Neki aspekti moralnog vaspitanja dece oštećenog sluha

Abstract

Vaspitanje predstavlja delovanje odraslih na telo, um i osećanja dece, podstičući razvoj i jedinstvo telesnog, intelektualnog, moralnog i estetskog vaspitanja od najranijeg uzrasta. Moralno vaspitanje određuje osnovu vaspitanja pojedinca i njegovog delovanja jer ga ono usme-rava da sva područja ličnosti i kapacitete uskladi sa društvenom zajed-nicom i ostvari sopstvenu autentičnost, koja nije u sukobu sa univerzal-nim, trajnim i nepromenljivim vrednostima, koje proklamuju vrline, dobrotu, čovekoljublje i usmeravanje ka višim duhovnim vrednostima i dobrobiti za sve. Moralno vaspitanje ostvaruje se saznavanjem o onome što je dobro, koje potkrepljuje telesne akcije i činjenje koje je usklađeno sa moralnim i estetskim vrednostima. Deca oštećenog sluha imaju teškoće sa ostvarivanjem moralnog vaspitanja na sva tri navedena stupnja, usled teškoća u razvoju govora, komunikacije i socijalizacije, te će u radu biti obrazložene specifičnosti moralnog vaspitanja koje su određene karakte-ristikama ličnosti gluve dece koje treba uzeti u obzir prilikom sprovo-đenja vaspitne prakse sa decom predškolskog uzrasta.

Education is the result of the adults’ impact on the body, mind and feelings of children, thus encouraging the child development and unity of his/her physical, intellectual, moral, and aesthetic education from an early age. Moral education determines the basis of an individual's upbringing and his/her actions because it directs individuals to harmonize all aspects of their personality and capacities with the social community and achieve their own authenticity, which is not in conflict with universal, lasting and unchanging values that proclaim virtues, kindness, philanthropy and higher spiritual values and benefits for all. Moral education is achieved by learning what is good, which supports bodily actions as well as the actions that are in line with moral and aesthetic values. Hearing-impaired children have difficulties with moral education at all three levels, due to difficulties in speech development, communication and socialization. The paper will therefore explain the specific features of moral education that are determined by the personality characteristics of deaf children, and which should be considered when implementing educational practice with preschool children.