Abstract: the article considers the directions of psychological and pedagogical support for the formation of the moral norm of generosity, which is related to the norms of the altruistic spectrum, as well as the features of its development in preschool age. The role of the family, kindergarten and their interaction in the process of psychological and pedagogical support for the development of the moral norm of generosity is presented. The formation of cognitive (knowledge of the moral norm) and emotional (attitude to the norm) components of the moral norm of generosity in senior preschool age is revealed in the most detail. It is shown that it is in the preschool educational organization that children of senior preschool age have wide opportunities for establishing interpersonal contacts, purposeful formation and internalization of the moral norm of generosity. It also describes the content characteristics of the norm of generosity, which are actively changing in modern society, shows the inconsistency of perception and understanding of this moral imperative for modern children. It is noted that in modern society there is no relation to the moral norm of generosity as an unconditional value. In psycho-pedagogical support psychodiagnostics of the development of norms of generosity in children of senior preschool age children is considered, the diagnostic methods and diagnostic techniques are described, allowing to explore the cognitive, emotional and behavioral components of the moral standards of generosity. The basic principles for the development of methodological recommendations for the organization of psychological and pedagogical support for the formation of this moral norm in the family and preschool educational organizations are given.
Keywords: psychological and pedagogical support, moral development, moral norm of generosity, norms of the altruistic spectrum, cognitive, emotional, behavioral components of the norm of generosity, diagnostic methods, methodological recommendations