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Abstract: Dynamic changes of the modern society in general and the education system in particular demand renovation of the pedagogical theory and practice in the sphere of moral and spiritual education. And there appears a new challenge in the field of continuing moral development of the younger generation at the stage of transition from preschool to primary general education, which lay foundation for the development of morality; it happens so because the lines of succession in education have not been clearly defined yet. Cognitive routes may be used in the education process in order to keep to the line of succession of formation of value oriented relation to the homeland at the stage of transition from preschool to primary general education. The notion of ―cognitive route‖ was first put forward while working on the regional program ―Facets of the Urals‖, which was aimed at formation in children of value oriented relation to the homeland. The main aim of the cognitive routes is to ensure, on the basis of socio-cultural potential of the homeland, the transfer of the values of the closest environment from generation to generation, which is actually the basis of assimilation of the values of one’s Motherland. A cognitive route is built up on complex interior relation of three components: broadening the horizons, deepening of social emotions and creative activity of children. Application of cognitive routes which take into account age peculiarities of preschool and junior primary school children would provide variability and coordination of moral and spiritual education of a person in his/her childhood.