Summary of a lesson on legal education in the preparatory group

Even the smallest members of society have certain social rights that cannot be violated by anyone from their environment or more distant members of the social group. Legal education of preschool children, carried out within the walls of a preschool educational institution, ensures healthy development of the individual during the formative period and gives children a sense of psychological security, which is very important under conditions of active development and adaptation.

The result of legal education should be a clear knowledge of one’s rights and a civic position that would enrich morality and help choose the right line of behavior. Legal education in preschool educational institutions pursues the following goals:

To instill in children social activity and the ability to make choices.
Develop the ability to think critically, understand the value of personal rights, control one’s behavior, and respect the needs of other people.
Develop the habit of acting strictly within the framework of the rights prescribed by law and being responsible.

Legal thinking is the basis of the future

Legal education is one of the components of moral education. A child’s lack of moral standards makes him unable to respect other people’s rights; any knowledge will be only formal. Kindergarten teachers have all the necessary opportunities to positively influence a maturing personality; it is the preschool period that is most important for its formation.

Timely legal education will allow adults to be confident in the future of their children: they will not allow themselves to be offended, and they will not infringe on the rights of others.

The main legal aspects of the preschool age period are the right to play, the care and love of surrounding adults, and protection from violence or humiliation. The atmosphere in which a little person grows should radiate kindness and love. Every child has the right to a loving family and attention. Parents and teachers should provide assistance in becoming a full-fledged citizen.

Moral and legal education of children as an innovative form of preschool education

Bibliographic description:

Bekbauova, A. A. Moral and legal education of children as an innovative form of preschool education / A. A. Bekbauova, D. K. Yesenzholova. — Text: immediate // Current issues of modern pedagogy: materials of the XII International. scientific conf. (Kazan, June 2020). — Kazan: Young scientist, 2020. — P. 1-3. — URL: https://moluch.ru/conf/ped/archive/336/15074/ (access date: 10.10.2020).

The majority of parents who received education in Soviet times retained the educational model, in which the adult behaves as a dominant, and the child obeys him. The basis of this method of education are: orders, punishments, prohibitions, reproaches and violence. Currently, the tactics of raising a child look different. We perceive the child as a full-fledged person, and orders and beatings are the main enemies of modern effective education. Therefore, every parent and educator must understand that a child is a person with his own needs, character and individual characteristics. Perhaps many people do not attach much importance to this fact, but every child has his own rights, and they are regulated by laws.

The Convention on the Rights of the Child is the main legal act protecting the rights of children around the world; it was adopted on November 20, 1989 by the UN General Assembly, ratified by 190 countries and Kazakhstan, including June 8, 1994.

When a child is born, he is recognized as a subject of law, who can also count on the full range of human rights [1].

The Committee on the Rights of the Child monitors the implementation of the Convention and has a significant influence on the process of its work. The Committee systematically reviews reports from States on measures taken to implement the provisions of the Convention every five years. The Republic of Kazakhstan submitted its first report to the UN Committee on the Rights of the Child in 2003. As a result, the United Nations Committee presented its observations and recommendations, noting the improvement of the legislative framework for the protection of children's rights.

Based on legal acts, we present provisions affecting children's rights:

Firstly, Article 27 of the Constitution declares that marriage, family, motherhood, fatherhood and childhood are protected by the state. Caring for and raising children are the natural rights and responsibilities of parents.

Secondly, the Code “On Marriage (Matrimony) and Family” states that every child has the right to life and upbringing in a family, has the right to maintain communication with relatives and parents, express his opinion, have a first name, last name and patronymic, and, if necessary, their change. Also, a child may have property rights and count on the protection of his rights and legitimate interests [2].

In my opinion, the rights of children under the age of majority include:

– the right to life and healthy development;

– the right to a name, nationality, personality;

– the right to know your parents, to count on their love and protection;

– the right to be understood and accepted as one is;

– the right to rest and leisure, to participate in games, to engage in art;

– the right to an opinion and the ability to express it;

– the right to protection from violence and discrimination;

– the right to protection from exploitation;

– the right to education;

– the right to health and social security.

It is important to note that in the modern world, violation of the rights of small citizens is a critical situation that is growing on a global scale. Every day the media publishes events from all over the world where children's rights are violated in all ways. Sometimes the cases are so unthinkable that it is doubtful whether a person who does not have a mental disorder could commit such acts. The cruelty and cold-bloodedness of some people prevent us from thinking of them as mentally healthy people; on the contrary, they cause mistrust and fear for the lives and future of our children.

An example is the case published in Rossiyskaya Gazeta, where law enforcement agencies found a 5-year-old girl, “Mowgli.” The mother kept the child locked up for a long time without adult supervision or living conditions. The child has no social skills and signs of anorexia are pronounced. She was found among the rubble with a jewelry embedded in her neck, purulent otitis media and a complete lack of hygiene [3].

According to the Constitution of the Republic of Kazakhstan, in this case all the rights of the child were violated. It is obvious that the child was left without the right to life and healthy development. A girl, deprived of love, care and supervision by her parents, grows up in uninhabited conditions. Her mother completely excluded her from society, not allowing her to communicate with her family and peers. I assume that the girl was not examined by doctors for a long time, perhaps never, and they extremely neglected her health, risking her life. The child is not used to anything, he contains the habits of animals, he has no freedom in actions or words. The child’s psyche is completely damaged, which will be difficult to restore. The girl’s mother overstepped all the rights of her child, thereby ruining her life and bright future.

The essence of the problem comes down to the fact that there are many such cases in our country, which indicates the low legal literacy of the population. From time to time, adults do not respect the rights of children, and the child cannot prevent them. By violation of rights we mean child abuse, restriction of personal freedom, and the use of all forms of physical, psychological and sexual violence. And in order for children to have an idea of their rights, and also in case of their violation and to respect the rights of others in the future, we are faced with an urgent need for legal education of children and the introduction of this discipline already in kindergartens.

Legal education is a purposeful, systematic, qualified activity aimed at the formation of personality traits and qualities that form legal awareness and act as an internal prerequisite for lawful human behavior in various fields of activity regulated by the law [4].

When teaching a child about a legal issue, we pursue the goal of:

– introduce the child to legal acts;

– cultivate a patriotic spirit;

– contribute to the formation of self-confidence and self-esteem in everyone;

– teach the child to adapt to society;

– develop moral qualities;

– teach self-respect and respect for others;

– explain the norms and rules of behavior in society.

The founder of psychoanalysis, S. Freud, believed that the foundations of personality are laid in childhood. What happened to a person in childhood is deposited in his subconscious and in the future can radically affect desires, habits and behavior in general. Based on this, it is important to note that it is necessary to instill in children a legal culture from preschool age [5]. Every child should know that he or she lives in a state governed by the rule of law, is a citizen of that state, has rights governed by the law and responsibilities that he or she will have to fulfill as he or she grows up. No one has the right to hurt him, beat him, humiliate him or limit him in their needs and wants. And if someone violates his rights, he will be held accountable. There are also other children and people around who also have their rights, and he must respect them. That with mutual respect for rights there will be no hostility and disagreement. According to Kozlova S.A., it is necessary from an early age to form in a child a sense of faith in himself, in his rights and responsibilities associated with the positive influence of these personality traits on his self-esteem, self-acceptance, and self-perception.

Attention to oneself, the gradual realization of one’s rights and responsibilities contributes to the fact that the child learns to be more free, learns to respect himself and others, to understand his feelings, experiences, actions, thoughts.

That is, by teaching a child on a legal issue, we are teaching the person as a whole. And it is not uncommon for legal education to go hand in hand with moral education. After all, an immoral person will never fulfill his duties and will not respect the rights of others.

Moral education of children is a complex concept that combines a set of educational measures that bind the child to the moral values of humanity. During this process, qualitative changes occur in the human personality. The child reaches the level of moral education, is included in the social environment, and begins to engage in self-education and interaction with other people.

Preschool age for a child is characterized by close dependence on adults. By viewing the teacher as an example and ideal, the child develops attachment, and this, in turn, is the most solid and working foundation for effective learning and development. The child's level of attachment promotes imitation and following the adult. The teacher has a status that captures the child's attachment and influences his behavior. Children listen to him and imitate him, and, which is typical for child psychology, they always try to please him, fearing his displeasure and madly rejoicing in his approval. But here it is very important to build healthy, deep emotional relationships between a child and an adult. By providing the child with such basic needs as love and care, in return we receive trust, dependence and a desire to follow from the child. With the correct attachment hierarchy, without emotional abuse and reproaches, any child will follow his “ideal” adult and listen not out of fear of punishment or any disciplinary measures, but out of a desire to be good. A child at this age is very vulnerable and absorbs everything like a sponge. And here it is important not to miss the moment, to teach children by example, to demonstrate all the good qualities through life examples, when dealing with the children themselves, their parents, and colleagues. That is, to begin with, the teacher must start with himself, with his character. With her own moral poverty, she will not pass this on to her children. In this way, the child will copy the behavior of the teacher and the beginnings of his morality will be born.

A longitudinal study was conducted in the United States on the major factors influencing emotional health. The main shield that protects a child from the wounds of the outside world is a deep emotional connection with a caring adult. At the same time, an adult may not even be aware of the importance of his role in the child’s life. In the same study, teenagers shared memories of teachers who helped them cope with life's challenges. Through relationships with teachers, they balanced dysfunctional relationships with parents. It is this “secret support” in the form of strong and deep affection, and not fear of punishment and reproaches, that keeps the child from committing bad deeds and actions.

Moral and legal education is carried out in various forms:

– Thematic conversations

– Role-playing and didactic games

– Problem-search activity

– Fine and labor activities

It is important for a teacher to establish relationships with parents and educate them in legal matters. The joint work of parents and preschool institutions is the result of the moral development of the individual. You can educate parents on this topic by setting up a parent stand in a group, organizing thematic meetings, and organizing joint educational games between parents and children regarding moral and legal education. The spiritual education of the child depends on the unity of opinions on the main issues of raising children. Many psychologists note that there is a problem of inconsistency between upbringing in the family and the children's community. If the teacher calls for friendship and generosity, and the parents cultivate aggression and a sense of ownership in the child, then over time the child will have internal contradiction. Due to his age, a child will be inclined to a certain position, without having his own opinion. It follows that you need to come to mutual agreement and choose a general direction in raising a child. Since his attachment to his parents is more significant than to the teacher, and in the future they have a huge influence on the formation of the child’s personality.

By filling the child with a sense of importance, respecting his rights and using the right psychological approach, we build the child’s trust in us, and this, in turn, will provide the basis for education in all areas, including moral and legal education.

Literature:

Convention on the Rights of the Child, adopted by General Assembly resolution 44/25 of 20 November 1989
Constitution of the Republic of Kazakhstan (adopted in a republican referendum on August 30, 1995) (with amendments and additions as of March 23, 2019)
Sergey Babkin, Federal State Budgetary Institution “Editing Office of Rossiyskaya Gazeta”
Stukanov, V. G. Personal legal awareness as a subject of legal education / People's Asveta. — 2020. — No. 10. — pp. 18–22.
Gromyko A. A., Mikhailova O. Yu., “Psychology and Pedagogy”: Textbook - M: MGIU, 2000

Key terms
(automatically generated)
: child, Kazakhstan, parent, future, long time, preschool age, healthy development, personality quality, moral and legal education, fear of punishment.

Preschool educational institution is the main participant in legal education

In order to give children the simplest knowledge about rights and freedoms, about what respect and tolerance are, it is important for the teacher not only to give children knowledge, but also to create conditions for them to apply it in practice. Kids need to practice certain actions, understand how this or that action looks from the outside, what emotions it evokes in others.

To explain important concepts, the teacher uses fairy tales, proverbs, and poetic works as examples. However, when taking fairy tales as illustrative material to get acquainted with rights, they must be used very carefully, because they have a completely different scale for assessing the actions of the heroes. The legal assessment system will distort children's perception of folklore and can lead to erroneous condemnation of positive characters and justification of negative characters.

The success of legal education largely depends on the teacher’s personal example, the ability to draw attention to the facts of life around them, create a cheerful environment, and strengthen children’s faith in goodness and justice. Children should have confidence that they are reliably protected from evil and injustice.

Moral and legal education begins from the first days, when the child is just settling into the preschool walls. First, children learn to perceive positive deeds and negatively perceive bad ones. Later, they develop a meaningful, critical attitude towards what is wrong or bad.

Finger gymnastics complexes for the senior group

Consultation for teachers “Legal education of preschool children”

Thus, among the functions that preschool educational institutions perform in the education system, a large place should be occupied by the education of the fundamentals of legal consciousness from preschool age, the formation in children of elementary ideas about their rights and freedoms, development, respect and tolerance for other people and their rights.

The main UNICEF international documents related to children's rights include: – Declaration of the Rights of the Child (1959) – UN Convention on the Rights of the Child (1989) – World Declaration on the Survival, Protection and Development of Children (1990) The Declaration of the Rights of the Child is the first international document. The 10 principles set out in the Declaration proclaim the rights of children: to a name, citizenship, love, understanding, material security, social protection and the opportunity to receive education, develop physically, morally and spiritually in conditions of freedom and dignity. The Declaration pays special attention to the protection of the child. Based on the Declaration of the Rights of the Child, an international document was developed - the Convention on the Rights of the Child. The Convention on the Rights of the Child consists of a preamble and 54 articles detailing the rights of every person under the age of 18 to the full development of his or her potential in an environment free from hunger and want, cruelty, exploitation and other forms of abuse. The Convention recognizes for every child, regardless of race, color, sex, language, religion, political or other beliefs, national, ethnic and social origin, the legal right to: - education; – for development; - for protection; – to actively participate in the life of society. The Convention links the rights of the child with the rights and responsibilities of parents and other persons responsible for the lives of children, their development and protection, and provides the child with the right to participate in decisions affecting his present and future. On the basis of the Convention, regulatory documents at the federal and regional levels are being developed. To create and develop a mechanism for the implementation of the child’s rights to protection, declared in the Convention and guaranteed by the Constitution of the Russian Federation, a number of legislative acts have been adopted - the Family Code of the Russian Federation, the Law “On Basic Guarantees of the Rights of the Child in the Russian Federation”, the Law “On Education”. The Family Code of the Russian Federation is a document regulating legal issues of family relations on the basis of the current Constitution of the Russian Federation and new civil legislation. Section IV of the Family Code of the Russian Federation is entirely devoted to the rights and responsibilities of parents and children. Of particular interest are Chapter 11 “Rights of Minor Children” and Chapter 12 “Rights and Responsibilities of Parents”. The Family Code of the Russian Federation legally enshrines the generally recognized principles and norms of international law “a child’s right to life and upbringing in a family, to protection, to the opportunity to freely express his opinion.” In order to “create legal, socio-economic conditions for the realization of the rights and legitimate interests of the child” provided for by the Constitution of the Russian Federation, the Federal Law “On the Basic Guarantees of the Rights of the Child in the Russian Federation” was adopted. This law identifies a special category of children in need of protection from the state (children with disabilities, victims of armed and ethnic conflicts, children with behavioral problems, children whose livelihoods are disrupted as a result of current circumstances and who cannot overcome these circumstances on their own or with the help of families). The UN Convention on the Rights of the Child defines the concept of “abuse” and defines protective measures (Article 19), and also establishes:  ensuring the healthy development of the child to the maximum extent possible (Article 6);  protection from arbitrary or unlawful interference in the personal life of a child, from attacks on his honor and reputation (Article 16);  ensuring measures to combat disease and malnutrition (Article 24);  recognition of the right of every child to a standard of living necessary for physical, mental, spiritual, moral and social development (Article 24);  protection of a child from sexual assault (Article 34);  protection of the child from other forms of abuse (Article 37);  measures to help a child who is a victim of cruel treatment (Article 39). The Criminal Code provides for liability:  for committing physical and sexual violence, incl. and in relation to minors (Articles 106 – 136);  for crimes against family and minors (Articles 150 – 157). The Family Code of the Russian Federation guarantees:  the child’s right to respect for his human dignity (Article 54);  the child’s right to protection and the duties of the guardianship and trusteeship authority to take measures to protect the child (Article 56);  the measure “deprivation of parental rights” as a measure to protect children from abuse in the family (Article 69);  immediate removal of a child in the event of an immediate threat to life and health (sit. 77). The Law “On Education” affirms the right of children exposed to radiation in all educational institutions to “respect for their human dignity” (Article 5) and provides for administrative punishment of teaching staff for committing physical and mental “violence against the personality of a student or pupil” (Article 56 ). A network of preschool educational institutions operates to help the family and the upbringing of preschool children, the protection and strengthening of their health, the development of individual characteristics and the necessary correction of developmental disorders. In its activities, the preschool educational institution is guided by federal laws, decrees and orders of the President of the Russian Federation, Model Regulations on a Preschool Educational Institution and other decrees and orders of the Government of the Russian Federation, decisions of the relevant education management body. A standard regulation on a preschool educational institution is a by-law that defines the activities of all kindergartens on the territory of the Russian Federation. Its main provisions are specified in the regulatory documents of each preschool institution. The charter of a preschool educational institution is a normative document that presents the rights and responsibilities of all participants in the educational process: children, teachers, parents. The Convention on the Rights of the Child is a legal document of high international standard and great pedagogical significance. It proclaims the child to be a full-fledged and full-fledged personality, an independent subject of law, and calls for building relationships between an adult and a child on moral and legal standards, which are based on genuine humanism, democracy, respect and careful attitude towards the child’s personality, his opinions and views. The realization of the child's rights includes:  protecting him from all forms of abuse,  the right to protection of life and health,  protecting his right to education,  the right to play,  the right to preserve his individuality. The right of the child to be protected from all forms of abuse. Violation of the rights of a child most often manifests itself in cruel and irresponsible treatment of the child. The following can be considered a violation of the rights of a child:  Deprivation of freedom of movement.  A parent leaving home for several hours and leaving the child alone (Article 156 of the Criminal Code of the Russian Federation suggests that locking someone out for a long time is qualified as a failure to fulfill the duties of raising a minor).  Use of physical violence against a child.  Humiliation of the child's dignity - rude remarks, statements addressed to the child - (instills in the child embitterment, self-doubt, inferiority complex, low self-esteem, isolation, cowardice, sadism)  Threats against the child.  Lying and failure by adults to keep their promises.  Lack of basic care for the child, neglect of his needs.  Lack of adequate food, clothing, housing, education, and medical care. The child’s right to life and health The Convention on the Rights of the Child determines that “every child has an inalienable right to life” (Article 6), and states and adults must ensure “the child’s right to a standard of living adequate for physical, mental, spiritual, moral and social development” (Article 27, paragraph 1). Russia has adopted a number of regulatory documents aimed at protecting the health of children. The Law “On Education” states that “an educational institution creates conditions that guarantee the protection and promotion of the health of students.” The child's right to education Articles 28–29 of the Convention define the child's right to education as the opportunity to attend an educational institution designed to prepare the child for conscious life in a free society. Currently, our country has a flexible preschool education system. Regulatory documents require the operation of preschool educational institutions during the day, evening, night, around the clock, on weekends and holidays, as well as free visits by children to preschool educational institutions. All preschool education programs are aimed at ensuring the child’s right to education in preschool educational institutions. When choosing a program, teaching teams are guided by the level of development of the child, their pedagogical ideas, conceptual provisions and various approaches to organizing the pedagogical process in kindergarten. The methodological letter of the Ministry of Education of the Russian Federation “On hygienic requirements for the maximum load on preschool children in organized forms of education” dated March 14, 2000, which clearly indicates the duration of classes with children in different age groups of kindergarten, is also intended to protect the rights of the child. their number per week, as well as the maximum load on the child in the additional education system. The child’s right to play “Game is the leading activity of a preschooler.” Many people know this, but it does not always occupy its due place in a child’s life system. Nowadays, in a family, instead of playing games, the child often spends a lot of time watching TV or at the computer. Responsibility for ensuring the interests of the child in play lies with the family, however, “society and public authorities must make efforts to promote the implementation of this right,” states the Declaration of the Rights of the Child. The child’s right to preserve his individuality “States parties to the Convention undertake to respect the rights of the child to preserve his individuality” (Article 8). Each person has his own individuality: character, views, attitudes towards others. Individuality is a great gift of nature, but it is easy to destroy it in childhood, when a person is not yet strong enough. Adults are called upon not only to understand the child’s personality, but also to help the child preserve and develop his individuality.

Lessons in the younger group

It is still difficult for the youngest to perceive the concepts contained in legal documents. At this stage, pedagogical work is aimed only at introducing children to the “legal world”; it is indirect in nature, learning takes place exclusively in a playful form.

In a lesson on legal education with children, materials from fairy tales can be used. Using the example of “The Three Bears,” you can give children an idea of what a family is and talk to them about respect between family members. The tale of the three little pigs is a field for discussions about the right to housing and the unlawful actions of the wolf.

Consultation “Civic education of preschool children”

Municipal state-owned preschool educational institution kindergarten No. 7 of a combined type in Rossoshi

Consultation
for teachers on the topic:
“Civil education of preschool children”

Material prepared by:

VKK teacher

Tsykalova E.A.

A child develops a feeling of trust very early, at an age about which a person still does not remember anything. But it is precisely in early and preschool age that a child develops trust in himself, people, the world, his character is formed, his self-esteem and confidence are strengthened.

Children is our future. And our common tomorrow directly depends on what standards of moral behavior we put into them today. A child’s awareness of his rights favorably contributes to the formation of a full-fledged, cultural, self-sufficient personality.

Civic education of preschoolers

Civil law provisions are set out in detail in the following documents:

Declaration of the Rights of the Child (1959).
UN Convention on the Rights of the Child (1989).
World Declaration on the Survival, Protection and Development of Children (1990).

It is very important to present information about these laws in an accessible form for preschool children.

The Declaration of the Rights of the Child, adopted in 1959, is the first international document protecting the rights of children. Parents, public organizations, and local authorities are called upon to recognize and respect the rights of the child.

The Declaration proclaims the rights of children to a name, citizenship, love, understanding, material security, social protection, and the right to develop physically, mentally, morally and spiritually in conditions of freedom and respect. Particular attention is paid to the protection of the child: he must receive timely assistance and be protected from all forms of neglect, cruelty, and exploitation.

It is advisable to introduce legal education to children of senior preschool age (6-7 years). The form of teaching should be in the form of a casual conversation, a game, or through the interaction of a teacher with a child.

It is necessary to help the child realize his niche in society, understand his capabilities and their acceptable limits. Teach moral behavior and ethics of communication. Explain who a citizen is, what a state is, introduce him to the history and traditions of his native country and other states and nationalities.

Legal education of younger preschoolers

At a young age, the main emphasis should be on moral education. Laying the foundations of a behavioral line in the child’s mind, explaining what can be done and what cannot be done and why. What actions of the baby cause harm to himself and the people around him.

Moral and legal education of preschool children

Moral and legal education consists of conveying to children their rights with an explanation of which actions are good and useful to society, and which, on the contrary, bring harm to the people around them. It is important to explain to the child that he is part of society and many of his actions affect the development of the entire country.

Tell your child about his rights:

The right to love and care in the family.
Right to education.
Right to medical care.
Right to leisure.
Right to information.
The right to individuality.
The right to express your thoughts and interests.
The right to protection from all types of violence.
The right to nutritious food.
The right to comfortable living conditions.

Explain the meaning of each right.

In order to develop in children basic ideas about rights and freedoms, respect and tolerance for other people, it is important not only to provide knowledge, but also to create conditions for their practical application. The child needs to practice reproducing learned actions, to see from the outside what this or that action looks like, what feelings and emotions it evokes. As examples illustrating this or that right or concept, we use fairy tales, poems, proverbs, and sayings. However, introducing children to human rights through the material of fairy tales must be done very carefully - after all, in fairy tales there is a completely different assessment of the actions of the characters. The use of a legal rating system can lead to a distortion of children's perception of fairy tales, condemnation of good heroes and justification of villains.

Legal education of preschoolers - games

Classes on legal education of preschoolers should be held daily throughout the entire year of study. It is unacceptable for children to learn their rights. The child does not necessarily need to know the exact wording of his rights, but he must clearly understand their meaning and be able to practically apply them.

Legal education of preschool children through play is the most acceptable way of conveying information to a young citizen.

Here are some examples of games:

Game 1

After a series of stories about the symbols of countries, ask the children to draw their flag and coat of arms. Show a picture of a coat of arms and ask what is missing from it. The coat of arms must be depicted incorrectly.

Game 2

Ask the children to come up with a short story about their dream school. There may be no rules or laws. After some kids tell the story, ask the rest to tell what such behavior can lead to and what is the merit of generally accepted rules of communication.

Game 3

Invite the children to close their eyes and imagine that they are little insects. Simulate the life of a bug and its defenselessness. Let the kids talk about how they felt when they imagined themselves to be an insect. And how you need to behave with others so that they are confident that no one will offend them.

A kindergarten teacher is the main participant in the pedagogical process, including legal education. The leading role in the process is the joint activity of an adult and a child.

Legal education of preschoolers will help them become full-fledged members of society and ensure positive dynamics in the development of personality.

Middle group

The further life self-determination of children depends on how legal education is organized in the classroom. During training, they develop the ability to behave adequately in conflict situations. At a younger age, children are just learning to focus on moral standards; closer to school, they already observe them and can explain the meaning.

When organizing events, which can be competitions, quizzes, trips through fairy tales, the main task is entertainment . Along with pleasure and joyful emotions, children simultaneously gain knowledge in the legal field. Outdoor games, music and dancing will help a lot here.

Activities in the senior group

In classes, teachers form in children an idea of the law and its significance, of how the state works. With older preschoolers, role-playing games, conversations, and quizzes are held, where they are active, thinking participants ; using the example of a person’s various actions, they can explain whether he is doing bad or good, what are their ideas about how a citizen of a legal state should act.

During conversations about laws and why they are needed, children consistently come to the conclusion that any country needs certain mechanisms that will regulate relationships between people, all members of society must be protected by laws, the implementation of which must also be monitored by someone .

How to write a term paper on speech therapy

07.09.2010 180072

These guidelines are compiled to help students gain an understanding of the content and structure of coursework in speech therapy.

Logopedia of pedagogical science that studies anomalies of speech development with normal hearing, explores the manifestations, nature and mechanisms of speech disorders, develops the scientific basis for overcoming and preventing them means of special training and education.

The subject of speech therapy as a science is speech disorders and the process of training and education of persons with speech disorders.

The object of study is a person suffering from a speech disorder.

The main task of speech therapy as a science is the study, prevention and elimination of various types of speech disorders.

Coursework in speech therapy is a student's scientific and experimental research. This type of educational activity, provided for by the educational and professional program and curriculum, contributes to the acquisition of skills in working with literature, analyzing and summarizing literary sources in order to determine the range of insufficiently studied problems, determining the content and methods of experimental research, processing skills and qualitative analysis of the results obtained. The need to complete coursework in speech therapy is due to the updating of knowledge concerning the content, organization, principles, methods and techniques of speech therapy work.

As a rule, during their studies, students must write two term papers - theoretical and practical.

The first course work should be devoted to the analysis and synthesis of general and specialized literature on the chosen topic. Based on this analysis, it is necessary to justify and develop a method of ascertaining (diagnostic) experiment.

In the second course work, it is necessary to provide an analysis of the results obtained during the ascertaining experiment, as well as determine the directions and content of speech therapy work, and select adequate methods and techniques of correction.

So, let’s present the general requirements for the content and design of coursework in speech therapy.

The initial and most important stage of working on a course project is the choice of a topic, which is either proposed by the supervisor or chosen by the student independently from a list of topics that are consistent with the areas of scientific research of the department.

Each topic can be modified, considered in different aspects, but taking into account a theoretical and practical approach. Having chosen a topic, the student needs to think through in detail its specific content, areas of work, practical material, etc., which should be reflected both in the formulation of the topic and in the further construction of the study. It should be recalled that the chosen topic may not only have a purely theoretical orientation, for example: “Dysarthria. Characteristics of the defect”, “Classification of dysgraphia”, but also take into account the practical significance of the problem under consideration, for example: “Speech therapy work on speech correction for dysarthria”. It should also be taken into account that when formulating a topic, excessive detail should be avoided, for example: “Formation of prosodic components of speech in preschoolers of the sixth year of life attending a preschool institution for children with severe speech impairments.”

The course work includes such mandatory parts as: introduction, three chapters, conclusion, bibliography and appendix.

The text of the term paper begins with the title page . An example of its design can be seen here.

Then the content of the work is given, in which the names of chapters, paragraphs, and sections are formulated in strict accordance with the content of the thesis. An example of its design can be seen here.

In the text, each subsequent chapter and paragraph begins on a new page. At the end of each chapter, the materials are summarized and conclusions are formulated.

The introduction reveals the relevance of the problem under consideration in general and the topic being studied in particular; the problem, subject, object, and purpose of the study are defined. In accordance with the goal and hypothesis, objectives and a set of research methods aimed at achieving the objectives must be defined.

The relevance of the topic lies in reflecting the current level of pedagogical science and practice, meeting the requirements of novelty and usefulness.

When defining the research problem, it is important to indicate what practical tasks it will help to implement in training and educating people with speech pathology.

The object of research is understood as certain aspects of pedagogical reality, perceived through a system of theoretical and practical knowledge. The ultimate goal of any research is to improve this object.

The subject of research is some part, property, element of an object, i.e. the subject of research always indicates a specific aspect of the object that is to be studied and about which the researcher wants to gain new knowledge. An object is a part of an object.

You can give an example of the formulation of the object, subject and problem of research:

– The object of the study is the speech activity of preschool children with phonetic-phonemic speech disorders.

– The subject of the study is the features of intonation speech of children with phonetic-phonemic speech disorders.

– The research problem is to determine effective directions for speech therapy work on the formation of intonation expressiveness of speech in the system of correctional intervention.

The purpose of the study contributes to the specification of the object being studied. The goal of any research is to solve a specific problem. The goal is specified in tasks taking into account the subject of research.

The research objectives are formulated in a certain sequence, which determines the logic of the research. The research objectives are set on the basis of a theoretical analysis of the problem and an assessment of the state of its solution in practice.

The first chapter is an analysis of literary sources, which examines the state of this problem in historical and modern aspects, and presents the most important theoretical principles that formed the basis of the study.

When writing the first chapter, you should pay attention to the fact that the text of the course work must be written in a scientific style. When presenting scientific material, it is necessary to comply with the following requirements:

– Specificity – a review of only those sources that are necessary to disclose only a given topic or solve only a given problem;

– Clarity – which is characterized by semantic coherence and integrity of individual parts of the text;

– Logicality – which provides for a certain structure of presentation of the material;

– Reasoning – evidence of thoughts (why this and not otherwise);

– Precision of wording, excluding ambiguous interpretation of the authors’ statements.

A literary review of the state of the problem being studied should not be reduced to a consistent presentation of literary sources. It should present a generalized description of the literature: highlight the main directions (currents, concepts, points of view), analyze in detail and evaluate the most fundamental works of representatives of these directions.

When writing a work, the student must correctly use literary materials, make references to the authors and sources from which the results of scientific research are borrowed. Failure to provide required references will reduce your coursework grade.

As a rule, in coursework on speech therapy, references to literary sources are formatted as follows: the number of the cited source in the general list of references is placed in square brackets. For example: General speech underdevelopment is a speech pathology in which there is a persistent lag in the formation of all components of the language system: phonetics, vocabulary and grammar [17].

When using quotations, in square brackets, in addition to indicating the source number, the page number from which this excerpt is taken is indicated, for example: Speech rhythm is based on a physiological and intellectual basis, since, firstly, it is directly related to the rhythm of breathing. Secondly, being an element that performs a communicative function, “correlates with meaning, i.e. controlled intellectually” [23, P.40].

However, course work should not be of a purely abstract nature, so you should not abuse the unreasonable abundance of citations. Quoting should be logically justified, convincing and used only when really necessary.

In the second chapter , devoted to experimental research, the organization should be described and the program of the ascertaining experiment should be presented. The survey methodology, as a rule, consists of a description of several series of tasks, with detailed instructions, visual and lexical material, the procedure for completing tasks by experiment participants, and scoring criteria. This chapter also provides a qualitative and quantitative analysis of the results obtained.

When analyzing the results of an experiment, it is necessary to use a scoring system. Examples of various criteria for quantitative and qualitative assessment are presented in the following works:

– Glukhov V.P. Formation of coherent speech in preschool children with general speech underdevelopment. - M.: Arkti, 2002. - 144 p.

– Fotekova T.A. Test methodology for diagnosing oral speech of primary schoolchildren. - M.: Arkti, 2000. - 56 p.

– Levchenko I.Yu. Pathopsychology: Theory and practice. - M.: Academy, 2000. - 232 p.

In order to visually present the results obtained during the experimental study, it is recommended to use tables, graphs, diagrams, etc. Histograms can be used in a variety of ways - columnar, cylindrical, planar, volumetric, etc. An example of the design of tables, figures, and histograms can be found here.

The third chapter provides a rationale for the proposed methods and techniques and reveals the content of the main stages of correctional work.

The conclusion contains a summary of the material presented and the main conclusions formulated by the author.

The bibliography must contain at least 25 sources. The list includes bibliographic information about the sources used in preparing the work. An example of its design can be seen here.

In the application you can present bulky tables or illustrations, examination protocols, observation records, products of activity (drawings, written works of children), notes from speech therapy classes, etc.

The volume of one course work must be at least 30 pages of typewritten text.

In general, coursework in speech therapy is the basis for a future thesis, in which the study of the begun problem can be continued, but from the standpoint of a different approach or a comparative analysis of the disorders being studied in different age categories of people with different types of speech disorders.

The content and format of theses in speech therapy can be found here.

Literature:

1. How to write a term paper on speech therapy: Methodological recommendations. Educational and methodological manual / Comp. Artemova E.E., Tishina L.A. / Ed. Orlova O.S. – M.: MGOPU, 2008. – 35 p.

2. Research work of students in the system of higher professional pedagogical education (specialty 031800 - Speech therapy). Methodological recommendations for completing the thesis / Compiled by. L.V. Lopatina, V.I. Lipakova, G.G. Golubeva. - St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A. I. Herzen, 2002. - 140 p.

Work in the preparatory group

Preschool children perceive many situations through the prism of feelings. By the age of 6-7, they are quite capable of feeling the injustice shown to a cartoon character or when the injustice is directed at themselves. It is these emotions that mentors need to rely on.

In the process of reading and playing, it is important for the teacher that the child can put himself in the place of the one being offended and look for possible options for self-defense.

According to the Federal State Educational Standard, legal education of preschool children should help children learn their basic rights. This is the right to life and health, to home and family . Children have the right to a name, education, and can develop their abilities. Children of senior preschool age already know that in any difficult situation they will receive support by calling the helpline number. There are help services that will provide assistance no matter where they live.

Children's finger gymnastics for kindergarten

By the time they enter school, students should be familiar with their fundamental rights and exhibit civic behavior , which is expressed in:

active social, moral position;
positive personal qualities;
the ability to resolve conflict situations without going beyond generally accepted norms;
responsible attitude towards loved ones and strangers, nature;
desire to improve oneself.

Work with children

Before you start working directly with preschoolers, you must:

decide on a list of rights that are especially important for consolidation;
come up with accessible methods of conveying the meaning of each right;
study the materials of the Convention and other documents useful in this work;
draw up an optimal and long-term plan for presenting information;
determine the most convenient work schedule - for example, in small groups and only once a month for each of them (it is important not to overload the children so as not to develop a negative attitude towards this topic).

When organizing legal education, it is recommended to use the following techniques and principles:

It is preferable to present information in a playful way with the presence of a character from a fairy tale.
For games, you need to choose simple themes aimed at self-knowledge and development (“Reflection in the mirror”, “Similarities and differences”, “Magic of dreams”, “Whom I love” and others).
Instead of characters from existing fairy tales, you can choose fictional heroes with a certain character trait or feature (“Bully Bunny”, “Reluctant Bear”, “Best Friend Druzhok”, “The Bravest Hedgehog”).
It is important to use the technique of dramatization correctly, giving the child the opportunity to feel the situation, put himself in the place of the hero, empathize with him and rejoice with him.
When using fiction, it is necessary to include the child in the process - ask his opinion about the plot, the actions of the characters, find out the assessment of the work at the end of reading, and focus on particularly important points.

Relevance of legal education

Legal literacy is important not only for knowing the scope of your rights. Already in kindergarten, pupils understand that their freedom may have limitations where responsibilities and duties arise. Properly raised children are tolerant of peers of a different nationality, level of health or development. They understand that, regardless of the amount of intelligence, talent and kindness of each, their rights and responsibilities are equal.

Preschool plays a special role in the education of young citizens. In the new social system, the individual must have the conditions for creative self-realization in order to become in the future not only a subject of action, but also of social goal-setting. A person raised with respect is potentially endowed with greater activity than one whose dignity has been violated.

Working with parents

While educating children in the field of legal self-awareness, educators must simultaneously work with their parents. Very often they give in to situations where the offspring show disobedience or imbalance, are aggressive or, on the contrary, indifferent and incurious. Often, older family members see the way out of this situation in an authoritarian style of communication or even corporal punishment. Such fathers and mothers simply do not take into account children’s fears and experiences, which is very harmful to the child’s mental development.

The task of the educator is to fight for pedagogical culture, identify families in which violations of the rights of the child are observed, and work on their legal education.

This issue may be addressed by:

meetings on this topic;
“legal corner” with printed materials;
individual confidential conversations;
visiting pupils at home;
periodic consultations.

The educational process faces fewer difficulties if educators and parents act in concert.