Contact with animals has a positive effect on people, makes them kinder, gentler, awakens in him the best feeling. The role of animals in the upbringing of children. People can feel responsibility for others and act in their best interests only if he is able to empathize, to perceive the pain of others. Therefore, moral education in the first place, should have the task of forming the child of mercy, kindness, ability to compassion. In practice, this boils down to creating a situation where the child acts as the perpetrators of an act of mercy when he gets satisfaction because someone really helped. For a small child so weak, needing his good deed, can only be an animal. The attitude of children towards animals is an area of activity where you can most successfully carry out moral education.
Wildlife is amazing, complex, multifaceted world. A special place is given to an animal: they constitute only two percent of all life on earth, but, despite this, their role in the biosphere is enormous. From people largely depends on the diversity and abundance of wildlife. To successfully solve this problem, one must have a certain supply of naturally scientific knowledge.
The first elementary representation of the outside world, including the animals, a person gets in the childhood. In preschool the learning process and the accumulation of sensory experience requiredcanadian pedagogical work. Acquaintance with nature involves the solution of a number of educational issues identified by the program.
Educational value of nature can not be overestimated. Communion with nature has a positive effect on people, makes them kinder, gentler, awakens in him the best feeling. Particularly large role of nature in the upbringing of children.
Humanity – due to moral norms and values system installations personality on social objects (person, group, living creature), which is represented in the minds and feelings of compassion and implemented in communication and work, in acts of assistance, assistance. (“Modern dictionary on pedagogics”, Minsk 2001)
Humane education is a process that contributes to a better understanding of the need for compassion and respect for people, animals and the environment and recognizes the interdependence of all living beings. The purpose of humane education – creating a culture of empathy and caring by stimulating the moral development of individuals, to create compassionate, responsible and just society. It is a tool to connect people to the reactions and emotions of animals, as well as a better understanding of environmental issues and ecosystems.
An integral part of ethics is bioethics – the moral area to the surrounding human world. Ethical man cannot remain indifferent to the suffering of another person, even if that other is an animal. Ethics towards people and ethics of treatment of animals – bioethics – have the same mental framework – the ability of empathy. Therefore, the education of the children of good treatment of animals provides them with such socially essential qualities as responsiveness, kindness.
J. J. Rousseau, H. Pestalozzi, R. ODEN believed that the mental powers of the child, his moral character nothing forms, as the different kingdoms of the natural world.
Cognitive relationship to nature and curiosity in preschool children in conjunction with strong activity sometimes leads to experimentation on living beings, the consequences of which prove to be unfavourable or even detrimental to them, so the kids tear off insect legs, paws, tear up earthworms. Children explain their actions because they are curious to know, can a butterfly fly without wings, etc.
This is because preschoolers usually do not understand that in a living organism everything is interconnected, and the violation of any of the organ can lead to death.
The causes of wrong attitude towards nature:
· Lack or absence of representations of living objects;
· Low level of observation;
· Insufficient experience of communication with nature;
· Low level of skills of care;
· Bad example of adults;
· Immature emotional the positive experience of interaction with nature.
Moral education of the child is that he constantly reminded about the interests of others; when the basis of education is put not just ethics, and universal ethics, the child constantly indicate that animals have needs. Universal ethics have expanded the scope of philosophy and completed the circle of persons to which the person has to feel responsible; biotic and education is the most complete and logical solution of problems of education, is the formation of a harmonically developed personality, guided in their actions not only traditions, not anthropocentric morality, justifying bad methods noble purposes that evaluates the needs of every living creature in all fairness and considering them in their activities. In the course of acquaintance of children with nature needs to exercise moral, physical and aesthetic education. In the moral development of the child is the instilling in him a love for mother nature and careless attitude towards living. Children are especially near and dear to what they themselves have grown. The presence in the kindergarten of animals and plants which children see and care for, helps to educate them in respect of key qualities such as love and habit of labour, responsibility for the assigned work.