous families.

2.2. Description of the study method and structure of the study

Various methods have been developed to obtain material on the characteristics of children's moral judgments. They are based on questioning or conversation in the form of a dialogue on the text that concludes any pedagogical situation. Schoolchildren express their opinions, their reasoning, while revealing their own understanding of the situation and attitude towards it, revealing ways to analyze it by the child.

In this work, we used:

1. Questions:

 Control work in progress. Your friend does not know the material and asks for a copy. You did the right job. What will you do?

 You can't solve the test. Your friend offers to write off from him. How will you do it?

 You got a deuce and you know that if your parents find out about it, they will punish you. Will you let them know your grade?

 During recess, one of your comrades broke the window. You accidentally saw it. Comrade does not want to confess. Will you tell the teacher his name?

2. Sociometric method of studying values.

1. Dress well.

2. Rich.

3. Very smart.

4. Lord of the world.

5. Handsome.

6. Always help people.

7. You will go to war.

8. You will have many friends.

Children are asked to rank the options in order of importance to them.

2.3. Quantitative analysis of the obtained data

Let's create a table based on the answers.

1. There is a control work. Your friend does not know the material and asks for a copy. You did the right job. What will you do?

	Answers and justifications
	I would not give it, because he will do something else in my notebook. This is bad, they will do it for him, he will not learn anything.
	No, the one who asks does badly. Because you can’t do that, you can’t deceive the teacher. The one who gives will also do badly, but he does not deceive.
	I wouldn't. The teacher could see. Then you can not deceive the elders.
	Yes, if he tried, then I'll write off, and if he didn't try, then let him get "two" or "count".
	I would not give it, my friend is doing badly, because he does not listen to the teacher at school.
	I would not let it be written off, because it is impossible to write off. You have to think for yourself. He will write off, will not know anything, and will remain for the second year.
	And I would give, because he stands up for me when other boys offend.

2. You can't solve the test. Your friend offers to write off from him. How will you do it?

	I refuse to write off - it's not good.
	I'll act stupid if I cheat, because on the next test I won't know anything anyway.
	It's better to get an honest deuce, without cheating, I won't cheat.
	It's my own fault, I won't take a hint. Skip this lesson.
	No, I'd rather think for myself a little more.
	I'm an excellent student. I can always do the work, but even if I couldn’t, I wouldn’t write off.
	And I would take. Because I didn't know much about the subject.

3. You got an F and you know that if your parents find out about it, they will punish you. Will you let them know your grade?

	I will name. This is not a good person. You can't break windows.
	You can't cheat on a teacher. Need to confess. Or I'll tell her everything.
	Yes, I'll tell you all about him. And then all the boys will break the windows.
	And I would just shut up. How difficult it will be for him if they tell on him.
	I won’t say anything, it’s not good to let a friend down, my mother taught me that.
	In front of the whole class, I would not have called his last name, but then I would have told everything.
	And then I wouldn't tell. He's my classmate.

4. During recess, one of your comrades broke the window. You accidentally saw it. Comrade does not want to confess. Will you tell the teacher his name?

	I would not say. I don't want my dad and mom to punish me.
	I would erase the deuce and write a three. I would say that the teacher herself corrected, otherwise the folder will beat me.
	I wouldn't say right away. I don't like being punished.
	I would do well. I would get a "five". And because of the deuce, it is not good to deceive mom and dad. They will forgive me for one deuce. Suddenly they say at the meeting, then it will be even worse.
	You must first correct this deuce, sit all day without getting up, study, and then show it along with a good grade.
	I wouldn't show. I'm such an adult and I get deuces - it's a shame.
	They won’t let me go for a walk - I’d better keep silent, and then I’ll correct it and tell you about the deuce.

Qualitative analysis of the obtained data.

For the first two questions, we see 2 answers of compliance with moral standards out of 7 - the first question; 1 matching answer out of 7 is the second question.

From the first days of training, students learn from the teacher about such rules: you can’t cheat from someone else, use a hint and let them cheat. From the above answers and justifications, we see that in the lower grades, children condemn both those who cheat and those who allow cheating. In their assessments, in one form or another, the attitude of the teacher to such behavior appears, first of all. Younger schoolchildren also do not single out such an aesthetic aspect as the tendency to appropriate someone else's labor. Children considered this situation from the point of view of the effectiveness of the learning process. The authority of the teacher in this case is decisive.

For the third situation, we find the following: 3 compliance with moral requirements out of 7 answers.

In this case, such moral concepts as mutual assistance, solidarity, have not yet been perceived by younger students, they have not developed into convictions. For them, the authority of the teacher is still important, and not relationships with classmates. Only three out of seven believe that in some cases untruth or simply silence is acceptable and even necessary.

It is known that schoolchildren are always frightened by the prospect of getting a bad grade. Two is shame in front of the teacher and comrades, a blow to self-esteem, to pride. On the fourth question, the following picture emerges:

For younger students: 2 compliance with moral requirements out of 7 answers.

In this situation, decision-making is complicated by the fact that several motives act as stimuli, which can be competing. The situation is complicated by the fact that two motives, of which only one must determine the act, are equivalent in their significance for the child.

For younger children, the motive "fear of being punished" turned out to be easier to understand due to the fact that it is more familiar to them from experience. They know very well what it means to be punished for a bad grade. Therefore, such a powerful feeling as fear still dominates them over others, morally higher.

Let us graphically represent the obtained sociometric data.

When you grow up, you will...

The summary data is

1. Very smart.

2. Rich.

3. Rule the whole world.

5. Handsome.

6. Always help people.

6. You will have many friends.

The choice of children also indicates the influence on their choice of the adults who surround them.

The attitude that is based on internal needs, manifestations of the so-called childish maximalism and inflated self-esteem becomes significant.

Conclusions on the second chapter. The judgments of junior schoolchildren about the degree of morality of an act, their assessments are to a greater extent the result of what they learned from the teacher, from other people, and not what they experienced, “passed” through their own experience. They are also hampered by the lack of theoretical knowledge about moral norms and values.

In connection with what has been said, the problem of the educative role of the personality of the teacher himself, whose moral character must be impeccable in the eyes of children, is of great importance.

It must be borne in mind that, by showing disobedience, the child "gropes" for the limits of what is allowed. These are not only the boundaries of socially acceptable behavior, but also the framework of the social value of one's "I" for others: What value do I represent for my parents? What about friends and teachers? What can and cannot they interfere with? Am I entitled to my own opinion? How respected are others? For what qualities do they value me the most? How much do they love me? And under what circumstances are they willing to sacrifice me? What is parental love? And what is friendship and betrayal of peers? Am I immortal and what is the meaning of life?

The main thing that should determine the attitude of every teacher to every student is a deep faith in a person, in his capabilities, a humane, optimistic attitude towards a growing person.

Conclusion

In our work, we conducted a sociological study of children aged 6-9 years on the subject of value orientations.

Conducting a preparatory information retrieval analysis of the topic, we identified the following important, in our opinion, aspects:

An important condition for the formation of a morally healthy society is to ensure in the culture of all members of society the priority of those values that unite the nation, strengthen society, the state, guarantee the safe life of a person, his rights, freedoms, peace on earth.

Values form the meaning of human life, (in the broadest sense) consisting in social activity, in which the objectification of the active essence of a person takes place and which is aimed not at consumption, but at transformation.

Children judge people's actions by their consequences, not by their intentions. For them, any act that led to a negative result is bad, regardless of whether it was done by accident or intentionally, from bad or good motives.

Our research has confirmed that:

Younger schoolchildren do not single out such an aesthetic aspect as the tendency to appropriate someone else's labor. Children considered this situation from the point of view of the effectiveness of the learning process. The authority of the teacher in this case is decisive.

Such moral concepts, as mutual assistance, solidarity, are not yet perceived by younger students, they have not developed into convictions. For them, the authority of the teacher is still important, and not relationships with classmates.

Such a powerful feeling as fear still dominates them over others, morally higher.

Analyzing the moral experience of a junior schoolchild, we see that although it is not great, it often already has significant flaws. Children are not always conscientious, diligent, truthful, friendly, proud.

All of the above leads us to highlight the need to develop tools and methods that can change the situation for the better.

The question of value orientations is inexhaustible. Each science interprets it in its own way, but the influence on the formation of these concepts of historical, social, economic and political processes is undeniable. Each person must determine the purpose of his life and determine his own, and only his own value orientations. In today's world it is difficult to survive, and even more difficult to live with dignity. And in order not to become an expendable material in the “machine” of social transformations, you need to find your place in life and society, having determined the meaning of your life. For the absence of this meaning or its loss is tantamount to death.

Bibliography

Nemov R.S. Psychology. Book 2. – M.: Enlightenment, 1994.

Maryenko I.S. Moral formation of the student's personality. - M .: Pedagogy, 1985.

Fokina N.E. Features of the development of moral judgments in younger schoolchildren and adolescents.//Sov. Pedagogy. No. 3, 1978.

Volovikova M.I. intellectual development and moral judgments of younger schoolchildren.//Vopr. psychology. No. 2, 1987.

Lipkina A.I. On the moral life of a student. M., "Knowledge", 1978.

V.P. Andrushchenko, N.I. Torlach, Sociology: the science of society: a textbook for university students. – Kharkov 1996

Personality: inner world and self-realization. Ideas, concepts, views. / Compiled by Yu.N. Kulyukie, G.S. Sukhobskaya - St. Petersburg: Tuscarora Publishing House, 1996.

Obukhova L.F. Child psychology: theories, facts, problems. – M.: Trivola, 1995.

Tugarinov V.P. On the values of life and culture. - L., 1960.

Kharchev A. T. Problems of life, marriage and family. – Vilnius, 1970

Horney K. Your internal conflicts. - St. Petersburg., Lan, 1997.

Rogov E.I. Handbook of a Practical Psychologist in Education: Textbook. – M.: VLADOS, 1996.

Rogers K. A look at psychotherapy. The formation of man. Moscow: Progress, 1994.

Psychological tests / Ed. A.A. Karelina: In 2 volumes - M .: VLADOS, 2001.

Grebenshchikov IV Fundamentals of family life. -M., 1991. ... students. on the valuable orientation personalities junior schoolchildren. The object of study is the process of formation valuable orientations junior schoolchildren. Subject of study - valuable orientation junior schoolchildren. As...

Formation valuable orientations in junior school age
Thesis >> Psychology
Formations valuable orientations at junior schoolchildren. Object of study: valuable orientation personality. Subject of study: conditions of formation valuable orientations children junior school...
Study valuable orientations at schoolchildren
Abstract >> Sociology
Examination valuable orientations schoolchildren. Object of study: pupils MOU secondary school No. 3. The subject of the study are valuable orientation schoolchildren. ... the educational process the lessons of "ethical grammar" in junior and "ethics of family life" in senior...
Formation valuable attitude towards a healthy lifestyle junior schoolchildren in the educational process
Thesis >> Pedagogy
... valuable attitude junior schoolchildren to healthy lifestyle life. PURPOSE: To determine the conditions necessary for the formation of junior schoolchildren valuable ...
Socio-psychological conditions for the formation of the structure valuable orientations high school students
Thesis >> Psychology
Public work, the most significant for junior schoolchildren, in adolescents, they first lose their ... same places in the hierarchy valuable orientation Table 1.7. Rank structure valuable orientation senior schoolchildren into different research "sections" * ...

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Introduction

Conclusion on chapter I

2.2 Research methods

Conclusion on Chapter II

Conclusion

BIBLIOGRAPHY

Glossary

Appendix

INTRODUCTION

Insufficient development of the identified problem and the desire to identify ways to resolve this contradiction led to the choice tewe research:"Formation of value orientations in primary school age".

In the field of philosophical-sociological and psychological-pedagogical science, there are many theoretical works devoted to the problem of the formation of value orientations among students, but only a few works consider this problem in relation to the practice of elementary school.

The problem of forming value orientations is multifaceted. It is considered as in philosophical and sociological works (S.F. Anisimov, A.G. Zdravomyslov, V.I. Sagatovsky, V.P. Tugarinov, L.P. Fomina, M.I. Bobneva, O.I. Zotova , V.L. Ossovsky, Yu. Pismak, P.I. Smirnov, V.A. Yadov and others), and in psychological and pedagogical works (B.G. Leontiev, V. N. Myasishchev, S. L. Rubinstein, N. V. Ivanova, A. V. Kiryakova, E. A. Nesimova, E. N. Shiyanova, G. I. Shchukina, etc.). In these works, various aspects of the problem of value orientations are considered: the very concept of “value orientations” is defined, their structure and types are considered, questions are raised about the degree of their development, features of formation, etc. In addition, the above theorists substantiate the thesis that it is value orientations orientations form the core of the personality and characterize the level of its development as a whole. Thus, the foundations of the modern approach to the formation of value orientations among schoolchildren are presented in the works of H.A. Astashova, V.D. Ermolenko, E.A. Nesimova, E.A. Podolskaya, E.V. Polenyakina, L.V. Trubaichuk, E.A. Khachikyan, A.D. Shestakova and others.

According to the analysis of theoretical sources on the research problem, the beginning of the formation of value orientations begins at preschool age, but the next crucial period of their formation is the beginning of schooling, i.e. junior school age. The value base laid in the lower grades determines how the further formation and development of the child's personality will take place in adolescence and youth (P.Ya. Galperin, V.V. Davydov, V.D. Ermolenko, A.V. Zankov, V.S. Mukhina, A. N. Leontiev, D. I. Feldshtein, D. B. Elkonin, etc.). Younger school age creates additional opportunities for the effective development of value orientations, because. characterized by such age-related features as increased emotionality, susceptibility to external influences, appeal to the world of positive values, which are manifested in all types of activities: educational, gaming, communicative, labor, etc.

Purpose of the study: to identify the features of the formation of value orientations in younger students.

Object of study: value orientations of the individual.

Subject of study: conditions for the formation of value orientations of children of primary school age.

Hypothesisresearch consists in the assumption that value orientations in primary school age are formed on the basis of meaningful life orientations, mechanisms and strategies of socio-psychological adaptation and mental states.

The purpose and hypothesis determined the formulation of the following tasks:

1. To study and systematize theoretical approaches to the research problem.

2. Determine the essence of the concept of "value orientations" of the individual.

3. Theoretically substantiate and experimentally test the features of the formation of value orientations in primary school age.

This work is based on the study of data from periodicals, various monographs, etc.

Experimental research base: the study was conducted in secondary school No. 44 of the city of Naberezhnye Chelny, the Republic of Tatarstan.

Provisions for defense:

1. The values, first of all, should include the health of a person, his relatives and others, the preservation of the natural world, the harmony of a person with the natural and social world, the preservation of life on Earth, the beauty of nature, an active, active life. All this plays a significant role in the formation of the personality of a young person, is the basis for choosing a lifestyle, professional and life path.

3. Developing programs make it possible to achieve positive dynamics in the value orientations of younger students.

Characteristic withstructuress work. This work consists of: introduction, 2 chapters, conclusions after each chapter, conclusion, list of references, glossary and appendix. The total volume of work - 75 pages. The text of the thesis is illustrated with 9 tables, 1 figure, 4 appendices. There are 70 titles in the bibliography. The application contains 18 pages.

Chapter J. Theoretical aspects of the problem of the formation of value orientations in primary school age

1.1 The concept of the value orientations of the individual

Value orientations are one of the leading characteristics of a person’s personality, that unique form of a person’s awareness of the features of the development of society as a whole, his social environment, the essence of his own “I”, which characterizes the worldview of a person, his ability to act, that is, his social, intellectual and creative activity. Today it is impossible to ignore the entire accumulated experience in the formation of value orientations, which reveals the value spectrum of human existence. In order to understand the numerous interpretations of the phenomenon of “value orientations”, it is necessary to consider in more detail the essence of the generic concept of “value”.

There are several approaches to the definition of the concept of "value". One group of philosophers (V.P. Tugarinov and others) believe that the properties of an object do not depend on the subject, but at the same time, values also contain a subjective moment, as they are interconnected with the interests and needs of people.

With this approach, they took into account the specific historical activity of the subject, his activity, class affiliation, party membership, etc. Another group of researchers (M.V. Demin, A.M. Korshunov, L.N. Stolovich and others) prove that the value is objective, universal.

Value is objective in nature, it can exist outside the consciousness of the individual. Personality obviously does not always perceive the totality of objective values. First of all, here they talk about the level of assimilation, acceptance, subjectivization by the personality of these values. In this regard, according to V.P. Tugarinova, “the solution of the problem of values, if it wants to be effective, and not formal, should be closely connected with the solution of personality problems, with the study of personal values and with the impact on the latter, i.e. upbringing".

The most reasonable and logical is the position of the authors who consider value within the framework of subject-object relations, in which an object (an object or phenomenon of a material or spiritual plan) is significant for a subject (a person or a social group), for example, O.G. Drobnitsky presents “value” as a phenomenon of two kinds, as “value characteristics of an object” or as “value representations”. Indeed, a phenomenon, whether existing or conceivable, has certain properties that have a positive or negative meaning for us. These properties do not depend on who evaluates them, and since they are considered in connection with the needs, interests of people, they represent the unity of objective and subjective moments. At the same time, the objective moment of value is primary, since value is not a mental act, but the subject of a value relationship. There is no value outside the value relation, but this does not mean that value and value relation are one and the same. The value is within the value relationship, which is understood as "the connection between the subject and the object, in which this or that property of the object is not just significant, but satisfies the conscious need of the subject, person, the need formed in the form of interest and purpose" .

Hence, value can be considered as a property of an object, valued by the subject for its ability to meet its needs, interests, and goal.

The question of value is the question of the role, function of objects or phenomena that they play due to their ability to satisfy one or another human need. Therefore, the values chosen by a person become the basis for the formation of his new personal needs. Hence, the value characteristic applied to objects, natural phenomena included in human life, and to objects material culture, and to the phenomena of the socio-political and spiritual plan. Values, being actualized, largely guide people's behavior, while acting as a kind of regulators of social behavior. The main difficulties in solving value problems are that the objective and subjective sides of values may not coincide and even contradict one another. A person may not know and not use certain useful properties of objects and phenomena, they will not be of value to him. A situation is possible when a person intensively assimilates values rejected by society, something that is objectively harmful to him. “Being a value, albeit a higher one, a person as a person gets the opportunity to know other values, discover for himself the endless space of culture, civilization.” Only the value recognized as a result of selection can perform "a valuable function - the function of a guide when a person makes a decision about this or that behavior." In confirmation of the above thought, it should be noted that V.P. Tugarinov emphasized the importance of the value approach as an intermediate link, a "bridge" between theory and practice. His position seems to us more convincing. It is also interesting to consider value from the standpoint of intersubjective relations. This point of view is taken by V.G. Vyzhzhletsov and V.N. Kozlov, who argue that the category of value reflects the most general type of intersubjective relations that develop in social practice regarding certain objects - carriers of these values. In their opinion, values arise, form, manifest and function as a result of intersubjective relations, in turn, the formed values determine the nature of future assessments.

Value involves the evaluation by the subject of the properties of the object. It is obvious that value, valuable is positively evaluated by a person who proceeds from his conscious needs. In nature, taken in isolation from man, there can be no value relations and values, since there is no conscious goal-setting and the ability to consciously evaluate.

In the theory of values, attention is drawn to the fact that the subjective factor plays an important role in evaluation, and the role of evaluation in correlating objects of the external world with the needs and interests of a person is emphasized. "Evaluation can be considered as a special kind of cognition, as evaluative cognition".

By means of a value assessment, the degree of conformity of the assessed object to the value orientations of the subject is known. This kind of evaluation dominates social cognition. The value attitudes of the subject of social cognition influence the choice and formulation of problems, the explanation of the acquired knowledge, determines the interpretation of the basic concepts of social knowledge.

Any person, constantly being in a situation of choosing one of the alternative solutions, considers the idea of value as a criterion for such a choice. Values are generated by social and cultural conditions of life and deeper factors of human existence. In this context, the world of values (axiosphere) is impersonal and transpersonal, and in certain cases also ahistorical. Personality, as it develops, appropriates a ready-made historically established system of values, which it accepts as a guide to action. Value experience is included in the sphere of consciousness, comprehended by a person and gradually transformed from objectified human activity into real activity. Evaluation, including emotional "affective" and cognitive "cognitive" components, contributes to both cognition and a certain value attitude. The value attitude is closely connected both with the cognitive and evaluative side of the subject's activity and with the transforming activity and constitutes their core.

Thus, the system of value orientations is the most important characteristic of the personality and an indicator of its formation. The degree of development of value orientations, the features of their formation make it possible to judge the level of development of the personality, the integrity and stability of which "acts as the stability of its value orientations." The determination of the ways of its formation, including the assertion of an active social position, depends on the disclosure of the features of the development process and the specifics of the impact of value orientations that make up the meaningful part of the personality's characteristics. Therefore, in recent years, the conditions and patterns of development of the value orientations of children have been studied. different ages. At the same time, revealing the nature of dynamic changes in value orientations is impossible without special consideration of the multifaceted and multilevel process of their formation. The study of this process requires special attention to the key moments of the formation of value orientations associated with transitional periods of ontogenesis, the boundaries of the age development of the individual, when, firstly, new value orientations appear, as well as new needs, feelings, interests, and secondly, there is a qualitative change and restructuring on this the basis of the features of value orientations characteristic of the previous age.

1.2 Features of the formation of value orientations in primary school age as a psychological and pedagogical problem

As psychologists and teachers note, the formation of value orientations in schoolchildren, which determine the direction and content of the activity and activity of the individual, the criteria for assessments and self-assessments, begins in adolescence. At primary school age, personal values are only singled out, their emotional development takes place, which is fixed in practical activities and gradually finds the correct motivational expression. In senior school age, the main psychological characteristics personality. At the same time, the diversity of social phenomena acquires a systematized, generalized character and is reflected in the mind of a high school student in the form of concepts and values. It is during this period that value orientations have a significant impact on the formation of socially valuable relations among high school students, on their choice of socially significant activities after school, on the formation of their moral activity. That is why the pedagogically organized processes of the formation of moral activity and value orientations of the individual should be considered in close dependence.

Value orientations perform a number of functions. Researcher E. V. Sokolov identifies the following most important functions of value orientations: expressive, contributing to the self-affirmation and self-expression of the individual. A person seeks to pass on the accepted values to others, to achieve recognition, success; adaptive, expressing the ability of the individual to satisfy his basic needs in the ways and through the values that he has this society; personal protection - value orientations act as a kind of "filters" that let through only that information that does not require a significant restructuring of the entire personality system; cognitive, aimed at objects and the search for information necessary to maintain the internal integrity of the personality; coordination of internal mental life, harmonization of mental processes, their coordination in time and in relation to the conditions of activity.

Thus, in values, on the one hand, the moral significance of social phenomena is systematized, encoded, and, on the other hand, those guidelines of behavior that determine its direction and act as the ultimate foundations of moral assessments.

Awareness of the need to implement a certain system of values in one's behavior and thereby awareness of oneself as the subject of the historical process, the creator of "proper" moral relations becomes a source of self-respect, dignity and moral activity of the individual. Based on the established value orientations, self-regulation of activity is carried out, which consists in the ability of a person to consciously solve the tasks facing him, to make a free choice of decisions, to affirm certain social and moral values by his activity. The realization of values in this case is perceived by the individual as moral, civil, professional, etc. debt, the avoidance of which is prevented primarily by the mechanism of internal self-control, conscience.

A feature of the system of moral values is that it reflects not only the current state of society, but also the past and the desired future of its state. Target values, ideals are projected onto this hierarchy, as a result of which it is corrected. Under the influence of specific historical conditions, the system, the hierarchy of values, is rebuilt.

Changes in the system of values, and this is, first of all, a change in the leading, basic value orientation that sets the normative certainty of such value and worldview representations as the meaning of life, the purpose of a person, the moral ideal, etc., play the role of an "axiological spring" that transmits its activity to all other parts of the system.

public need for new system values appears when the former supreme value orientation does not meet the requirements of the changed historical reality, turns out to be unable to perform its inherent functions, values do not become people's beliefs, the latter in their moral choice less and less appeal to them, that is, individuals are alienated from these moral values, a situation of value vacuum that gives rise to spiritual cynicism and undermines mutual understanding and integration of people.

The new leading value orientation, acting as an alternative to the previous one, can not only rebuild the system of moral values, but also change the strength of their motivational impact. As the Russian psychologist D. N. Uznadze notes, the restructuring of the system of value orientations, the change in subordination between values testify to profound transformations in the semantic picture of the world around us, a change in the semantic characteristics of its various elements.

So, value orientations, playing an important role in the formation of moral activity, provide a general direction for the behavior of the individual, a socially significant choice of goals, values, ways of regulating behavior, its forms and style.

In the psychological literature, the following general age characteristics of children of primary school age are distinguished:

1. At primary school age, the child has the greatest increase in the brain - from 90% of the weight of the brain of an adult at 5 years old and up to 95% at 10 years old.

2. Continued improvement nervous system. New connections between nerve cells develop, specialization of the cerebral hemispheres increases. By the age of 7-8, the nervous tissue connecting the hemispheres becomes more perfect and ensures their better interaction.

These changes in the nervous system lay the foundation for the next stage of the child's mental development and prove the thesis that the educational impact on the younger schoolchild by the family, precisely at the early school age, has a great influence on the process of formation in the child. personal qualities, personal characteristics demanded by society.

At this age, significant qualitative and quantitative changes also occur in the bone and muscle system of the younger student. So, it is at primary school age that it is more important than ever to strive for the physical development and improvement of the child's body. And in this process, the role of the influence of the family on the younger student is also great.

In general, the following psychological features can be represented:

1) Propensity to play. In the conditions of play relations, the child voluntarily exercises, masters normative behavior. In games, more than anywhere else, the ability to follow the rules is required from the child. Violation of their children notice with particular acuteness and uncompromisingly express their condemnation of the violator. If the child does not obey the opinion of the majority, then he will have to listen to a lot of unpleasant words, and maybe even leave the game. So the child learns to reckon with others, receives lessons in justice, honesty, truthfulness. The game requires its participants to be able to act according to the rules. “What a child is in the game, such in many respects he will be in work when he grows up,” said A.S. Makarenko.

2) The inability to engage in monotonous activities for a long time. According to psychologists, children of 6-7 years of age cannot keep their attention on any one object for more than 7-10 minutes. Further, the children begin to be distracted, switch their attention to other objects, so frequent changes in activities during classes are necessary.

3) Insufficient clarity of moral ideas due to little experience. Given the age of children, the norms of moral behavior can be divided into 3 levels: A child under 5 years old learns a primitive level of rules of behavior based on the prohibition or denial of something. For example: “Do not speak loudly”, “Do not interrupt the conversation”, “Do not touch someone else's thing”, “Do not throw garbage”, etc. If a child has been taught to comply with these elementary norms, then others consider him well-bred child. By the age of 10-11, it is necessary for the child to be able to take into account the state of the people around him, and his presence not only does not interfere with them, but would also be pleasant.

In the period of moral realism, children judge people's actions by their consequences, not by their intentions. For them, any act that led to a negative result is bad, regardless of whether it was done by accident or intentionally, from bad or good motives. Relativistic children place a high value on intentions and judge the nature of actions by intentions. However, with clearly negative consequences of the acts performed, younger children are able, to a certain extent, to take into account the intentions of a person, giving a moral assessment of his actions. L. Kohlberg expanded and deepened Piaget's ideas. He found that at the preconventional level of development of morality, children really more often evaluate behavior only on its consequences, and not on the basis of an analysis of the motives and content of human actions. At first, at the first stage of this level of development, the child believes that a person must obey the rules in order to avoid punishment for their violations. At the second stage, the idea arises of the usefulness of moral actions accompanied by rewards. At this time, moral behavior is considered to be any behavior for which you can receive encouragement, or such that, while satisfying the personal needs of this person, does not prevent another person from satisfying his own. At the level of conventional morality, importance is first attached to being a "good person". Then the idea of social order or benefit to people comes to the fore. At the highest level of postconventional morality, people evaluate behavior based on abstract ideas about morality, and then on the basis of awareness and acceptance of universal moral values.

In the course of the study, it turned out that young schoolchildren often find it difficult to evaluate an act, to determine the degree of its morality, due to the fact that it is not easy for them to single out the underlying motive on their own, without the help of an adult. Therefore, they usually judge an act not by the intention by which it was caused, but by its result. They often replace a more abstract motif with a more understandable one. The judgments of junior schoolchildren about the degree of morality of an act, their assessments are to a greater extent the result of what they learned from the teacher, from other people, and not what they experienced, “passed” through their own experience. They are also hampered by the lack of theoretical knowledge about moral norms and values.

One of the central tasks of education is to form a humanistic orientation of the personality in a growing person. This means that in the motivational-required sphere of the individual, social motives, motives for socially useful activities must steadily prevail over egoistic motives. Whatever the child does, whatever the child thinks, the idea of society, of another person, must enter into the motive of his activity.

The formation of such a humanistic orientation of the individual goes through several stages. So, for younger schoolchildren, individual people act as carriers of social values and ideals - father, mother, teacher; for adolescents, they also include peers; Finally, an older student perceives ideals and values in a rather generalized way, may not associate them with specific carriers (people or microsocial organizations). Accordingly, the education system should be built taking into account age characteristics.

It is also important to note that the elementary school ends with the transition to the main one, and this is due to the need for social adaptation of students to new conditions. The situation of novelty is for any person to some extent disturbing. A primary school graduate may experience emotional discomfort, primarily due to the uncertainty of ideas about the requirements of new teachers, about the features and conditions of education, about values and norms of behavior. It is possible to overcome possible emotional discomfort and, thus, prepare a conflict-free transition of children to the main school, make it easy and natural, this requires psychological literacy, both parents and teachers.

Separately, I would like to dwell on the consideration of the issue of moral education, which can act as a factor in the formation of the ideals of elementary school students "Moral education is one of the most important aspects of the multifaceted process of personality formation, the development of moral values by the individual, the development of moral qualities, the ability to focus on the ideal, to live according to principles, norms and rules of morality, when beliefs and ideas about what should be embodied in real actions and behavior.

Thus, as a result of the regulated nature of the process, the obligatory systematic fulfillment of educational assignments, the younger student develops moral knowledge, moral relations. Educational activity, being the leading one at primary school age, ensures the assimilation of knowledge in a certain system, creates opportunities for students to master techniques, ways of solving various mental and moral problems. The teacher has a priority role in the upbringing and education of schoolchildren, in preparing them for life and social work. The teacher is always an example of morality and a dedicated attitude to work for students. A specific feature of the process of moral education should be considered that it is long and continuous, and its results are delayed in time.

1.3 Modern research on value orientations

Every living person has an individual, unique set of value orientations. Value orientations are the most important regulator of human behavior in society, determine his attitude towards himself, towards people around him, towards the world. Value orientations are based on human needs. Each person has an individual set of needs. They are the initial stimuli of activity, activity, human behavior. A need is a state of disagreement between what is present and what is necessary for a person. In other words, this is a discrepancy between what a person wants, what he needs and what is in reality. Such a state prompts a person to take action to eliminate this contradiction, he begins to look for an object in the surrounding reality that could satisfy his need, resolve the contradictory situation. Anything can be such an object: for example, food, if a person is hungry (a natural need for food) or the approval of the team, if a person feels the need for recognition, self-affirmation in society, etc. Any object, process or phenomenon that can satisfy a person's need is a value for him. Thus, value orientations can be represented as a person's orientation towards certain values depending on the nature of their needs. Focusing on certain values, a person builds his behavior depending on the nature of these values. So, if a person feels a strong need for material, financial well-being (value), he will strive to act in such a way as to achieve such well-being.

Based on the research of L.S. Vygotsky, L.I. Bozhovich, E. Erikson, we believe that the sensitivity of a given age to the appropriation of values, including spiritual and moral ones, is due to such age characteristics of younger students as the arbitrariness of mental phenomena, the specific nature of cognitive processes, an internal plan of action, a conscious setting of the goal of achieving success and volitional regulation of behavior; the ability to generalize experiences, reflection, intensive formation of moral feelings, unlimited trust in adults, self-esteem, a sense of competence, the dominance of cognitive needs, developing self-awareness, the ability to distinguish between play and work, the allocation of labor (including educational) into an independent, responsible activity.

Thus, the fundamental pedagogical factor in the appropriation of values is knowledge about them. The knowledge about values included in the content of educational subjects allows expanding the child's range of ideas about personal, social, national, and universal values. The analysis of the mandatory minimum of the content of primary general education made it possible to single out the totality of spiritual values contained in it, which are integrative concepts (person, knowledge, creativity, work, family, Fatherland, peace, culture), orientation towards which in primary school age can contribute to the development of spiritual needs personality. The comprehension of the essence, values, their search and evaluation takes place in the spiritual and practical experience of the individual. The child, entering into interaction with the world of values, becomes a subject, carrying out activities for the development, assimilation and appropriation of this world. Hence, the activity that actualizes the personal functions of students acts as the second pedagogical factor in the appropriation of values.

The third significant pedagogical factor in the appropriation of values, including moral ones, by younger students is the assessment of the child from outside (by other people). From the position of humanistic psychology, the emergence of spiritual needs in the process of individual development of a person is preceded by the needs of self-esteem, self-respect, which in turn are based on the needs for love and recognition from other people. Self-esteem in ontogeny is built from individual specific self-assessments and assessments of the individual by other people. The starting point for studying the influence of self-respect on the appropriation of values is the position of American psychologists (A. Maslow, K. Rogers that the formation of a human personality and individuality is possible only if a person accepts himself, that is, in the presence of self-respect. The influence of self-respect ( self-acceptance) on the appropriation of values is due to its main functions: firstly, it contributes to the achievement of internal consistency of the personality, secondly, it determines the positive nature of the individual interpretation of experience, and thirdly, it is a source of positive expectations.

A very important factor in the formation of value orientations, ideas, values and ideals is education.

The school is the main link in the system of education of the younger generation. At each stage of the child's education, its own side of education dominates. In the education of younger schoolchildren, Yu.K. Babansky, moral education will be such a side: children master simple moral norms, learn to follow them in various situations.

Along with the orientation to the material objects of the surrounding world (such as food, clothing, finances, housing, etc.), a person is also oriented to the so-called emotional values. In this case, values for a person are certain states of experiencing his relationship with the world. So, for example, joyful excitement, impatience when acquiring new things, collectibles, pleasure at the thought that there will be more of them, indicates that a person has a need to purchase things (remember the love of some of the fair sex for shopping). At the same time, the value is not so much the acquired thing, but the emotional state that a person experiences when searching for and buying it. Such orientations towards complexes of emotional values underlie the so-called emotional orientation of the personality. Depending on the nature of the emotional values to which a person is oriented, his general emotional orientation has certain features.

A person's orientations to emotional values are penetrating. This means that the orientation of the same type can manifest itself in different situations of human activity. So, for example, the need for danger, risk (the value is combat excitement, elation, a sense of risk, intoxication with them, excitement, thrills at the moment of struggle, danger) can manifest itself in a person both in the gym and in various situations of his activity - in industrial relations, relations with friends, colleagues, at parties, etc. Therefore, we made these orientations the subject of our study, as they play a key role in the regulation of human social behavior (after all, the emotional process accompanies any act of a person’s relationship with the world). The needs and values of a person change in the course of his life and work. Some needs are fully or partially satisfied, become less important for a person, other needs, on the contrary, become relevant, orienting a person to new values. Scientists have established that value orientations and, consequently, human behavior change in the process of his purposeful activity. The nature of these changes depends on the characteristics of the activity in which the person participates.

Values are the core of the personality structure, which determines its direction, the highest level of regulation of the personality's social behavior.

Another important function of values is the prognostic function, since on their basis the development of a life position and life programs, the creation of an image of the future, and the prospects for the development of a person are carried out. Consequently, values regulate not only the present state of the individual, but also its future state; they determine not only the principles of her life, but also her goals, tasks, ideals. Values that act as ideas of the individual about what is due, mobilize vitality and ability of the individual to achieve a specific goal.

The introduction of a person to culture is, first of all, the process of forming an individual system of values. In the process of mastering culture, an individual becomes a personality, since a personality is a person whose totality of properties allows him to live in society as a full and full member of it, interact with other people and carry out activities for the production of cultural objects.

Thus, the value orientations of the individual, being the most important regulator of human behavior, largely depend on the nature of the activity in which the person is involved and change in the course of his life.

Conclusion for Chapter I:

The system of value orientations is the most important characteristic of the personality and an indicator of its formation. The degree of development of value orientations, the features of their formation make it possible to judge the level of development of the personality, the integrity and stability of which "acts as the stability of its value orientations." The determination of the ways of its formation, including the assertion of an active social position, depends on the disclosure of the features of the development process and the specifics of the impact of value orientations that make up the meaningful part of the personality's characteristics. Therefore, in recent years, the conditions and patterns of development of value orientations of children of different ages have been studied. At the same time, revealing the nature of dynamic changes in value orientations is impossible without special consideration of the multifaceted and multilevel process of their formation. The study of this process requires special attention to the key points in the formation of value orientations associated with transitional periods of ontogenesis, the boundaries of the age development of the individual, when, firstly, new value orientations appear, as well as new needs, feelings, interests, and secondly, qualitative change and restructuring on this basis of the features of value orientations characteristic of the previous age.

As a result of the regulated nature of the process, the mandatory systematic fulfillment of educational assignments, the younger student develops moral knowledge, moral relations. Educational activity, being the leading one at primary school age, ensures the assimilation of knowledge in a certain system, creates opportunities for students to master techniques, ways of solving various mental and moral problems. The teacher has a priority role in the upbringing and education of schoolchildren, in preparing them for life and social work. The teacher is always an example of morality and a dedicated attitude to work for students. A specific feature of the process of moral education should be considered that it is long and continuous, and its results are delayed in time.

The value orientations of the individual, being the most important regulator of human behavior, largely depend on the nature of the activity in which the person is involved and change in the course of his life.

Head YY. An empirical study of the features of the formation of value orientations in primary school age

2.1 Organization and conduct of the study

In order to identify the features of the formation of value orientations in primary school age, a number of methods were carried out aimed at studying various areas life of children of primary school age.

The study was conducted in the city of Naberezhnye Chelny in January - February 2008. The study involved 50 children - students of primary school age (3 "A" - control group, 3 "B" - experimental group).

There are 25 people in each class.

Of these, 25 children are female (50% of the total number of respondents),

25 children are male (50% of the total number of respondents).

The average age of children is 9.5 years.

Value orientations are one of the basic concepts used in the construction psychological concepts personal regulation of behavior. In modern research, they are considered in the context of the problems of psychological adaptation of the individual and the processes of its self-regulation. The productivity of primary school students directly depends on what life values prevail in them.

The environment of the child, his future guidelines for further adult life depend on this.

The system of value orientations determines the content side of the orientation of the personality and forms the basis of its relationship to the surrounding world, to other people, to itself, the basis of the worldview and the core of the motivation for life activity, the basis of the life concept and "philosophy of life" and, as a result, the productivity of the individual.

In a situation where social stereotypes are breaking down and new sociocultural trends are gaining strength, there is growing interest in studying the content features of the individual consciousness of a person as an integrated and multidimensional reflection of reality. Before conducting the psychodiagnostic part of the study, based on observational data and the results of an expert survey, as well as using the biographical method (including the study of anamnesis), we established a number of features common to the studied children of primary school age, among which the following can be distinguished:

1) self-doubt, low self-esteem; inability to make contact with both adults and peers due to shyness and passivity;

2) distrust of the world, a skeptical attitude towards everything;

3) lack of meaning in life;

4) high or average intelligence;

5) high level of anxiety. Individual children constantly have various fears (there are also phobias). The latter often result in restless sleep and nightmares;

6) increased irritability, irascibility, fatigue; complaints of frequent headaches;

7) conflicts with parents;

8) a sharply negative attitude towards learning (to school), a hostile attitude towards teachers.

The system of values forms the basis of the relationship of the individual to the world around him, to other people, to himself. Being the content side of the orientation, values act as the basis of the worldview and the core of the motivational-need sphere. The formation of a value system begins at an early age and is directly related to the personal and life self-determination of a person.

2.2 Research methods

All methods used are adapted for primary school age.

1. Test meaningful orientations (LSS)(Author: D.A. Leontieva (Appendix 1). This study is aimed at studying the value system.

2 . Methodology "Value Orientations" Author: M. Rokeach (Appendix 3), . The system of value orientations determines the content side of the personality's orientation and forms the basis of its relationship to the world around, to other people, to itself, the basis of the worldview and the core of the motivation for life activity, the basis of the life concept and "philosophy of life".

2.3 Findings of the study

At the first stage of the study, two methods were carried out to identify the existing situation. Let's consider the obtained results.

The most accessible spheres among the studied group are: pleasant pastime, rest; knowledge of the new in the world, nature, man; help and mercy to others. Less accessible: recognition of people and influence on others; achieving positive changes in society; taking care of your health.

1 - health

2-communication

3 - high status

5 - social activity

6 - knowledge

7 - help and mercy

8 - wealth

9 - education

10 - faith in God

12 - self-realization

13 - beautiful

14 - love

15 - recognition

17 - freedom.

As noted earlier, the presence of a conflict in a person's value system is said to be in the case when the significance of a certain area is ahead of its accessibility by 8 or more points. As a result of individual diagnostics of values, it was revealed that the most conflictogenic sphere of life is “love”: 40%. 33% of the subjects have conflicts in the field of "study", 27% - "freedom as independence in actions and actions" and 27% - "full self-realization".

Some of the surveyed (20%) have intrapersonal conflicts in each of the following areas: "communication", "friendship", "material well-being", "study, knowledge". A very small part of the subjects is characterized by the presence of conflict zones in such areas of life: "pleasant pastime, relaxation" (13%), "recognition of people and influence on others" (13%), "health" (7%), "activity to achieve positive changes in society" (7%), "searching for and enjoying the beautiful" (7%). There is no conflict in the system of values in such areas that are not very accessible, but also not significant: “knowledge of the new in the world, nature, man”, “faith in God” and “help and mercy to other people.” With the help of one-way analysis of variance, the only difference in the value attitude to the sphere of "recognition and respect for people, influence on others" was established. Thus, the ranking place of this value “by significance” is significantly higher among girls.

The research materials reliably indicate that intrapersonal vacuums are most often observed in the field of "study". Approximately a third of children (27%) consider this sphere of life activity quite accessible for themselves against the background of its not very great subjective significance. 20% have a discrepancy of eight or more points between the availability and significance of the following life values: "material well-being", "pleasant pastime, rest" and "faith in God". There is no internal vacuum in only one area - "health". In all other areas of life, we can state the presence of internal vacuums in 13% of the subjects - in the areas of "achieving positive changes in society", "help and mercy to other people", "search for and enjoyment of beauty", "freedom as independence in actions and actions ”, in 7% of the subjects - in the areas of “communication”, “high social status and management of people”, “friendship”, “learning new things in the world, nature, man”, “full self-realization “love”, “recognition of people and influence on those around", " interesting job". The values included in block 2, which is called "Spirituality", have the following ratings: "faith in God" (14th rating "by significance", 9th - "by accessibility"), "full self-realization" 2nd rating "by importance", 11th - "by accessibility"), "search and enjoyment of the beautiful" (11th rating "by significance", 5th - "by accessibility"), "freedom as independence in actions and actions” (4th rating “by significance”, 6th – “by accessibility”). Block 3, containing the values of the so-called dual nature, the highest manifestations of which characterize the humanity of relations, is called "Altruism + Spirituality". The block includes such values as "communication" (10th rating "in terms of importance", 4th - "in terms of accessibility"), "friendship" (6th rating "in terms of importance", 10th - "by accessibility"), "love" (1st rating "by importance", 7th - "by accessibility"). In this case, a rather low rating of the “communication” sphere stands out. Apparently, this is a typical feature of the particular group of guys under consideration. Characterized as quite accessible, “communication” occupies a low ranking place “by significance”. This circumstance can be explained by the individual characteristics of the subjects, who have difficulties in relationships, both with adults and with peers.

Thesis: Formation of value orientations in primary school age. Chiplieva A.D. The Formation of Value Orientations in Primary School Students as a Psychological and Pedagogical Problem

Introduction

1. Theoretical substantiation of problems in the study of value orientations

1.1. The main characteristics of the values of modern society

1.2. Characteristics of value orientations of children of primary school age

2. Sociological study of value orientations of children of primary school age

2.1. Description of the subject of study

2.2. Description of the study method and structure of the study

2.3. Quantitative analysis of the obtained data

Conclusion

Bibliography

Formation valuable orientations in junior school age

Study valuable orientations at schoolchildren

Formation valuable attitude towards a healthy lifestyle junior schoolchildren in the educational process

Socio-psychological conditions for the formation of the structure valuable orientations high school students

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Introduction

1. Theoretical substantiation of problems in the study of value orientations

1.1. The main characteristics of the values ​​of modern society

1.2. Characteristics of value orientations of children of primary school age

2. Sociological study of value orientations of children of primary school age

2.1. Description of the subject of study

2.2. Description of the study method and structure of the study

2.3. Quantitative analysis of the obtained data

Conclusion

Bibliography

Formation valuable orientations in junior school age

Study valuable orientations at schoolchildren

Formation valuable attitude towards a healthy lifestyle junior schoolchildren in the educational process

Socio-psychological conditions for the formation of the structure valuable orientations high school students

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1.1. The main characteristics of the values of modern society