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EDUCATION OF HUMANE RELATIONS AMONG THE CHILDREN OF SENIOR PRESCHOOL AGE IN THE CONDITIONS OF INCLUSIVE EDUCATION // Tomsk State Pedagogical University Bulletin. 2017. Issue 1 (178). P. 17-23

The article deals with the problem of education of humane relations among children of the senior preschool age in the conditions of inclusive education. In psychological and educational literature, the concept of “humane relations” is viewed from different angles, as a form of interpersonal relations based on the principles of humanity; as a set of harmonious relations of the subject with the world, other people and themselves. Humane relations manifest themselves in attitudes, beliefs, tastes, emotional experiences, motivations and aspirations to act and the actions themselves. Humane relations include the following symptoms: kindness, compassion, care, caring justice. The article deals with the content of humane relations, the specifics of their development in preschool age in the conditions of inclusive education. Inclusive education is one of the most humane educational solutions for children with disabilities and normally developing children. In the pre-school educational institution children learn to interact with each other, to build equal relations. One of the most organic tools for the development of humane relations among preschoolers is a game activity. The use of specially selected methods and techniques in the course of the game contributes to the effective development of humane relations among the children of preschool age. In the formation of the children ideas about the humane treatment of children with disabilities it is important to use a variety of fiction (fairy tales, legends, stories, poems), problem situations, special talks, pedagogical situations, game activity, as they allow the child to express his subjectivity, stimulate the expression of humanity. It is believed that the development of humane feelings in children of preschool age ensures equal interaction with children with disabilities.

Keywords: humane relations, humanistic orientation of behavior, children of preschool age, moral behavior, inclusive education, game activity

SPECIFICITY OF SENIOR PRESCHOOLERS’ LEGAL DEVELOPMENT // Tomsk State Pedagogical University Bulletin. 2019. Issue 3 (200). P. 10-17

Introduction. The relevance of the article is due to a significant exacerbation of the problem of protecting the rights of children, due to the increase in cases of homelessness, violence, drug addiction, both in the family and in society as a whole. And one of the global tasks of the Russian state at the present stage is the protection of the rights of the child. The family and educational organizations have a big role in crime prevention. The purpose of the article is to identify the characteristic features of the legal development of children of senior preschool age. Material and methods. The methodological basis of our work was a cultural approach that allows us to consider the legal development of children of preschool age as an integral part of human culture and the dialectical method of cognition, involving a comprehensive analysis of the objects studied in their relationship, the definition of cause-effect relationships of the analyzed phenomena; general scientific: analysis, synthesis, induction, deduction, analogy and special methods of scientific knowledge: children’s poll “Children’s Rights”, individual conversation “What to do?” (G. Uruntaeva, Y. Afonkina), survey of educators, Pearson correlation coefficient. Results and discussion. The results of the experimental work showed that the majority of children under the age of five are at the middle and low levels of legal development. Children of senior preschool age do not fully possess the knowledge of rights and obligations that are not sufficiently complete and specific. Preschool children find it difficult to define the concepts of law, right, etc. The children of senior preschool age found it difficult to properly assess their actions and the actions of other people, sought help from an adult, followed the rules of behavior subject to adult control. As the results of the analysis of the experimental work showed, the majority of children of 5 years old are at an average (47 %) and low (45 %) levels of legal development and only 8 % of older preschool children have high rates. Statistically, this thesis was confirmed by a high value of the Pearson criterion correlation coefficient between the signs (criteria of legal development levels) (rs = 0,6). This was reflected in perceptions, behaviors, experiences, feelings of children, which in aggregate determine the formation of legal development. Сonclusion. The materials of the article can be used in the practice of pre-school educational organizations, educational activities for the preparation of bachelors and masters in pedagogical, psychological and pedagogical areas of training.

Keywords: rights, legal development, children of senior preschool age, responsibility, freedoms