КОНСТРУКТ «МОРАЛЬНІ СУДЖЕННЯ» У СТАНОВЛЕННІ САМОСВІДОМОСТІ ДОШКІЛЬНИКІВ: АНАЛІЗ ПЕРВИННИХ РЕЗУЛЬТАТІВ

Liubov Lokhvytska
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Abstract

The analysis of primary results of realization by preschool age children of the moral norms presented in the verbal form – moral judgments is offered. Notion “moral judgments” is defined in the context of considering the cognitive component of moral consciousness. On the basis of the conducted methods «History», «Conversation» (modified by G. Uruntayeva and Y. Afonkina) the average indicators on the sample on all scales regarding children’s understanding of the essence of the following 12 moral qualities: «kindness», «anger», «lying», «honesty», «generosity», «greed», «rudeness», «politeness», «sensitivity», «cruelty», «boastfulness» and «modesty» are determined. The obtained results demonstrated that the majority of senior preschoolers, expressing moral and evaluative judgments, have a vocabulary that nominates moral concepts. According to the method «Story drawings» (modified by the same authors) the levels of children’s awareness of moral qualities and the ability to determine morality in specific life situations based on verbalization of the essence of moral events are determined.
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分析了学龄前儿童对言语形式的道德规范实现的初步结果——道德判断。“道德判断”概念是在考虑道德意识的认知成分的背景下定义的。在实施方法的基础上«历史»,«谈话»(由G. Uruntayeva和Y. Afonkina修改),在所有尺度上的样本的平均指标,关于儿童对以下12个道德品质的本质的理解:“善良”,“愤怒”,“说谎”,“诚实”,“慷慨”,“贪婪”,“粗鲁”,“礼貌”,“敏感”,“残忍”,“自夸”和“谦虚”。结果表明,绝大多数学龄前儿童在表达道德判断和评价判断时,都具有指定道德概念的词汇。根据«故事图画»(由同一作者修改)的方法,确定了儿童对道德品质的意识水平和在特定生活情境中根据道德事件本质的口头表达确定道德的能力。
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