Legal education of a child in a preschool educational institution

Legal education of preschool children - concept and definition

Everyone wants to live in a fair, legal state. To do this, everyone should exercise their rights and freedoms.

It is required to raise a right-educated person from childhood.

Usually, legal education means the formation of social activity in an individual, the formation of mental abilities and a value-based attitude to personal rights, and the ability to act in accordance with one’s rights prescribed in the law of the country.

Legal education is most often considered in terms of moral education. If a child does not know moral standards, then he will not respect the rights of others. And knowledge of rights will only be of a memorized, formal nature.

Children 6-7 years old understand very well when they are treated unfairly in the family or when their favorite cartoon character is offended. It is precisely such manifestations of the child’s feelings that can, and even should, be relied upon during legal training.

As for the legal education of preschool children, this is a very important stage of personal formation. At this age, both the bad and good sides of the child’s personality develop.

If during this period you pay close attention to the development of the child’s legal thinking, then you don’t have to worry about his future. The child will not allow himself to be offended, and will not infringe on the rights of others.

The main legal aspects at this age include the rights to play, love and attention from the adults around him. A child in a family must be protected from humiliation and violence.

Legal education helps to form a legal basis for a preschooler, which includes three interconnected components.

moral and legal ideas are the first component;
moral and legal judgments are the second component;
the child’s value orientations, adequate ideas and judgments of behavior in a group of children and adults.

Young lawyer

Educational game on legal education for children of senior preschool age.
The proposed game helps preschoolers study and consolidate the legal foundations, fosters a respectful attitude towards human rights, develops a child’s sense of self-esteem, as well as a correct and fair view of life situations, and develops his emotional and personal qualities.

In modern society, legal education of citizens plays a huge role. Legal norms make it possible to streamline social relations and people's behavior. From the very first steps that a child takes independently, choosing methods of behavior, knowledge of the rules of law should help him. Our task is to give children this knowledge in a very correct, exciting, age-appropriate form.

The game “Young Lawyer” is educational and designed to help preschool teachers and parents organize joint activities for children to study legal principles. Has great pedagogical potential. The variability of the game helps to reach children of different ages and with different levels of knowledge.

Purpose of the game

Create conditions for the development of children's positive sense of self, social skills and communicative behavior. Learn to distinguish between the concepts of “should”, “can”, “want”, and improve knowledge about social norms.
To provide legal knowledge that helps broaden one’s horizons, develop self-esteem, awareness of one’s rights and freedoms, and a sense of responsibility.
Foster a respectful attitude towards human rights and a desire to fulfill them.
Develop the ability to perceive a schematic image and relate it to the real situation.

The game consists of three sets of cards that carry the same information, but are presented in different ways:

Five cards with text information (text cards).
Five cards with a schematic image (cardschemes).
Twenty cards with colorful illustrative images of situations (situational cards).

Cards-schemes and text cards are divided into four sectors, each of which carries information about a specific right or obligation.
In the central part of these cards, a square is attached in such a way that it forms pocket corners into which you can insert corresponding situational pictures. All cards are in a box, colorfully decorated in accordance with the theme of the game. Number of participants: from 1 to 5 people (adult participation required).

Pedagogical possibilities of the game:

Children learn to interact in a team.
They receive information about rights and responsibilities and learn to distinguish between them.
Have the opportunity to demonstrate their competence.
Learn to set goals and achieve results.
Bright colorful cards, clear, graphic and understandable schematic compositions, the correct font without unnecessary elements - all this allows children to easily navigate the course of the game, remember and compare different forms of presenting information.

Progress of the game

The leader is an adult, the participants are children.
Each participant in the game is given diagram cards or text cards (a guide to the child’s knowledge, skills and abilities). The adult offers the children story cards one by one. The child must correlate the plot of the card with the information located in the sectors of diagram cards or text cards. The child takes a card and inserts it into his pocket if the plot matches the information in one of the sectors. (In the process of recognizing the plot, the presenter can include various methodological techniques: role-playing dramatizations, exercises for the development of the emotional sphere, composing plot mini-stories and dialogues, logorhythmic and gaming exercises.) The game is considered complete if all the corner pockets are occupied by cards. At the end of the game, it is recommended to hold a “Feast of Law” in order to consolidate the knowledge acquired during the game.

Methodological recommendations for successful execution of the game

If your child has not yet learned to read, the game task is based on cards-schemes. The educational value of this version of the game is that children, by looking at a schematic image, learn to perceive the diagram and transfer it to a real image or situation.

In our complex world there are a huge variety of signs, patterns and symbols. They are everywhere - in the clinic, school, on the road, in the subway. They need to be understood when working with a computer and educational literature. Also, during the game, the main game task is realized - the legal education of the child.

Tip: Don't make your children sit at the table for a long time, sorting through game cards. Keep them active. Include physical exercises and logorhythmic exercises that correspond to the topic into the gameplay.

As for text cards, you can include them in the game if the child is already able to read and comprehend text information. I think that many adults will agree with me: the topic of law in itself does not have much appeal for children, so our task is to use such techniques, methods and methods of presentation so that it shines with new, bright and exciting facets.

While working with cards, integrate various educational areas: read fiction, listen to music recordings, compose short situational stories and dialogues based on the chosen plot. The topic of law can be presented in a very interesting and accessible way using the example of fairy tales:

The right to housing can be traced in fairy tales: “Zayushkina’s hut”, “Rukavichka”, “Teremok”.
The right to life is in fairy tales: “Geese-Swans”, “Sister Alyonushka and Brother Ivanushka”.
Humane treatment of animals is in the fairy tale: “Grandfather Mazai and the Hares.”

And there are a lot of such examples, you just have to use your imagination.
Elena Gimadeeva, teacher at MADOU “Kindergarten No. 141”,
Kazan, Republic of Tatarstan

Documents protecting children's rights

Children's rights are protected by both international and Russian legislation.

The Universal Declaration of Human Rights has a separate section on children's rights, which recognizes the equal rights of children to all the freedoms that the Declaration and the international community proclaim.

Such legal protection requires additional support and assistance for children. The atmosphere in which a little person is raised should be filled with kindness and love. Every child has the right to grow up in a loving family, surrounded by attention and care. In the future, the child must become a full citizen of his country. And parents and teachers will help with this.

The next document on legal education is the Geneva Declaration of the Rights of the Child. It was adopted in 1924 and remains relevant to this day.

In 1959, the UN adopted another document reflecting and proclaiming legal principles regarding the protection and prosperous life of children. This document clearly articulates the need for special protection and care, and legal protection of the child, starting from his prenatal existence. This document contains 10 principles aimed at creating a happy childhood for our kids.

Another document of children's rights is the Convention, drawn up out of necessity. A declaration alone is no longer enough. By 1970, cases of child abuse in the family had become more frequent, and the need arose to create a new document on the rights of the child.

To this end, a new Declaration on the Protection of Women and Young Children in Difficult Circumstances was drawn up in 1974. Military conflicts and armed clashes became such emergency situations.

Over the years, society has been creating more and more new documents and passing laws so that our children can live a peaceful life.

The child must grow up in conditions favorable to him and must know what he has the right to.

Methods of legal education of preschool children in preschool educational institutions

In kindergarten, it is advisable to first diagnose children’s legal knowledge, legal awareness, and needs for moral and legal behavior.

The level of legal education of preschool children will depend on how clearly the work of the institution’s teachers is in solving the problem under consideration.

Diagnosis should be carried out according to the following criteria of legal education in children:

the volume and content of the child’s ideas about the rights and freedoms of citizens;
the nature of legal judgments, how the child expresses his attitude to certain norms;
the child’s ability to obey moral requirements, to act according to the situation, respecting his own and others’ rights.

The first criterion is classified as cognitive, since it carries a cognitive function.

The second criterion is characterized by the expression of assessment and personal attitude, therefore it is emotional and evaluative.

The third criterion, behavioral, plays one of the important roles, because the child shows his upbringing to others.

Rude shouting at children and cruel punishment for any disobedience are unacceptable within the walls of a kindergarten. This insults the dignity of the little person.

Children learn to act according to what they see and follow the example of their teachers. The personality of the teacher is an example to follow.

If an adult is respectful of others and values the rights of children and the adults around them, then the students will act accordingly.

Friendly mutual communication during games, experiments, practical and project activities will have a positive effect on the behavior of preschool children.

Means of legal education are selected taking into account the age characteristics of children.

In preschool educational institutions, when implementing legal education, special classes are organized in which various methods are used to familiarize children with their rights.

These may be activities with a moral orientation. Moral and legal education of a preschooler in classes and through play is carried out at least once a month. The material for the lesson is prepared in advance and carefully.

Games are suitable for children, both theatrical and role-playing and didactically. But they must have a special moral and legal basis.

The use of special games and exercises is encouraged, including tasks for the development of various skills in the field of legal morality.

In theatrical activities for the moral and legal education of preschoolers, it is good to use fairy tales familiar to children. Kids willingly imitate heroes and fairy-tale characters. They adopt from them, among other things, moral standards.

Didactic games can be called “I have rights”, “Whose rights am I violating”, “Rights of a fairy-tale hero”. Here we also use materials from fairy tales, since fairy tales are especially close to preschool children.

There is also a method for effective legal development of preschool children. This method is called dramatization. Exercises with this method lead to getting used to the image of the hero.

For moral and legal education, it is important to form basic elementary ideas about one’s rights and freedoms. Children must respect the rights of other people.

In any process, it is important to consolidate knowledge and acquired skills. Knowledge acquisition is achieved through children’s reproduction of learned actions. Children illustrate rights through visual activities, dramatize the correct and incorrect behavior and actions of literary characters.

Literary works of different types are used for moral and legal education. There are fairy tales, poems, and sayings. Stories and booklets depicting the rights and freedoms of children are very effective in this regard.

It is known that visibility is effective in shaping a child’s personality. If you do not use illustrations in the moral and patriotic education of your child, then many aspects will remain unlearned.

Such methods will encourage preschoolers to do the right thing in all situations.

legal education of preschool childrenconsultation on the topic

Legal education of preschool children

Consultation for teachers

Fostering a legal culture is an obligatory component of the policy of a state that has ratified the Convention on the Rights of the Child.

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.

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.

Teachers are unanimous in the opinion that close people play a special role in the development of a child’s personality and physical and mental well-being. If alienation arises between a child and an adult, children feel unloved and suffer greatly from this.

One of the most important conditions for the development of society is the education of citizens of a legal, democratic state, capable of socialization, respecting the rights and freedoms of the individual, possessing high morality, showing national tolerance, respect for the languages, traditions and culture of other peoples. Only now, when democracy is gaining strength, when human rights cease to be a fiction, can one really set as a priority the formation of citizenship: providing each child with not only conditions for creative self-realization, but also conditions for free self-determination: as a citizen of a new social system in which a person becomes not only a subject of practical action, the development of means to achieve goals, but also a subject of social goal setting. A person who respects himself has much more potential activity than one who lacks dignity. And the preschool institution has a special role in educating the future citizen of their country.

Much attention has been paid to the legal education of preschoolers, since preschool childhood is the most favorable period for the development of a child’s personality.

To form in children basic ideas about their rights and freedoms, to develop respect and tolerance for other people and their rights, it is important not only to provide knowledge, but also to create conditions for their practical application. That is, this work cannot be reduced to simply memorizing the articles of the document and individual human rights.

In our kindergarten, when constructing the pedagogical process, the directions of the teacher’s work were determined:

Analysis of children's relationships with peers, in the family, with adults; identifying problems.
Legal education and education of preschool children.
Increasing the level of legal culture of parents.

The goal of the pedagogical process in the legal education of preschoolers is to form the foundations of the legal consciousness of preschoolers.

Tasks:

Create conditions for children to develop a positive sense of self.
Develop social skills and communicative competence of the child.
To foster respect and tolerance, regardless of origin, race and nationality, language, gender, age, personal and behavioral identity; including appearance and physical disabilities.
Promote the formation of self-esteem; awareness of one's rights and freedoms; feelings of responsibility for another person, for the work started, for the given word.
Foster respect for the dignity and personal rights of another person.
Explain social norms and rules of conduct.
Introduce children in an age-appropriate manner to the basic documents on the protection of human rights.

The interaction system is:

— organized training;

- joint activities of an adult and a child;

- independent activities of children.

The organized form of training includes:

Introduction to human rights.
Conversations on ethical topics.
Role-playing games, dramatizations, didactic games.
Physical education and health activities.
Fine, labor activities.
Games and exercises to develop the emotional sphere, communication skills.
Problem-search activity (resolution of various situations).

Independent activities of children include:

Working with literature.
Creation of problem situations, tasks for independent observations.
Different types of games.
Productive activities.
Motor activity.

In our kindergarten, work on legal education consists of three blocks:

Work with children.
Working with teachers.
Working with parents.

Work with children.

Legal education of preschool children consists of forming the foundations of legal consciousness.

Children need to be taught self-confidence, self-respect and respect for others. Completeness of self-awareness and tolerance are the basis of the legal education of preschool children.

Forms and methods of legal education of children.

Forms of working with children:

A specially organized lesson “About the rights of playing” The form of the lessons is flexible and changes depending on the assigned tasks.
Classes include moral tasks, since any learning situation must contain an element of education. The main principle in the work is to give children the opportunity to learn about the world around them through their own experience in specific deeds and actions.
Classes are held once a month. Preliminary work and work on consolidating the material are carried out in everyday independent or joint activities, which allows children to avoid unnecessary overorganization.
Role-playing, theatrical and didactic games.
Games and exercises to develop the emotional sphere, empathy, communication skills.

Methods of working with children:

Using plots from well-known fairy tales (illustrations, videos, audio cassettes, filmstrips), talking about what you read and watched.
Solving problematic problems, finding solutions on your own behalf or on behalf of the hero: if I were an ugly duckling: if I caught a goldfish: if I suddenly turned into:
Didactic games: “I have the right:”, “Whose rights are violated?”, “Name the rights of the heroes”, “Choose the right”.
Observation. For example, we invite children to observe how close people treat each other, whether they forgive insults, how their friends treat offenders, what makes friends and relatives happy and what upsets them. This technique promotes the development of empathy and emotional responsiveness in children, and therefore the realization of the right to friendship, attention, and care.
Visualization technique. Allows you to teach children to subtly sense changes in the world around them. So, closing their eyes, children imagine that they have shrunk in size to an ant and are crawling over a stone. Feeling like a small defenseless ant, the child tries to share his impressions. Preschoolers subtly perceive that all living things need protection, which means the people around you also require sympathy, warmth, and help.
The dramatization method trains children in the ability to “feel” into another, to enter into his position. Every child has a “theatrical instinct” - the desire, through play, to be in the role of another, thereby expanding the boundaries of his being. This helps you react more sharply to the behavior of surrounding people and animals.
Problem-search methods: guessing riddles, solving puzzles, solving crosswords.
Productive activities: creating albums, symbols, making posters, emblems.

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.

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.

Working with parents.

Work on instilling the fundamentals of legal consciousness was carried out jointly with the parents of the students. Parent meetings and consultations for parents “Children’s rights—observing them in the family” were held

Modern psychological and pedagogical research shows that parents experience serious difficulties in teaching and raising their children. They are worried about disobedience, conflict, imbalance, aggressiveness, poor development, lack of curiosity, passivity, poor performance in kindergarten classes cause despair, but parents do not know how to behave in difficult situations.

It has been established that parents use corporal punishment, threats, intimidation and excessive severity when raising their children. At the same time, most parents do not attach importance to their children’s experiences and do not seek to establish their cause, considering them pointless and unmotivated.

This situation is very dangerous both for the child’s health and for the development of his personality. Abuse of children affects their future lives, their psyche changes: they perceive the surrounding reality differently, they think and behave differently.

The legal and pedagogical culture of most parents is at a low level. Even in an ordinary, normal Russian family, in which the social situation of life is not critical, violation of the rights of young children and humiliation of their dignity are quite common occurrences.

The observance of children's rights in a preschool institution and protection from abuse in the family depend on the qualifications of the teacher and his culture. Therefore, our task is to conduct legal education of parents, identify groups of families at risk in which violations of the rights of the child are possible or actually occur, and to promote the protection of the rights and dignity of children.

As a result of targeted legal education, children should develop such an understanding of rights and civic behavior that:

— activates the social position of children, enriches their scale of values and morality;

— forms high moral personal qualities: activity, initiative, independence; the ability to freely exercise choice and make decisions;

- allows the child to behave correctly in nature and society (the child learns to resolve conflict situations in normative ways, taking into account the positions, desires, needs of other people, and also acquires the skills of voluntary control and management of his behavior;

— ensures a responsible attitude towards oneself and others, towards nature;

- awakens and improves interest in oneself, one’s inner world, the system of needs and interests, which serves as one of the psychological foundations of self-improvement

The effectiveness of legal education of preschool children in the family

The family is the first social institution into which a child enters from the moment of his birth.

The family has the main educational function in the moral and legal development of a preschooler. Often it is in the family that we encounter offenses between parents among themselves and towards their own children.

Such violations in the family affect the negative development of the child’s personality. A normally functioning family will give the child all the basic moral and legal knowledge. And, conversely, dysfunctions in family relationships lead to deviations of the preschool child from the norms of behavior in society, to deviations in the child’s legal consciousness.

First of all, the child needs to be introduced to the basic legal documents that list the rights of the individual. An older preschooler can already understand and remember some of the names of documents such as the Convention of Rights.

Next, you should develop respect and tolerance towards different people, regardless of nationality, skin color, gender and age. All people are equal.

Self-esteem will be effectively formed through the acceptance of one’s own rights, and respect for others through familiarizing children with the norms and rights of another person.

In the family, one should always emphasize and draw children's attention to the norms of behavior among people.

Features of legal education of preschool children through play

The game contributes to the development of moral and legal principles in children. Story-based role-playing games especially contribute to this. In such games it is easy to imagine various situations encountered in real life. You can create problematic situations and then play them out. Gradually they bring the child to understand the correct norms of behavior in society.

Game plots can be different. Playing with the rights to personal belongings, housing, family, parental love and attention to the child in the family and similar situations.

You can consider several games that contribute to the development of legal consciousness in children of senior preschool age.

MAGAZINE Preschooler.RF

EDUCATION OF LEGAL CULTURE OF SENIOR PRESCHOOL CHILDREN

V.S. Dracheva, teacher at MBDOU "Kindergarten in the village of Grafovka, Shebekinsky district, Belgorod region"

The most important achievement of the Russian public education system is its reorientation towards the principles of humanization, towards educating the younger generation in the spirit of universal human values and ideals of peace. In light of this, two most important tasks are defined: social - a significant change in the situation of the child in Russia and pedagogical - the formation of an elementary legal culture of members of society.

Analyzing the current state of the problem of legal education, it should be noted that in the conditions of humanization, the main reason for its relevance is the increased interest in the individuality of the individual. Today it has become obvious that society needs a socially mature, free person with legal knowledge.

The deterioration of the situation of children, the decline in indicators of health and well-being, the increase in social maladjustment of children, manifested in violation of moral norms and illegal actions, require the intensification of state policy in the interests of children. The new ethics lies in the recognition of childhood as a full-fledged stage, a natural period of life for every child.

The task can be solved by constructing the entire process through multilateral activities based on cooperation, respect, trust in the child, through awareness in this process of the conditions for his self-realization as a social subject. Such changes are directly related to increased attention to the implementation of children's rights.

Among the most pressing is the problem of forming the legal consciousness of preschool children.

The formation of the foundations of the legal consciousness of preschool children is possible through the formation of its three components.

Informational and cognitive - children’s knowledge of rights, knowledge of responsibilities.
Emotional-evaluative - assessment of one’s own activities, the ability to evaluate the actions of other people from the point of view of legal norms.
Behavioral-activity - skills and abilities to implement legal behavior, the ability to exercise one’s rights in activities, observe prohibitions and fulfill duties.

To correct the level of development of the information and cognitive component, we widely used conversations with children about rights and responsibilities, and familiarization with legal documents. Other activities - looking at illustrations, conversations based on pictures, observation, solving pedagogical situations, composing stories - were aimed at correcting the level of formation of the emotional and evaluative component of legal consciousness. Their goal is to expand children’s knowledge about moral and legal norms, the need to worry, show care and attention to each other, develop skills in joint activities, and cultivate mutual assistance and cooperation.

To correct the level of development of the behavioral and activity component, such work methods as organizing moral, legal, pedagogical and gaming situations, exercises, and explanation of negative actions were used.

To enrich children's knowledge about rights, during the first conversations we introduced older preschoolers to an important international document - the Convention on the Rights of the Child .

This was followed by conversations on the topic “What is law” , designed to expand children’s knowledge of such concepts as “right” and “desire” . Then conversations were held on the topic: “Right to life” , “Right to family” , “Right to development” , “Right to education” , “Right to protection” , “Right to medical care” , “Rights and responsibilities of children” .

Pedagogical situations and games aimed at developing one of the components of legal consciousness were selected.

The next area of work was the organization of a subject-spatial environment that would contribute to the accumulation of legal knowledge by children and an increase in the level of legal consciousness. The play corners were replenished with attributes for role-playing games and dramatization games.

We have developed educational games for Russian folk tales. For parents, stands were created with information about the rights and responsibilities of children, an exhibition of works of fiction, albums about the rights and responsibilities of children, corners for parents on the topic “Legal culture of the child .

The effectiveness of the process of forming the legal culture of children of senior preschool age largely depends on the targeted and systematic work of teachers and parents to improve their own legal culture. All activities of preschool educational institutions and families must be built on a solid legal basis. Here is a fragment of the lesson “Our rights” :

There are many genres in the world - fable, story and story, But from birth, children love magic and the world of embellishment.

What will our little people take to a magical world, Full of laughter, light, color? And they are called miracle fairy tales!

Children of all countries love fairy tales. Let's remember fairy tales in which the rights of fairy-tale heroes were violated.

Teacher. In which fairy tales are the rights to personal integrity, life and freedom violated?

Children. In the fairy tales “Little Red Riding Hood” , “Thumbelina” , “Sister Alyonushka and Brother Ivanushka” , in “The Tale of the Dead Princess and the Seven Knights” .

Teacher. In which fairy tales is the right to privacy of the home violated?

Children. In the fairy tales “The Three Little Pigs” , “Teremok” , “The Adventure of Cipollino” , “Zayushkina’s Hut” .

Teacher. Guys, today we talked to you about the rights of the child.

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