Abstract
The article is devoted to the illustration of retrospective of evolution of upbringing in context moral development from philosophical, historical-pedagogical doctrines to positions of psychological science by thinks of West Europe. It is proved that basis of moral upbringing of the personality comprehend essential defi nition of conception itself in philosophical, pedagogical and psychological sense; revealing the scientifi c approaches, principles and meaning and tasks in particular: cognitive-emotional (St. John Chrysostom, J. G. Pestalozzi), ethical (J. A. Komensky), normative-individual (J. Locke), individual-valuable (J. J. Russo), individual (J. G. Pestalozzi), deontological (I. Kant, J. F. Herbart), valuable (M. Montaigne), socio-culturological (R. Owen); component’s structure of the process: psychological mechanisms; factors of the process of upbringing and the selection of upbringing toolkit. The presented analysis of content of philosophical, historical-pedagogical and psychological sources promotes authors conceptual paradigm of moral upbringing of the preschool children. 
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