THE INFLUENCE OF LITERARY WORKS FOR CHILDREN ON THE FORMATION OF THE SPIRITUAL AND MORAL CULTURE OF ELEMENTARY SCHOOL STUDENTS

ВЛИЯНИЕ ЛИТЕРАТУРНЫХ ПРОИЗВЕДЕНИЙ ДЛЯ ДЕТЕЙ НА ФОРМИРОВАНИЕ ДУХОВНО-НРАВСТВЕННОЙ КУЛЬТУРЫ УЧАЩИХСЯ МЛАДШИХ КЛАССОВ

Нестеренко София Васильевна

студент, Белгородский государственный национальный исследовательский университет (НИУ «БелГУ»),

РФ, г. Белгород

Богачев Роман Евгеньевич

научный руководитель, канд. фил. наук, доц., Белгородский государственный национальный исследовательский университет (НИУ «БелГУ»),

РФ, г. Белгород

АННОТАЦИЯ

В данной статье рассматривается влияние литературных произведений для детей на формирование духовно-нравственной культуры учащихся начальных классов. Авторы анализируют роль литературы в развитии духовно-нравственных ценностей у детей, выявляют механизмы влияния литературы на их сознание и поведение. Проведенное исследование позволяет глубже понять важность литературного образования в формировании личности и ценностных ориентаций младших школьников.

ABSTRACT

This article examines the influence of literary works for children on the formation of the spiritual and moral culture of primary school students. The authors analyze the role of literature in the development of spiritual and moral values in children, identify the mechanisms of influence of literature on their consciousness and behavior. The conducted research allows us to better understand the importance of literary education in the formation of personality and value orientations of younger schoolchildren.

Ключевые слова: литературные произведения, детская литература, младшие классы, духовное развитие, нравственная культура.

Keywords: literary works, children's literature, junior classes, spiritual development, moral culture.

Research in the field of child development psychology increasingly confirms the profound influence of literary works on the formation of the spiritual and moral culture of primary school students. It is believed that during this period of life, children are most susceptible to external influences and actively form their value orientations under the influence of the outside world. In this regard, the study of the influence of children's literature on the development of the spiritual and moral sphere of younger schoolchildren is an urgent and important topic.

First of all, literary works provide children with access to a variety of subjects and characters, which helps broaden their horizons and allows them to immerse themselves in different worlds and circumstances. Interacting with characters facing moral dilemmas helps children understand various aspects of human nature and social interaction. Moreover, considering various ethical issues in the context of literary works helps children develop empathy and the ability to understand the feelings and experiences of others. This experience creates a sense of justice and respect for the diversity of opinions and life paths.

The influence of literature on the spiritual and moral consciousness of younger schoolchildren occurs through various mechanisms important for their development and the formation of value orientations.

The first mechanism is identification with literary characters. When children read about the adventures, difficulties, and moral choices of characters, they often find themselves in these characters. This allows them not only to empathize with their experiences, but also to analyze their actions and reactions to various situations.

The second mechanism of influence is participation in literary discussions and analysis of works. Discussion of books and their analysis contribute to the development of critical thinking in children. They learn to analyze the plot, the characters, and the motives of the characters' actions, developing their own conclusions and opinions.

These two mechanisms of influence - identification with literary characters and participation in literary discussions - interact, enriching the experience of children and contributing to their spiritual and moral development.

The development of empathy and moral judgment in younger schoolchildren is one of the most important aspects of the influence of children's literature on their spiritual and moral development. Getting acquainted with various storylines and characters of literary works, children begin to empathize and understand the feelings and experiences of other people, which leads to the formation of empathy and respect for others. As they read, they experience joy, fear, grief, and disappointment along with the characters in the book. This emotional modeling helps children experience and understand the emotions and feelings of others, developing their ability to empathize.

Reading and discussing literary works in a group contributes to the development of communication skills in children. They learn to express their thoughts, listen to and respect the opinions of others, as well as to argue their views. Book discussion encourages children to actively exchange opinions and ideas, which helps them develop the ability to find compromises and resolve conflicts.

It is important to note that literary works give children not only abstract ideas about values, but also concrete examples of their manifestation in life. This makes the process of learning values more realistic and direct for children, which enhances their impact.

Value orientations formed as a result of interaction with literary works become the basis for the personal development of children and their behavior in society. These values permeate their daily lives, shaping their worldview and helping them build harmonious and ethical relationships with others.

References:

1. Bugaeva A. P., Sokolutova L. V. "The influence of Yakut children's literature on the development of the spiritual and moral culture of younger schoolchildren.”
2. Loginova Yu. A., Makushkina N.V., Sokolskaya E. A. "The possibilities of literary reading lessons in the spiritual and moral education of younger schoolchildren.”
3. V. A. Goncharov, N. S. Danilenko "Literary literacy of younger schoolchildren: problems and solutions".
4. T. V. Savenkova "Children's literature as a means of forming the spiritual and moral culture of preschoolers."