Pedagogical council "Civil and legal education of preschool children" methodological development on the topic

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.

Card index of games for legal education

“Legal education of preschool children”

Key tasks of legal education of preschool children

Legal education in a preschool institution is aimed at achieving the following objectives.

1. Give children an idea of ​​their own rights and responsibilities.
2. Teach them to evaluate their behavior and the actions of other people in accordance with legal norms.
3. Learn to resolve conflicts in normative ways, taking into account the positions and needs of those around you.
4. To cultivate in children such personal qualities as activity and initiative, independence and politeness, respect for other people.
5. Develop in children an interest in themselves, in their own inner world; this will later transform into the need for self-improvement.
6. Familiarity with the basic legal documents that coordinate relations between people (including international ones).

In general, the process of preschool legal education includes the following components:

• informational and educational;
• emotional-evaluative;
• behavioral-activity.

It is advisable to start mastering the legal space from the middle preschool level.

At this age (four to five years), the main attention should be paid to moral education. The teacher lays the foundations of legal behavior in the children’s minds: what to do and what not to do, helps them understand what actions bring harm to the person himself and the people around him.

With the help of the teacher, the children realize their uniqueness, the value of their own life, their family, and understand the most important needs.

Older preschoolers are already quite capable of managing their own behavior, making volitional efforts to achieve their goals, and understanding ethical standards. They are interested in relationships not only between individuals, but also entire nations, and normative legal acts (of course, the teacher presents them in an extremely accessible, engaging form).

Methods and means of successfully mastering legal concepts

When implementing the process of legal education in a preschool institution, the teacher uses various methods, means and forms of activity.

1. Inclusion of a game component into the lesson. Fairy-tale characters or animals come to children and they help them solve a problem. The hero can tell them an amazing story (Pinocchio complains that Papa Carlo does not want to buy him the ABC). A character can be cross-cutting in all law classes: for example, he is a little man who finds himself in various situations.
2. The basic principle of legal education is knowledge of social norms based on specific examples and actions. These are real life situations, as well as material from fiction, in particular fairy tales (a good option is fairy-tale videos).
3. Solving problem situations, including fictitious ones. For example, what would you ask a goldfish for all people, or what would you do if you found a seven-flowered flower?
4. Observation method. The teacher invites preschoolers to observe how loved ones treat each other, whether they forgive mutual insults, what may please and upset them (of course, the easiest way to do this is at the family level, watching mom and dad).
5. Dramatization method. Allows children to “feel” another person, to enter into his position (for example, if I were a bunny who was kicked out of the hut by a fox, or Cinderella, whose stepmother does not allow her to rest). This technique fosters sensitivity in children and the ability to react more sharply to the problems of people around them.
6. Problem-search method. This is solving riddles, in the senior preschool level - solving crosswords and puzzles.
7. Productive activity. Collective creation of albums and posters, production of emblems and symbols (pupils of the senior and preparatory groups can make cards for didactic games themselves).
8. The teacher, together with the children, can periodically organize exhibitions of favorite things (toys, books, drawings of a favorite dish, etc.) in the group. When selecting exhibits, the children are reinforced with the concept that each person has his own personal belongings and values ​​them. These subjects and hobbies require careful, respectful treatment from others. Each student is asked to talk about their exhibit and explain why they like it so much.
9. The developmental environment in the group must meet the principles of democracy: each member of the children's group has free access to all toys and aids.
10. Since legal concepts are quite complex for preschoolers, maximum visual aids should be present in classes: various pictures, posters, diagrams, etc.

Games for legal education in kindergarten

A universal means of creating a legal space in a preschool educational institution is a game.

It helps the preschooler to get to know the surrounding social world, master the skills of legal communication and behavior, and gain personal experience. Games on this topic can be of various types: verbal, didactic, board games, role-playing games, imagination games, active games, dramatization games, travel games (for example, around the globe).

Let's look at specific examples.

Word games

One of the easiest legal concepts for a child is the right to a name. There are many word games you can come up with on this topic.

An element of mobility will help make them more exciting - for example, using a ball or a flag, which the children pass to each other after the answer.

1. “Call me kindly.” The student says his name, and then tells how his parents affectionately call him at home. In each case there may be not one, but several options. For each answer, the teacher gives a chip, and at the end of the game the results are summed up - the winning name is determined.
2. “Call me kindly.” A similar game, only the preschooler must give a diminutive name to the child standing next to him (thus, knowledge of the right to a name is consolidated and a polite, respectful attitude towards each other is fostered).
3. “How a name grows.” First, the teacher shows the children her childhood photos and tells how her name has changed over the years (for example, Irishka - Ira - Irina - Irina Petrovna). Then the guys also have to modify their name - determine how it will sound when they become adults.
4. “What are the names of my mom and dad?” Passing a ball or a flag to each other, preschoolers must quickly say the first and middle names of their parents.

Games to consolidate other rights

1. “Who lives in which house” (the right to housing, as well as its inviolability). The teacher throws a ball to each child, naming an animal or insect, and the preschooler must respond by naming its home (for example, a bee is a hive, a bear is a den, etc.).
2. “Who lives where” (the right of peoples to self-determination). The teacher names a country for the pupil, and he names its inhabitants (France - French, Japan - Japanese, etc.).
3. “My home address” (right to housing). The guys take turns (passing the flag around) name their home address. Alternatively, you can first tell everyone only the street, then the house, floor, apartment number.
4. “Let's get to know each other better” (a game exercise helps preschoolers realize the individuality and value of each person, as well as comprehend the similarities and differences of different people). Children move freely around the group to the music. When it calms down, you need to pair up with someone and ask a question. For example, “Do you have a brother or sister, and what is their name?”, “Your favorite color (dish, season, clothing, etc.), “How do you like to spend your free time?” etc. During the game, the teacher makes sure that the children create new pairs each time.
5. “I can” (preschoolers consolidate their understanding of the right to life, realize that it is given to a person for good deeds). Standing in a circle, the kids pass each other a ball and tell each other what good deeds they do towards their loved ones (for example, helping mom clean the house, and helping dad in the garage).

Dramatization and imagination games

In the process of such activities, the teacher asks preschoolers to act out a short scene - to reproduce a certain situation from life or a fairy tale (at the same time they will consolidate legal knowledge), or to come up with their own story.

1. “Ask politely” (the right to own property and its inviolability). The child is invited to ask a friend to borrow his toy. This must be done politely; in return, you can offer to play with your item.
2. “A fairy tale inside out” (everyone has the right to their personal opinion). This is a tabletop or puppet theater based on a familiar fairy tale. Preschoolers can come up with their own version with changed characters and act it out. The plots can be the most unexpected. For example, the bun will be evil and wants to poison the forest inhabitants, while the fox, on the contrary, will be kind and strives to save them. Or the good wolf and the angry Little Red Riding Hood.
3. “The fairy tale goes in circles” (the right to have your own opinion and freely express your thoughts). Preschoolers all come up with a fairy tale together: one starts it, and the rest take turns composing a continuation.
4. The teacher suggests closing your eyes and imagining yourself, for example, as a small insect. Children should feel the defenselessness of this creature, talk about their feelings and how to behave to others so that the insect is confident in its safety. In this way, the children reinforce their understanding of the right to life and its inviolability.
5. “My dream kindergarten.” The teacher gives the children a task - to come up with their own kindergarten, in which there would be no usual rules (classes, daily routine, etc.) and come up with their own, tell what the children will do there. After listening to several stories, the teacher leads the kids to conclusions about how such behavior can end and why order must be maintained in any society.

Board-printed games

There are also printed board games for preschoolers on legal topics. Basically, they are pictures from the series “Doing the right thing,” “Good and bad,” etc. These can be pairs of cards (10–20 pieces) dedicated to the same topic (one depicts a good deed, the other a bad one) or lotto.

It will also be interesting for the children to trace the consequences of each action. For example, he made a bird feeder and poured grains there - the birds will not starve in the winter, grabbed a cat by the tail - it hurts, etc. The main conclusion that preschoolers should make is that no one has the right to offend another, punish him, or hurt him.

Outdoor games

Preschoolers love outdoor games; they can be combined with easy learning of important legal concepts.

1. “Walk along the stream” (everyone’s right to rest, to be able to relax together). A stream is depicted on the floor, its width varies (using ropes or cut out of wallpaper). Children (these are tourists) become a “train” (hands are placed on the shoulders of the person walking in front) and as they move, they spread their legs to the desired width. A child who stumbles is sent to the end of the “locomotive”.
2. “Rescuers” (reinforcing the right to life). Toys are placed in the hoop: they ended up on a desert island or in a burning house. The teacher gives tasks to get to the hoop and save the toys one by one. Each time, children move in different ways (you can hold a relay race between two teams with two hoops): “spider,” in pairs, holding hands, with eyes closed, etc.
3. Pantomime “I help my parents around the house” (reinforcing the concept of responsibilities). A preschooler uses body movements to show how he does some housework. And the rest of the guys have to guess what exactly is meant.
4. The teacher explains that fighting is not good (this is a violation of the right to personal integrity), and invites preschoolers to channel negative emotions into the game “Cockfighting.” Two participants become “roosters” - they squat down and clasp their knees with their hands, pushing each other sideways. The one who falls first or removes his hands from his knees loses.

Role-playing games

Role-playing play plays an important role in the development of friendly relationships among preschoolers and their awareness of legal relations, since it is very close to real life. Thus, by playing out such scenes as “Hospital”, “Polyclinic”, “Pharmacy”, “Ambulance”, kids reinforce the knowledge that every person has the right to medical care, and must also take care of their own health).

The game “Rescuers” fosters important moral qualities: the children understand the value of human life and the fact that every person has the right to help and salvation in a difficult situation. Legal education is also facilitated by modeling scenes from family life (“Family”, “Mothers and Daughters”): preschoolers understand that everyone has certain responsibilities at home, and adults are responsible for their children.

Types of activities in legal education classes

Legal education classes are usually held in preschool educational institutions once a month in senior preschool age (at the middle level - much less often, two to three times a year, since they are of an introductory nature) as part of educational activities to understand the world around us (block “Socialization” ). However, preschoolers best master the legal space through concrete examples and their own experience. Therefore, such work is closely related to search-experimental and communicative activities.

Reading fiction that touches on legal topics, in particular, turning to Russian and foreign fairy tales, is of great educational importance. After all, many of them clearly demonstrate how this or that right is violated. Let's give specific examples.

1. "Cat, fox and rooster." The fox violated the rooster's right to personal integrity.
2. "Zayushkina's hut." A gross invasion of privacy, the right to inviolability of the hare’s home was violated. A similar situation can be found in the fairy tales “Teremok”, “The Three Little Pigs”, “Winter Hut of Animals”.
3. “Geese and Swans”, “The Wolf and the Seven Little Goats”, “Little Red Riding Hood”, “Kolobok”. Violation of the right to life and freedom of characters.
4. "Masha and the Bear". Restriction of human freedom, keeping him in captivity.
5. Using the example of the literary fairy tale “Aibolit,” you can explain to preschoolers that everyone has the right to count on medical care and assistance, and in connection with the fairy tale “Buratino,” you can tell the preschooler about the right to education.

Comprehensive and integrated classes on the topic of law can also include productive activities.

For example, after the teacher talks about the symbols of countries, older preschoolers are asked to draw the flag and coat of arms of their country. After a conversation about the rights and responsibilities of family members, the children can draw a story picture “How I help my parents at home.”

Subjects of classes

Since legal education classes are not held so often in preschool educational institutions, their topics will not be too diverse. We can highlight the main topics that the teacher should introduce children to.

In the middle group, when preschoolers are just beginning to become familiar with the legal field, the following topics can be considered.

1. “My rights and responsibilities” (everyone, even small children, has their own rights and responsibilities).
2. “Me and my name” (“The right to a name”, “Everyone is given a name, it means a lot”).

In the senior preschool level, the topics are more extensive. These topics are studied in more depth and new ones are added.

1. “My country” (each country has its own laws and rules that all citizens must comply with).
2. “We are citizens” (“We are different, but we have the same rights”).
3. Familiarity with the most important legal documents: “Constitution”, “Declaration of Human Rights” and “Convention on the Rights of the Child” (of course, at an extremely accessible level).
4. “The right to have a family” (“The right to love and care”).
5. "Right to Housing".
6. "Right to property."
7. "Right to freedom and equality"
8. “The right to rest, play, entertainment.”
9. The final lesson can be designated as “Journey to the country of Pravdiviya” (or Pravoznaykino, etc.)

Motivating start to a lesson on legal education

Since legal concepts are quite complex for preschoolers, the teacher’s task is to interest children in cognitive activities as much as possible.

Exciting motivation is very important here. For example, the teacher invites the children to go to the extraordinary Land of Names. Every child can turn into a trailer - to do this, you need to give your name.

Another example. The teacher tells the preschoolers that he wants to introduce them to a wonderful book called “The Rights of the Child.” But then the evil Baba Yaga appears (it could be a toy), who takes the book and leaves (says that the children are still too young to study it). Thus, children's interest in the book increases, and they set off in the footsteps of Baba Yaga to return what was lost, quietly mastering important concepts along the way.

Guys always love to help the weak, while feeling their importance. In this regard, you can think about the appropriate motivation. A little man, Kiryusha, appears in the group. In the country from which he came, big and small people live. Big ones are always serious, busy, and often talk about their rights. But everyone is silent about the rights of little people, as if they don’t exist at all. Preschoolers will be happy to introduce Kiryusha to the main international document “The Universal Declaration of Human Rights”: he will learn that people’s rights do not depend on their external characteristics, for example, height.

This option would also work: sad Pinocchio comes to visit the preschoolers. He is worried that he will not be accepted into school, but he so wants to study. The teacher informs the character that they will definitely take him to school, because there is a special right - to education, so that everyone who wants can study.

The teacher can use his imagination and come up with a whole fairy-tale story about the fictional country of Pravdilia. People and animals, plants and insects lived happily here. Everyone had different rights: to life, freedom, happiness, rest, etc. There was a wonderful garden in the country that everyone protected, because the “flower of Happiness” grew there: all the rights were written on its petals.

But then one day a black cloud and an evil wind came, and the inhabitants of the country hid to wait out the bad weather. And when it was all over, they were surprised to see that there was not a single petal on the “flower of Happiness”. And terrible times came in Pravdivia - a nightmare and confusion, because no one now knew their rights. Residents are always looking for the treasured petals and hope that someone will help them, for example, kindergarten students. And by helping to find the loss, preschoolers will at the same time become familiar with basic rights (after all, in our country they are exactly the same).

Working with parents on legal education

Instilling in his students the basics of legal consciousness, the teacher must work closely with their parents.

After all, many families experience significant difficulties in raising children - they do not know how to behave in certain situations (disobedience, aggression, child passivity, etc.). Some adults use an authoritarian communication style when communicating with their son or daughter, intimidate them, show excessive severity, and even practice corporal punishment. Such parents usually do not attach importance to children's experiences, considering them pointless and without a serious reason. This situation is very dangerous for the mental development of the child and the formation of his personality.

As practice shows, in many families the legal culture is not at a high level.

And violation of the rights of a small child often becomes commonplace (we are not even talking about socially disadvantaged families). That is why the role of the educator becomes very important - it is he who should be involved in the legal education of parents.

Methods of working with parents in the field of legal education.

1. Parent meetings on this topic (for example, “Respecting the rights of the child in the family”).
2. Design of the right corner for parents.
3. Individual conversations.
4. Visiting families.
5. Regular oral and written consultations for parents.

Self-education of a teacher in legal education

The foundations of the legal culture of preschoolers can become a direction for the teacher’s self-education. The following topics may be considered.

1. “Introducing a preschooler to the social world through legal education”
2. “Tolerance and legal culture of preschool children.”
3. “Didactic games as a means of developing legal consciousness”
4. “The role of role-playing games in the legal education of a child.”
5. “Project activity as a modern form of legal education in preschool educational institutions.”
6. “The use of new educational technologies in the process of legal education of preschool children.”

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.

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:

1. The right to love and care in the family.
2. Right to education.
3. Right to medical care.
4. Right to leisure.
5. Right to information.
6. The right to individuality.
7. The right to express your thoughts and interests.
8. The right to protection from all types of violence.
9. The right to nutritious food.
10. 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.

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 children, innovative approaches

Inessa Golovina

Legal education of preschool children, innovative approaches

Legal education is a systematic and purposeful activity of adults to develop legal thinking both in themselves and in children.

The problem under consideration is relevant, because very often lately the media have reported on another fact of violation of the rights of a child in a family , educational institution, or in some other institution. The reason for this lies not in the absence of laws or their insufficiency, but in the fact that these laws are either unknown to adults or are ignored by them. It turns out that many adults find it difficult to understand and accept that a child is an equal person with them , having the right to their own actions and opinions. His rights , like the rights of any person , must be respected and not violated.

The kindergarten is obliged to provide parents with reliable and complete information about the institution and the educational services provided, and provide other information related to the contract and the relevant educational service, including a list of categories of consumers entitled to receive benefits , in accordance with federal laws and other regulations legal acts .

The agreement, license to carry out educational activities, educational program, charter of the preschool educational institution are available on the website of our preschool institution , all parents can familiarize themselves with them in advance before visiting the kindergarten. Also, at the first meeting after signing the contract, we give parents a tour of the kindergarten, showing group rooms, specialists’ offices, and the catering department. Very often, parents have questions about the diet, the operating hours of a preschool institution , and the process of education and training . Therefore, the manager must give explanations: the child must be brought to kindergarten on time, since there is a daily routine and San Pin that regulate the work of the preschool educational institution and the teacher is obliged to follow them . If you bring your child at the wrong time, the teacher will have to interrupt the educational process, leave all the children and take care of the late child. If the late child is hungry, then they will no longer be able to feed him breakfast, since in accordance with SanPin, all food after breakfast is disposed of. The Manager reminds parents that they have a second copy of the Parent Agreement, signed by both parties, which they can study in the privacy of their home with the rest of the family.

Problem:

During the thematic control, the main categories of difficulties encountered by teachers and parents of preschool educational institutions in their work to form the foundations of the right consciousness in children .

1. Lack of teaching aids and visual and printed information on this issue

2. Low level of legal and psychological-pedagogical culture of parents.

3. Insufficient level of legal knowledge of teachers . Most teachers and educators need special training in seminars on the formation of legal consciousness in children .

And we outlined ways to solve them.

Based on this, we have outlined and are currently implementing the following areas of work :

- with teachers;

- with kids;

- with parents;

Let's look at the work in each block separately.

Working with teachers

We use different sources for our work, the manual by L. V. Kolomiychenko “Classes for children on social and communicative development”

, T. A. Sharygina
“Conversations about
the rights of the child ” ,
“First steps.
Basic course in human rights " edition
from English on the initiative of members of the international Amnesty and specialists in education in the field of
human rights , the Convention on the Rights of the Child , Demonstration material
"
The Rights of the Child " , Doronova, but they are extremely insufficient. Then we decided to create our own methodological piggy bank. It included GCD notes, holiday scenarios, didactic games with descriptions, thematic planning for the senior and preparatory groups.

Conducted a seminar-workshop “ Legal education of preschool children ”

—

We considered issues related to the Basic International Documents on Children's Rights , issues of respect for children's rights in preschool educational institutions . The importance of PPRS was noted. The group environment must satisfy the child’s needs for movement, communication, and cognition. Particular attention was paid to the interpersonal relationships of parents and teachers. We analyzed several problematic situations that arise when communicating with parents, for example: a parent brought a child late and demands to feed him breakfast. Or the children have a conflict and one of the parents wants to make a complaint to the child. There are often situations before matinees when parents demand poems and roles for their children. What should a teacher do in such a situation?

Having considered these situations, teachers improved their professional skills in organizing work with parents, and learned to justify their answers with regulatory documents : SANpin, charter, convention. As it turns out, well-formulated answers often close a conflict situation.

Conducted a pedagogical council “New opportunities for the Innovation Program from birth to school”, reviewed the “Voice of the Child”

, which is largely based on the Convention on
the Rights of the Child . We found out that many teachers do not pay due attention to children's interests. This topic turned out to be the most difficult at this time, we continue to study it, watch webinars offered by the creators of the program from birth to school. “Voice of the Child”
manual from the educational educational complex program.

Legal education is not limited to preschool educational institutions and we have implemented a kindergarten-wide project “ legal education through network interaction”

.
First, we determined the relevance, goals and objectives of the study, identified problems of legal education , developed and tested a model of cooperation between preschool educational institutions and families and social partners on the formation of the legal culture of preschool children . The creation of a wide socio-cultural space of preschool educational institutions is an important component of the formation of the legal culture of preschool children . Nearby kindergartens, a local history museum, a local drama theater and other organizations were involved in network interaction with the kindergarten. At the end of our work, we outlined prospects: to continue the search for social partners for cooperation for the purpose of legal education of preschoolers . Develop and create a page on the website of an educational organization to broadcast innovative activities for the professional community and the parent population.
PPRS

We developed and changed the PPRS so that it contains elements of legal education that are accessible to children and will arouse their interest and desire to play with them. Together with the creative team, we developed a number of games and manuals “ rights in pictures ”

,
“family tree”
,
“
legal traffic light ” , and equipped
legal corners in groups .
We now have legal laptops , board games, and outdoor motor games.

All the work done allowed us to reach a higher level and take part in the 10th international conference on preschool education .

What teachers learned

• Teachers understood the Convention on the Rights of the Child , 54 articles, 3 parts, the first part describes the rights , the second part describes the obligations of the rights of the parties , the rules regarding the accession of states to the Convention and the timing of their commencement. Reservations that are contrary to the purposes and purposes of the Convention cannot be permitted.

• Increased the level of knowledge on legal education

• Studied the program from birth to school and are introducing innovative technologies .

• Mastered remote technologies for working with parents and social partners.

WORKING WITH PARENTS

Every year we conduct a survey for parents of newly admitted children on their knowledge of legal documents . We conducted a study using Google forms using a survey method to identify knowledge about children's rights ; all parents of newly admitted children, a total of 89 people, took part in it.

Only 32% of parents are familiar with documents on rights 58% of parents are aware of the existence of a family code, 27% of parents are aware of the Convention on the Rights of the Child, but only a few were able to name their rights and responsibilities , limiting them to caring for the health and education of the child. Parents know nothing about other regulatory

the Rights of the Child relates to ?” 57% of parents believe that the Convention on the Rights of the Child is relevant to the state, 17% attribute this document to themselves, and 23% to the kindergarten. Only a few parents understand that this document is relevant to all areas of the process of raising a child .

We would like to note that the situation remains virtually unchanged; parents are not familiar with the basic documents regulating the rights and responsibilities of children . And accordingly, rights are not respected. In order to increase legal literacy in our preschool educational institution, we have developed a plan for working with parents, where we use a variety of forms of work.

There are traditional forms of work, such as parent meetings, consultations on requests, and new forms of work that we have started to use recently.

Every year in the middle of the year, we hold parent meetings on the topic of legal education . The form of meetings varies: round table, business game, debate. The moderator often poses open-ended questions for discussion. for example, when holding a parent meeting in the form of a debate, parents were asked to continue the phrase “Let’s protect children from...”

The answer options were very diverse: from violence, from harmful information, from gadgets, from illness.
However, none of the parents changed the situation regarding their family; often the violation rights in the family goes unnoticed.
And only when teachers raise specific issues do parents begin to see problems. Before consultations, we use a mailbox to collect questions. Every parent can post their question there and we select a specialist who can answer it. If the question is related to interpersonal relationships between teacher and parent, then a teacher-psychologist or senior educator . If this situation is related to the regulatory framework, then the manager is responsible. We actively use the help of our own specialist parents; we have mothers who are lawyers, mothers who are lawyers, and fathers who are police officers.

“ Children’s Rights ” was placed in the parents’ corner.

, it includes sections
“
legal documents ” - these are articles from the convention, the family code, a section
“consultations for parents”
which are of
a legal nature , as well as reminders for parents, which they can pick up as needed, the number of reminders is proportional to the number of parents. We noticed that practical reminders - “How to calm a child”
,
“Is it possible to leave a child alone at home”
are in greater demand among parents than reminders with information about the regulatory framework, such as
“Articles of the Convention” “
Preschool education in federal law” .
Also at the stand there is information about the helpline in Russia and the telephone numbers of the Commissioners for the Protection Rights in the Republic of North Ossetia and the Russian Federation. Short poems are recommended for memorizing with children at home. There is illustrated material for the Convention on the Rights of the Child .
We would like to tell you about the open day “ rights begin with the rights of the child .” We have prepared a scenario with the participation of teachers, children and parents. The event took place on the territory of the kindergarten, teachers, together with parents, decorated the site, hung posters, signs, balloons, and set up information stands. The preparatory groups assigned numbers for performances, some read poems about rights , some recited the articles of the convention, and sang songs. The presenters held games with parents “Name the right ”

,
“Good and Bad”
, the open day ended with a joint flash mob.
And in the evening a social event was held, pupils of the preparatory groups distributed leaflets on legal education to all parents who came to pick up their children.
Child-adult projects are also a very effective form of work, as a new format of interaction with parents, where parents and teachers are colleagues and partners. It was not so difficult to involve parents; they responded with great enthusiasm to this form of work. The teachers determined the general large theme of the project, and each parent and their child independently chose their own micro-theme. Thus, we have projects on the topics “My child’s name”
“My family” “
Legal documents ” . During the work on the projects there were many questions: how to present the project so that it would be accessible and interesting to children, where to look for information, how to decorate colorfully?
And the work began. parents selected material, taught poetry, and created presentations. The teachers tried to involve all the children and parents of the group. For example, at the “
right to a name ” , 2 families presented their presentations, and the remaining parents and children drew posters where they revealed the meaning of the name and character of their children.
“
Right to Family ” turned out to be the most striking project.
The parents responded very creatively to the difficult task and prepared a dramatization about a lost girl, and all the children in the group helped find her family. Not only mom took part, but also dad, aunt and younger brother. The girl proudly introduced her friendly family and ended her performance with a cheerful song. The most difficult thing was to submit documents on children's rights .
This project was taken on by my mother, a police officer who knows exactly the entire regulatory framework. To make it interesting and accessible for children, they selected poems, cartoons, games on this topic, and presented the project in an interactive form. The parents admitted that they were fascinated by the work on the projects, but most importantly, the work brought all family members closer together, because no one remained indifferent. “School of Legal Knowledge ” was organized for parents

on the ZOOM platform. This was a new form of work for us.
We studied ourselves, one might say from scratch. We downloaded the application and created several trial conferences for our employees. When we mastered this program, we set a date and sent the link to our parents. The topic of the school of legal knowledge was determined in advance, using a questionnaire we collected questions that interest parents, invited specialists - a kindergarten psychologist, who told how parents can cope with their own stress during the whims of a child and not violate his rights , be able to refrain from screaming, physical impact. They invited a lawyer, she introduced the parents to documents about their rights , talked about the actions of the teacher in the event of a parental divorce, and what to do if one of the parties prevents contact with the child. Also, a juvenile affairs inspector was present at the meeting. She explained to the parents that under no circumstances should children be allowed to go for a walk alone in the yard, that it is necessary to know all of their child’s friends, how important it is to know what games the child plays and what cartoons he watches. Unfortunately, not everyone was able to connect, some due to technical capabilities, some were still at work, although we chose a convenient time from 18.00 to 19.00. The work of the school aroused great interest among parents, many questions were asked. For example: is it possible to give telephone for children in kindergarten, what to do if the child does not want to sleep at nap time, but they put him to bed? children's rights regulated in this case ?
Is it possible to prohibit one of the parents from picking up a child from kindergarten if the spouses are divorced? We didn't even have enough time to answer all the questions. We plan to continue to operate the school in this mode, and have already outlined the following topics for discussion. Work with children

Legal education of preschool children is carried out in accordance with age characteristics.

We distinguish three stages.

At stage I, this is junior preschool age . Preparation for legal education . We teach children the norms of behavior in a team, the ability to establish friendly relationships with peers and adults.

At stage II, middle preschool age - we continue to work on

development of children's communication abilities and formation

moral standards of behavior, the ability to evaluate not only others, but also one’s own

actions, both positive and negative.

At stage III, this is senior preschool a legal is formed based on knowledge of fundamental rights , familiarization with the concepts of “ law ”

and
"document"
.

for children of older preschool age to understand

the following groups of rights :

1. rights to existence, survival ( right to life ,

medical care, decent living conditions, shelter, food, parental care).

2. rights to development ( the right to education , full development in accordance with age and individual capabilities and abilities, the right to rest , leisure).

3. The child’s rights to protection (protection from all forms of violence, as well as special rights of disabled children ).

Based on program requirements and targets, we developed a long-term plan to familiarize preschoolers with the rights for the senior and preparatory groups. The so-called legal weeks ! You see that we have correlated them with the calendar of holidays and events. In total we got 4 weeks a year.

You see that traditional forms are used as means of forming legal concepts: gaming methods, theatrical activities using fairy-tale characters, reading works of art with their subsequent discussion; creating problematic situations and finding a way out of them; looking at pictures about the lives of children in different countries; conversations in which children gain experience of specific moral relations, exhibitions of children's works. with older preschoolers , where they are active, thinking participants; using the example of various actions of a person, they can explain whether he is doing something bad or good, what are their ideas about how a citizen of a legal state .

At the beginning of the year, we conduct excursions around the kindergarten for all children; we introduce the children of the junior and middle groups to the premises and staff. while securing professions, and in older groups we are already interested in functionality. We explain what is in honey. office their right to medical care is exercised. in the catering department the right to nutritious food, etc.

I would like to note that, along with traditional activities to familiarize ourselves with rights , we have introduced many new forms of work. Quest technology is one of the forms that has taken root in our kindergarten and gives stable positive results. The essence of quest technology is traveling through stations and performing certain tasks to further complete the route. "Journey to the country of Pravdilia "

, that was the name of our quest that we conducted on
legal education . The idea for the quest was suggested to us by the children. Two boys with the same names argued about who owns this name? The teacher offered to figure it out and do a quest.
The guys were asked to return “ petal rights ”

residents of the country of
Pravdilia , which the evil sorceress stole from them, and collect from them a “flower of happiness”
.
We organized stations on rights in kindergarten classrooms and groups. The stations were equipped for a medical office, a theater, an apartment, and a registry office. At each station, children were asked to complete tasks. For example, in the theater they were asked to watch a play and determine what rights the characters had been violated . (the bunny’s right to housing , Cinderella’s right to rest , and the love of her parents) in the medical office, the children were asked to undergo an “examination”
by an ophthalmologist and play the game
“What does a doctor need for work” (fix the name of medical devices)
in the registry office children received birth certificates with their names, thereby securing
the right to life , family and name.
It turned out that a lot of people have the same names, but they are all completely different both in appearance and in character. With the help of this quest we were able to tell the children about the convention and articles. To exercise the right of children to express their opinions freely (Article 13 of the Convention)

We implemented another interesting form of work - children's voting. The kindergarten often hosts competitions, exhibitions of drawings and crafts. The winners receive certificates and prizes. In the crafts competition for February 23, we invited the children of the preparatory group to determine the winner themselves; it was stipulated that they could vote for any work except their own. The guys took this difficult task very responsibly. It was interesting to watch their doubts: 2 girlfriends agreed - let me choose your work, and you choose mine. The boys argued: the biggest craft means the best. We argued, worried, and eventually chose the winners.

Created a floor motor game " Legal Path "

.
We came up with it ourselves, developed a layout and sent it to the printing house for printing. The size of the game is 2.5 by 2 meters. The purpose of the game is to consolidate knowledge about rights in a playful way. Rules of the game : up to 5 children can take part in the game at the same time; on his turn, the player rolls the dice and moves forward exactly as many steps as the points on the dice. If the player lands on a red circle, then the presenter takes a red card and makes a riddle about rights , if on a blue one, then the children must guess which right the fairy-tale characters have violated; the yellow field indicates rights in pictures .
If a player lands on a white circle, he misses his turn. The unusual format of the game interested the children; it is a good form for studying and consolidating the material. To maintain children's interest, you can change and supplement tasks. A child who can read can take on the role of leader. To realize the right of children to protection from all types of psychological and physical violence, Article 19 paragraph 1, and the right to freely express their thoughts, Article 13 paragraph 1 of the Convention, a helpline was introduced to the preparatory group. They told the children that there is such a telephone all over the world. If a child feels that he needs help, or wants to talk about his problem or grievance, then he can call this number. We took an ordinary push-button telephone, decorated it with a design together with the children, and set the phone number of our teacher-psychologist on speed dial. They put him in a "house"

for phone.
We created a special corner of privacy in the group. We have developed rules for when children should call, and when they can deal with their problem themselves or can ask for help from a teacher in a group . The children’s reaction was very ambiguous: surprise, admiration, doubt - really a real phone, who will answer it? end of the wire? Adults were also very worried about whether the phone would work and how children would perceive . We didn’t have to wait long; the next day the children decided to call. They began to argue among themselves who would call first. The most lively girl picked up the phone and hid away from all the children, dialed the number and shared her experiences with the “fairy on duty
.” Here is one of the situations: “A girl from the preparatory group called with her problem, she had quarreled with her friend.
At the other end of the line the Fairy answered her, but the girl did not believe her and said that Fairies did not exist. The teacher-psychologist tried to establish contact and began to describe the place and atmosphere of our “Trust”
, the child was very surprised and told his problem. Our fears have been dispelled, the helpline is working and helping children in solving their difficult childhood problems.

Thus, you see that our preschool educational institution is carrying out systematic, systematic work on legal education . We do not plan to stop there, we have outlined the following prospects:

1. Create a tab on the website for legal education and post there video consultations of specialists at the request of parents.

2. Search for new forms of work with participants in the educational process in legal education .

Thank you for your attention!

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.