СЕНСИТИВНІСТЬ В АСПЕКТІ ФОРМУВАННЯ ЦІННІСНОГО СТАВЛЕННЯ ДО МОРАЛЬНО-ПРАВОВИХ НОРМ У ДІТЕЙ

Abstract

Legal education of children at the stages of preschool and primary school age, when the foundation of citizenship, morality, legal education is laid, the effectiveness of which depends on the effectiveness of the process of becoming a responsible citizen of the country. The article deals with the prospects of forming a value attitude to moral and legal norms in children based on a survey of their parents and teachers. It is noted that receiving information from an adult about human rights, the child begins to relate them to moral values. Gradually, the moral and legal ideas that are formed in the child, form a personal system of legal ideals and beliefs, on the basis of which she will later be able to assess legal information, forming its own sensitivity to the assimilation of legal norms. In particular, the child first learns the moral norms on the basis of which he is able to evaluate actions for morality or immorality ("what is good and what is bad", "what can be done and what should be avoided"). In this way, the child in his behavior is adjusted to actions in accordance with the norms of morality. Gradually, it becomes available to understand the child that people are punished for certain antisocial, illegal acts (sometimes children are afraid that they will be taken to the police), according to state laws, awareness of the existence and functioning of institutions with punitive powers. In the future, adults should form children's ideas about human offenses in terms of their legal behavior or vice versa - immorality and inadmissibility of certain actions and deeds, as well as acts contrary to the principles of law already known to children and violate the rights of others. The result of this process is the child's awareness of the injustice of the offense and the differentiation of its legal and moral ideas, which allows you to assess the behavior of yourself and others from the standpoint of justice-injustice with the legitimacy of priority and significance. In this approach, the moral assessment of fair behavior is perceived by the child as secondary.