Consultation for teachers: “Goals, objectives, methods of legal education of preschool children”

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.

Consultation for teachers of preschool educational institutions “Organization of work on legal education of preschool children”

Olga Vorobyova

Consultation for teachers of preschool educational institutions “Organization of work on legal education of preschool children”

Consultation for preschool teachers

«Work organization

on legal education of preschool children "

Childhood is the period when the fundamental qualities of a person are laid, ensuring psychological stability, moral orientation, vitality and morality.

Preschool childhood is the most favorable period for personality development.

The relevance of legal education today is clear: society needs socially mature, free individuals with legal knowledge .

to educate such individuals only in conditions of compliance with legal norms that exclude violation of the rights and dignity of children .

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. Therefore, there is a need to carry out work on legal education from preschool age .

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 .

The main areas of activity of a teacher in the legal education of children in kindergarten:

— working with parents on the legal education of children

— working with children on legal education

Working with parents on the legal education of preschool children.

The first necessary component that ensures the legal culture of a child is the legal culture of adults and their corresponding behavior. Work on instilling the fundamentals of legal consciousness must be carried out jointly with the parents of students . Modern psychological and pedagogical research shows that parents experience serious difficulties in teaching and raising 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 raising 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 , humiliation of their dignity is a quite common occurrence.

of children's rights in a preschool institution and protection from abuse in the family on the qualifications the teacher and his culture The success of work on this problem largely depends on the preparedness and competence of the teacher . Therefore, it is necessary to conduct legal education of parents, identify risk groups of families in which violations of the rights of the child , and promote the protection of the rights and dignity of children .

Work to improve parental competence in matters of upbringing and protecting the rights of the child should be organized through collective, individual and visual and informational forms of cooperation with the family.

Effective forms of working with parents are:

educational:

• information about international and Russian documents on the rights of the child ; information stands " Child's Rights "

,
" Rights and responsibilities of parents"
;

• instructions for parents “Should I punish my child?”

;
“Let's be mutually polite”
;
“If the child has done something wrong...”
;
“Carrot or stick?”
and etc.

traditional:

• parent meetings “Do we know the rights of the child ”

,
“Protecting the rights and dignity of the child”
;

• consultations “ Rights and responsibilities of parents”

,
“How
to raise a child without physical punishment” ,
“Do we understand our children”
;

• joint holidays, leisure activities, competitions.

interactive:

• discussions;

• questionnaires, testing “Me and my child”

,
“What kind of parent are you”
;
• “round tables”
:
“Me and my child”
,
“Discussing
children’s rights ” ,
“Respecting
the rights of the child in the family ” ;

• trainings;

• business games;

• individual and group conversations;

• home visits;

• mailbox " Legal Mail "

.

Working with children on legal education.

In early preschool age (stage I)

Children develop norms of behavior in a team, the ability to establish friendly relationships with peers and adults through various forms
of organization : game situations during routine moments, games.
In middle preschool age (stage II)

work continues to develop children's communication abilities; formation of moral standards of behavior. And the teacher leads children to the ability to evaluate, using the example of fairy tale heroes, certain actions, both positive and negative, and also to evaluate their own actions.
In older preschool age (stage III)

A moral and
legal culture is formed on the basis of knowledge of fundamental rights , children become familiar with the concept of “
law ” .
The normative and target guideline in educational work with children on the formation of the foundations of legal culture has become a picture of the psychological makeup of a child on the threshold of school. By the age of five, a children's society has formed, based on joint play and productive activity. The child can already regulate his behavior based on household and play rules and norms . By the age of 6–7 years a preschooler is in complete control of his behavior , knows how to voluntarily subordinate himself to a set goal (concentrate attention, make a volitional effort, has figurative and verbal means of organizing experience, has a rather complex inner world, ethical standards that determine his actions and relationships. That is by the end of preschool childhood, the child becomes an active, self-aware subject of his own activities and relationships with adults and peers.
Forms and methods of legal education of children .

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 . Therefore, it is necessary to organize educational activities with preschoolers on legal education throughout the entire stay of children in a preschool organization : during routine moments, in various types of children's activities and forms of communication. 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. The teacher, at his own discretion , in accordance with the goals and objectives, complex thematic planning and an unexpected problem situation, can plan and select various forms and topics in working with children of senior preschool age in legal education using a method that is suitable in his opinion and creative design, methodological literature. The form of joint activity is flexible and changes depending on the assigned tasks. Classes include moral tasks, since any educational situation must contain a moment of education .

Forms of working with children :

• Organized activities;

• Games (role-playing, theatrical and didactic, etc.)

;

• Games and exercises to develop the emotional sphere, communication skills.

• Conversations;

• Problem situations.

•Productive activities: creating albums, symbols, making posters, emblems.

Methods of working with children :

• Use of plots from well-known fairy tales (illustrations, videos, CDs, presentations, conversations 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 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 emotional responsiveness in children, and therefore the realization of the right to friendship , attention, and care.

• The dramatization method trains children in the ability to “empathize”

in 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.

• Method of presentation by children of various drawings, illustrations, fairy tales, stories. With the help of this, children themselves learn to understand the world around them. Heroes from fairy tales teach children correctly and act according to the laws of modern society. This kind of learning encourages children to do their best.

Approximate topics of GCD and conversations on legal topics .

Junior group.

1. Topic: “You and your name”

Target.
Introduce children to the right to a name . Learn to apply this right in life . Develop a sense of self-respect and respect for others.
2. Topic: “My family”

Target.
Form ideas about the family. Know your parents' names. Cultivate respect for family members.
3. Topic: “Our home is a kindergarten”

Target.
Maintain interest in life in kindergarten. Foster a sense of ownership , respect for kindergarten staff and a friendly attitude towards peers.
Middle group

1.Theme: “Friendly family”

Target. Strengthen ideas about family. Develop a conscious attitude towards showing love, respect and empathy towards loved ones.

2. Topic: “The house where you live”

Target.
Form ideas about the Motherland based on familiarization with the immediate environment (yard, house, city street)
.
Cultivate good feelings .
Interest in the place where you live. 3. Topic: “How to do the right ”

Target.
Form an idea of ​​positive and negative behavior. Correctly evaluate yourself and others.
See the good and bad in the characters of familiar works. Senior group

1.Topic: “About the rights of playing ”

Software task.
Give children a general idea of ​​their rights . Develop a legal worldview and moral ideas. Learn to reason and draw conclusions. Develop feelings of self-esteem and respect for other people.
2. Topic: “ The right to live and be raised in a family ”

.
Software task. Arouse children's interest in the classes of this cycle (
legal education ) .
Introduce the child’s right to live and be raised in a family .
To form human relationships in children based on the love and care of people close to them. 3. Topic: “ Right to life and health ”

.
Software task. Introduce children to the right to preserve and improve the health of every child.
To form in children ideas about the conditions that ensure the safety of their lives. 4. Topic: “ Right to housing and personal integrity”

.
Software task. Introduce children to the right to privacy of home and protection from interference in their privacy.
To develop abilities for social security. Teach children to reason and draw conclusions. 5. Topic: “We are in the land of fairy tales”

.
Software task. To foster children’s understanding of the moral qualities and actions of fairy tale heroes, to determine their attitude towards them, to consolidate children’s knowledge about the Declaration of the Rights of the Child .
Preparatory group.

Topic: “ The right to work and free choice of work .” Software task. Every person has the right to work and free choice of work . Form the idea that the standard of living depends on the quality of work. To cultivate respect for the work of adults and the desire to choose their own profession.

Topic: “ The right to rest and leisure ”

.
Software task. Introduce children to the right to rest . To form the idea that people not only work , but also relax.
Give the concept that rest can also be a change of activity. Teaches you to value your free time and fill it with interesting activities. Topic: “ Right to education ”

.
Software task. Introduce children to the right to education . To form the readiness of children for the new social position of a student who has his own rights and responsibilities . Foster respect for human rights .
Topic: “ Law is the art of goodness and justice ”

.
Software task. human rights as reflected in the World Declaration of Human Rights in an interesting and entertaining way . Develop the ability to analyze the actions of fairy-tale characters. the rules and norms of life existing in society

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.

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:

1. Work with children.
2. Working with teachers.
3. 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:

1. A specially organized lesson “About the rights of playing” The form of the lessons is flexible and changes depending on the assigned tasks.
2. 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.
3. 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.
4. Role-playing, theatrical and didactic games.
5. Games and exercises to develop the emotional sphere, empathy, communication skills.

Methods of working with children:

1. Using plots from well-known fairy tales (illustrations, videos, audio cassettes, filmstrips), talking about what you read and watched.
2. 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:
3. Didactic games: “I have the right:”, “Whose rights are violated?”, “Name the rights of the heroes”, “Choose the right”.
4. 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.
5. 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.
6. 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.
7. Problem-search methods: guessing riddles, solving puzzles, solving crosswords.
8. 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

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.

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

Municipal budgetary preschool educational institution

"Kindergarten "Teremok"

Teachers' Council

“Civic education of preschool children”

2011

Goal: implementation of children's rights in the practice of teachers.

Tasks:

1. Increase the level of professional literacy of teachers to prevent violations of children’s rights.
2. To promote the child’s social adaptation by developing the foundations of legal knowledge.
3. Improve approaches, search for effective forms of interaction with parents and influence on them.

Progress:

Since ancient times, humanity has understood that life begins in childhood. A child comes into the world helpless and defenseless. His life is completely dependent on adults. Many philosophers and thinkers raised the problem of protecting children in their works. Thus, Antoine de Saint-Exupéry wrote: “You are forever responsible for those you have tamed.”

With the advent of the 21st century, this problem has become especially acute throughout the world: the socio-economic situation of the modern world affects primarily children. Understanding that children are the most precious thing in any society, teachers are faced with solving the most important problem: how to protect the rights of the child. Our future and the future of Russia depends on what kind of upbringing, education and development children receive, how they will be prepared for life in a rapidly changing world.

Legislative formalization of the protection of children's rights began in the 20th century, especially during the First World War and in the post-war years, when the first laws on the protection and protection of children's rights were formulated in a number of countries.

Name the main documents that ensure the protection of childhood.

— Declaration of the Rights of the Child (1959)

— UN Convention on the Rights of the Child (1989).

Hopes that the new century would become the century of the child were not justified. Modern childhood needs protection in the same way as many centuries ago.

The results of a number of sociological studies allow us to identify five groups of the most common types of violations of children’s rights:

1. physical influence, so-called physical harassment;
2. moral prohibitions, restrictions, humiliation, hypocrisy, lies towards children, caused by the inability of parents to build relationships with children and raise them;
3. parents ignoring the interests of the child that do not correspond to adults’ ideas about them, disdainful attitude towards the children’s acquaintances and friends, negative assessments of the child’s interests and actions outside the home, neglect of the child’s views and interests;
4. lack of conditions necessary for life (restrictions and prohibitions on nutrition, health care, and the purchase of extremely necessary things);
5. violation of sexual norms in the family circle, both in communication with children and through demonstration of adultery to parents.

Thus, the stated topic of the pedagogical council is relevant and requires close attention from the staff of the educational institution.

Speeches by teachers on the topic of the teachers' council.

1. Features of the implementation of children's rights through social relationships.
2. Peculiarities of observance of the child’s rights to childhood in different age groups.

1. Junior preschool age.
2. Senior preschool age.

Features of the implementation of children's rights through social relationships.

Currently, the system of normative support for children's rights is sufficiently represented in documents of international law, regulations at the federal and regional levels.

Art. 19 of the Convention on the Rights of the Child stipulates that “States Parties shall take all appropriate legislative, administrative, social and educational measures to protect the child from all forms of physical or mental violence, insult or abuse, neglect or neglect, abuse or exploitation ( ...) from the parents...”

Art. 31 establishes the child’s right to rest and leisure, the right to participate in games and recreational activities appropriate to his age.

Art. 37 requires that “no child shall be subjected to (...) degrading treatment or punishment.”

Tasks of preschool teachers:

— to form in preschool children the foundations of civil law knowledge, expressed in their conscious application;

-develop a friendly attitude towards loved ones, adults and peers, awaken emotional responsiveness to their condition;

- provide every child with the opportunity to feel their importance and competence. Create conditions for exercise in concrete and practical actions in law;

— conduct legal education of parents, identify a group of families at risk in which a violation of the child’s rights is possible or actually occurring.

Peculiarities of observance of the child’s rights to childhood in different age groups.

Junior preschool age.

The Convention on the Rights of the Child, adopted by UNESCO in 1989 and ratified by most countries of the world, aims to ensure the full development of the personality of the child in every corner of the Earth. Many teachers try to introduce children to it as early as possible. With little ones, there is no need to specifically teach children's rights. We need to really protect them and protect them from evil, we need to protect them. And this is the task of adults. Specialists, lawyers involved in juvenile justice, teachers and, of course, parents should know the Convention on the Rights of the Child. And the child, first of all, already has few defenders. The image of an adult as a fair, kind defender must be formed in a child at an early age.

Senior preschool age.

Childhood is a period of intense development, change and learning, as well as a period of paradoxes and contradictions, without which it is impossible to imagine the development process. J. Piaget, B. Elkonin and many others wrote about the paradoxes of child development.

Unfortunately, times have come when childhood was stolen from our children. Childhood has lost its “inviolability status.” Children run, jump, and climb too little; they do not perceive themselves and all the diversity of the world in movement. Their tactile experiences are scarce, fine motor skills are not developed due to lack of movement. Back in the 40-Yenisei years of the 20th century, Swiss psychologist Jean Piaget saw in the movement of a child the basis of emotional, social and intellectual development.

The right to childhood includes the right to one’s own thoughts: a child must be taught to think independently in order to understand the world and himself. If a child lives among people whose actions are meaningful, understandable, and interconnected, he imitates this internal order and adopts it first in his own activities, and then in the world of feelings and, later, in the sphere of his own thinking.

The entire modern education system is focused on the transfer of knowledge, which is more suitable for school-aged children and adults. Nowadays, even play in kindergartens is gradually being pushed aside and replaced by classes, since more and more parents are concerned not so much with the full development of their preschool child, respecting his right to childhood, to play, but rather with his preparation for school. You cannot deprive your child of specific children's activities. This is especially true in older preschool age.

Often, the rights of a child are violated by those closest and dearest to them. “Problem” parents are not the child’s fault, but his misfortune and misfortune. Child abuse is not just beating, stabbing, sexual assault and other ways in which adults mutilate a child's body. This is humiliation, bullying, various forms of neglect that hurt a child’s soul.

Neglect can be expressed in the fact that parents do not provide the child with the necessary amount of food, clothing, sleep, and hygiene care. In addition, neglect is manifested in a lack of respect, attention, affection, and warmth on the part of parents.

Child abuse creates socially maladjusted people who do not know how to start a family or be good parents. A dangerous social consequence of violence is the further reproduction of cruelty.

The following risk factors may contribute to violations of children's rights:

1. single-parent and large families, families with adopted children, with stepfathers and stepmothers;

1. the presence in the family of a patient with alcoholism (drug addiction) or who has returned from prison;

1. unemployment, financial difficulties; constant marital conflicts;
2. status of refugees, internally displaced persons;
3. low level of culture, parental education, negative family traditions;

1. unwanted child;
2. mental or physical disabilities of the child;
3. "difficult child.

If a cruel attitude towards a child is detected by parents, the teacher should take measures to protect him. Let us list the main signs that should attract the attention of the teacher.

1. The mental and physical development of the child does not correspond to his age.
2. Ungroomedness, untidiness; apathy or, conversely, aggressiveness of the child.
3. Variable behavior: transition from a calm state to sudden excitement (this behavior is often the reason for the disruption of contacts with other children).
4. Problems with learning due to poor concentration.
5. Refusal of a child to undress to hide bruises and wounds on the body.
6. Recurrent complaints of malaise (headache, abdominal pain, etc.).
7. Hostility or fear towards father or mother.
8. Convulsive reaction to a raised hand (the child shrinks, as if afraid of a blow).
9. Excessive desire for approval, affection from any adult, hypertrophied concern for everything and everyone.
10. Demonstration of “adult” behavior, interest in sex issues already in preschool age.

The listed signs also include problems with sleep, fear of the dark, and enuresis.

The presence of any one sign does not necessarily indicate that a child is being abused or experiencing violence (including sexual violence). However, manifested in one or another combination, they should attract the attention of the teacher.

What should you do if, having become acquainted with the above-mentioned signs of behavior, you involuntarily thought about one of the children in your group? In this case, take a closer look not only at the child, but also at his parents. What are the most characteristic features in the behavior of adults that should confirm your fears?

1. When talking about the child, parents show wariness or indifference.
2. Son: (daughters) react coldly or very violently and emotionally to complaints about the behavior of the son: (daughter) in kindergarten.
3. The children's local doctor is often changed, and the child is transferred from one preschool institution to another.

What can a teacher do if he suspects parents of child abuse?

First of all, try to gain his trust, observe his behavior, and it is advisable to record any observed deviations in a special diary. Visit the child at home, see the conditions in which he lives, try to establish contacts with the family. Talk with guardians and close relatives, express your concern about his behavior in kindergarten. As a result of the actions taken, you can come to the following conclusions:

1. your assumption is confirmed (not confirmed);
2. solving the problem is urgent and requires the involvement of specialists.

Thus, the task of educators is to find ways to change parents’ attitudes towards aggressive behavior towards their child. Today, the problem of domestic violence is particularly acute. Horrible facts of child abuse are presented, and preschool employees, who by the nature of their work are responsible for their pets, are especially concerned about little citizens. What is the reason for the violation of children's rights? Of course, not in the absence of relevant laws, but in the unsatisfactory use of the legal framework. In addition, children and many adults do not know the Convention on the Rights of the Child and, therefore, do not have the opportunity to implement its articles. It is also important that parents are often not familiar with constructive methods of influencing their child. To implement the creation of a system of work to protect children’s rights in preschool educational institutions, the following measures are recommended:

• development of a planning system;

• providing scientific and methodological support in this area;

• preparation of didactic material;

• determining the content of the work;

• creation of a form of its organization at the level of all participants in the educational process.

It is best to start implementing the provisions of the Convention with diagnostics, identifying various aspects of the problem through questioning, testing, etc. First, you need to decide on the tasks that the teacher sets when introducing preschoolers to children’s rights

• Introduce children in an age-appropriate manner to the main documents on the protection of human rights.

• Develop respect and tolerance for people regardless of their social origin, race and nationality, language, religion, gender, age, personal and behavioral identity (including appearance, physical disabilities, etc.). • Contribute to the formation of self-esteem, awareness of one’s rights and freedoms, a sense of responsibility (for another person, for a business started, for a given word, etc.).

• Develop respect for the dignity and personal rights of another person.

• Explain social norms and rules of behavior. The main ways to implement tasks are play activities with familiar fairy-tale characters in the form of trips to the Sunny City with Dunno, to the Emerald City with Ellie; KVN “Inseparable friends - adults and children”; holidays - concerts “My beloved grandmother”, “Together a friendly family”; conversations, excursions, reading fiction, educational and educational games, as well as joint and independent activities, competitions, entertainment organized by children. All planned work imparts knowledge to children, evokes an evaluative attitude towards social phenomena, facts, events, and contributes to the development of social emotions and feelings. The process of learning legal culture finds expression in various forms of children’s own activities: play, artistic play, dramatization, productive, labor activity. Preschoolers master moral norms through search-experimental, problem-based and productive activities. Children, regardless of age, are involved in solving simple creative problems: guessing, finding, revealing a secret, composing, modeling, modifying, composing.

All work should help turn the child from a passive, inactive observer into an active participant. Despite the complexity of the topic, a variety of methods and techniques can be used when teaching children:

- use of plots from well-known fairy tales (illustrations, videos, audio cassettes, filmstrips);

- 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: “Whose rights have been violated?”, “Name the rights of the heroes”, “Choose the right”, “Who is greater?”, “Name it - don’t be mistaken!”, “I’ll start, and you continue”, “Save Cippolino”, “ How to correct Barmaley?”, “Help Pinocchio”, “Find the mistake and correct it”, “Choose the right answer”, “Match the proverbs to the pictures”, “What rights did the characters use?” The form of classes 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 explore the world around them through their own experience in specific matters and actions.

Most of the time should be devoted to practice: role-playing and other creative games, practical affairs, various creative competitions, competitions, as well as conversations, stories, disputes, taking into account emotional perception.

You should start by studying the guys, the characteristics of their characters, interests and affections. Taking into account these features will help in establishing friendly relations between children, between boys and girls, in creating an atmosphere of mutual understanding and empathy, which is very important for the children's team. For example, together with your children you can solve the following problems: how to fairly divide one beautiful doll (car); what to do if everyone wants to swing on the swing at the same time?

In my work, I must take into account the child’s right to be who he is with the whole set of personal qualities, I take into account the child’s established social experience, the available “fund of his effective knowledge, skills, and abilities.”

Competition – game “Experts of Law”.

For the correct answer, the player receives a chip. Whoever has the most chips is the winner.

Questions:

1st round.

1. What is the name of the main document on the rights of the child adopted by the 4th session of the UN General Assembly? (Convention on the Rights of the Child)
2. At what age is a person considered a child, according to the UN? (0-18 years)
3. To whom does the Convention give primary responsibility for raising a child? (for parents)
4. Is education a right or a responsibility of parents? (Both right and duty)
5. At what age is a child able to make independent decisions? (from 3 years old).
6. Who is responsible for raising a child if the parents divorce? (Both parents)

2nd round.

1. What rights were violated in the situation: a 15-year-old teenager was banned from attending church? (Respect for freedom of conscience)
2. What rights were violated in the situation: a 17-year-old girl was not allowed to take exams at a military school? (Equal rights for all children regardless of gender)
3. What rights were violated in the situation: a child was given a transfusion of contaminated blood in a hospital? (The right to live)
4. What rights were violated in the situation: the teacher read a note addressed to a student? (Right to privacy of correspondence).

3rd round.

1. In which fairy tale is the right to personal integrity, life and freedom violated? (Gray Neck, Little Red Riding Hood, Thumbelina, The Tale of the Fisherman and the Fish).
2. What literary heroes could complain that their right to the inviolability of their home was violated? (Piglets from the fairy tale “The Three Little Pigs”, a bunny from the fairy tale “The Ice Hut”).
3. The heroine of which fairy tale took advantage of the right to free movement and choose her place of residence? (Frog traveler)
4. In which fairy tale did the heroine exercise the right to seek and find protection and refuge from persecution in other countries (Thumbelina)
5. Which literary heroes took advantage of the right to freedom of peaceful assembly? (Musicians of Bremen, Snow White and the Seven Dwarfs, characters from the fable “Quartet”).

4th round.

1. What crime did the geese-swans commit in the fairy tale of the same name by stealing their brother? (Child abduction)
2. What right of the Princess did Koschey the Immortal violate by taking her to his place and deciding to marry her, in the fairy tale “The Frog Princess”? (The right to marry according to one’s own and mutual desire).
3. What right did Buratino violate by grabbing the rat Shushera by the tail? (Right to privacy).

5th round.

I suggest that teachers resolve the situation.

1. A 2.5-year-old child is called Mishutka because he looks like the boy from the advertisement for Mishutka condensed milk.

Questions:

— What right of the child has been violated?

- What consequences can this lead to?

1. The teacher invites the children to start drawing. The topic is free. One girl goes for the doll and starts rocking it. Boys roll cars between blocks. Other children are drawing.

Question:

-What right does the child exercise in this activity?

1. Parents opposed the collection of money to pay for security in the kindergarten. This issue was put on the agenda for the parent meeting.

Question:

— What right are the parents trying to challenge? What documents will you refer to at the parent meeting?

1. Irishka was playing by the open window. On the windowsill there was a pot with my mother’s favorite flower. Irishka's friends called out from the yard, she raised her hand to wave at them, and... the flower pot ended up on the ground. Hearing the noise, my mother ran into the room. Without understanding it, she scolded and spanked the girl.

Question:

-What rights of the child were violated?

1. A 4-year-old boy sits at the table and talks during lunch. He distracts other children, who also begin to actively discuss the new toys their parents bought for him. At another table, the children had already eaten and were getting ready for bed. The teacher constantly makes comments, trying to force the children to eat in silence.

Question:

-Does the teacher violate the rights of the child?

Summing up the game.

Decisions of the pedagogical council.

1. To improve the use of knowledge on protecting children's rights in everyday work with children and parents when creating a subject-development environment in children's games and activities in preschool educational institutions. All teachers. Constantly.
2. Develop topics for business games, workshops, and trainings in order to solve complex pedagogical situations that arise in everyday life. Deputy head according to VMR, teachers. Until March 01, 2012
3. Create a card index of games for the legal education of preschoolers. Until February 1, 2012
4. Invite parents to share their experience in raising and educating children in the “Treasury of Family Wisdom.” Educators. Until February 1, 2012

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.