FORMATION OF VALUE ORIENTATIONS FOR PRESCHOOL CHILDREN ON THE BASIS OF OF V.O. SUKHOMLYNSKYI’S PEDAGOGICAL HERITAGE: TEACHING EXPERIENCE

• Людмила Миколаївна Баліка

  кафедра теорії і методики виховання РДГУ

• Ніна Ярута

  ЗДО № 33 м. Рівне

The importance of the formation of value orientations in preschool children based on the use of V.O. Sukhomlynskyi’s pedagogical heritage  is substantiated in the article. Attention is focused on creating the best conditions for moral, intellectual, labor, aesthetic development of the child. The experience of the educator-methodologist of preschool education institution No 33 of the town Rivne N. Yaruta,  who creatively uses  V.O. Sukhomlynsky’s heritage in the educating of preschool children, is analyzed.

The leading idea of the educator-methodologist - optimization of the moral experience of the child in the conditions of preschool education, ensuring the relationship of moral knowledge and ideas that children receive in the classroom, with their application in everyday life was defined in the article.

It was found that the formation of value orientations of preschoolers is carried out by the educator through the formation of values to nature, life, the man-made world, man.

To form the value orientations in preschool children she uses the possibilities of classes, clubs, excursions, observations, leisure hours, charity events, work, family holidays, conversations, games etc. Particularly effective are: a series of classes “Child in the natural environment”, “Box of good deeds”, “Gallery of spirituality”, activities with parents, consultations with colleagues, etc. Emphasis is done on the fact that working with the texts of fairy tales, stories of V. Sukhomlynsky’, children become more social and more emotional.

It was concluded that N.Yaruta rethinks the content and develops new approaches to the formation of value orientations: through “living” and experiencing the works of V.O. Sukhomlynskyi, helps children discover the world of human relationships, forming a positive perception of the environment and themselves in it; brings children to personal perception and understanding of such philosophical concepts as soul, conscience, goodness, happiness.

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