The role of age characteristics in the formation of moral concepts among children in orthodox Sunday schools

Introduction. Modern pedagogy pays considerable attention to the issues of spiritual and moral education of children, especially in the context of globalization and digitalization of education. Sunday schools, which have historically served as an established form of religious and moral education within the parishes of the Russian Orthodox Church, play a crucial role in shaping students' perceptions of moral values. However, the influence of age characteristics on this process remains insufficiently studied. This pedagogical study aims to identify educational conditions that contribute to the effective formation and development of moral values in younger schoolchildren and adolescents.
Materials and methods. The study employs a comprehensive approach that includes surveys of Sunday school students, interviews with teachers, and structured observation. Comparative and analytical methods, as well as statistical data processing, were used to analyze pedagogical approaches, allowing the identification of patterns and differences in the perception of moral norms among children of different age groups.
Results. The data obtained indicate that the formation of moral values is influenced by age-related characteristics: younger schoolchildren perceive norms through the authority of adults and external stimuli, whereas adolescents develop moral awareness through personal experience and reflection. The pedagogical study also revealed significant variability in teachers' approaches to educational work, highlighting the need to unify methodological recommendations and enhance the integration of spiritual and moral values into the educational process.
Discussion and conclusions. The analysis of pedagogical approaches to organizing educational activities in Sunday schools demonstrates that the effectiveness of spiritual and moral education depends on the use of age-oriented methodologies. For younger schoolchildren, game-based and visual methods are the most effective, whereas discussions, project activities, and social practices yield better results for adolescents. The findings of this pedagogical study can be useful for improving moral education programs, developing methodological materials, and enhancing the professional training of teachers working within the religious education system.

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