In modern society, every civilized, educated person, and especially a teacher, parent, is obliged to know their rights, the rights of their children, be able to defend, protect them, and respect the rights of others. The main task of legal education is to provide each child with optimal conditions for the development of individual abilities, the possibility of self-realization, regardless of his psychophysical abilities.

The Declaration of the Rights of the Child is the first document to recognize and respect the rights of children through legislative and other measures, which includes 10 principles that reveal the basic rights of the child

DECLARATION OF THE RIGHTS OF THE CHILD 1 PRINCIPLE The child must own all the rights specified in this Declaration. 2 PRINCIPLE The child should be provided with special protection and favorable conditions that would allow him to develop in conditions of freedom and dignity .. 3 PRINCIPLE The child should have the right to his name and citizenship from his birth .. 4 PRINCIPLE The child should enjoy the benefits of social security. 5 PRINCIPLE A child with disabilities should be provided with special treatment, education and care necessary because of his special condition.

6 PRINCIPLE A child for the full and harmonious development of his personality needs love and understanding. 7 PRINCIPLE The child has the right to receive education, which should be free and compulsory. 8 PRINCIPLE The child must, in all circumstances, be among those who are the first to receive protection and assistance. 9 PRINCIPLE A child must be protected from all forms of neglect, cruelty and exploitation. 10 PRINCIPLE A child must be protected from practices that may encourage racial, religious or any other form of discrimination.

The declaration was the semantic basis of the new major international document - the Convention on the Rights of the Child. The 44th session of the UN General Assembly adopted the Convention on the Rights of the Child in 1989. Russia ratified (signed) the Convention on September 15, 1990. The United States - has not yet signed the Convention on the Rights of the Child.

(cited by the Convention on the Rights of the Child) ABBREVIATED LIST OF CHILD RIGHTS (cited by the Convention on the Rights of the Child) Article 2. All children have equal rights regardless of nationality, gender, religious or political beliefs. Article 6. The right to life. Survival and free development. Article 8. The right to preserve their individuality. Article 9. The right to communicate with both parents. Articles 12 and 13. The right to freedom of expression. Article 14. The right to profess any religion. Section 15. The right to freedom of association and peaceful assembly. Article 16. The right to protection from encroachment on privacy, confidentiality of correspondence, honor and reputation. Article 17. Right to access information. Article 19. The right to protection from all forms of violence.

Article 27. The right to a decent standard of living. Article 28. The right to education. Article 31. The right to rest and leisure. Section 32. The right to protection from economic exploitation and the performance of life-threatening work. Article 37. The right to protection from ill-treatment. Article 38. Children under the age of 15 years shall not participate in hostilities. Article 40. The right to humane treatment of children if they violate the law. There are 54 articles in the Convention on the Rights of the Child

World Declaration on the Survival, Protection and Development of Children (1990) “Children of the world are innocent, vulnerable and dependent” An action plan to alleviate the plight of millions of children living in particularly difficult circumstances, such as orphans and street children, victims of natural disasters and disasters, children with disabilities and children subjected to abuse, living in adverse social conditions

Normative documents of the federal level: Constitution of the Russian Federation According to the Constitution of the Russian Federation, motherhood, childhood and family are protected by the state. Family Code of the Russian Federation art. 54 p. 2 The right of the child to live and be brought up in a family art. 56 The right of the child to protect his legitimate interests 57 The right of the child to freedom of expression

Federal Law "On Basic Guarantees of the Rights of the Child in the Russian Federation" Art. 7 p. 3 In accordance with the legislation of the Russian Federation, responsibility for work on the upbringing, education, health protection, social protection and social services of a child other than parents is also borne by pedagogical, medical, social workers, psychologists and other specialists.

Law "On Education in the Russian Federation" Art. 34 “Fundamental rights of students and measures of their social support and stimulation”, Art. 45 “Protection of the rights of students, parents (legal representatives)” The Criminal Code of the Russian Federation On January 1, 1997, the Russian Federation introduced criminal liability of parents for failure to fulfill or improper fulfillment of responsibilities for raising children. Art. 156 In the event that the parents abuse the child, they are criminally punished.

Normative documents of the DOE level. The DOU charter is a normative document that presents the rights and obligations of all participants in the educational process: children, teachers, parents. p. 6.3 Rights of pupils: MBDOU d / s 42 ensures the rights of each child in accordance with the Convention on the Rights of the Child, adopted by the 44th session of the UN General Assembly and applicable law.

MBDOU d / s 42 creates conditions guaranteeing: - the protection and promotion of the health of pupils; - protection from all forms of physical and mental violence; - protection of its merits; - satisfaction of needs in emotional - personal communication; - satisfaction of physiological needs (in nutrition, sleep, rest, etc.); - The right to education; - development of his creative abilities and interests; - receiving additional (including paid) educational and other services; - The right to social support provided for by the legislation of the Russian Federation.

BASIC FORMING STAGES FINAL Acquaintance with moral norms and rules, during which children begin to understand the advantage of their fulfillment Expanding knowledge through information on principles and specific norms guaranteeing the rights of the child, familiarization with their own rights Activating children's activities, stimulating their willingness to uphold, protect their rights and the rights of other children, applying in practice both knowledge of the rights and freedoms themselves, and the ability to realize them.

1 BLOCK Rights with which children meet constantly: the right to a name, the right to love and affection, the right to play, protection from abuse, etc. 2 BLOCK Rights that are most often violated. These include: the right to express one’s opinion, the right to property, to privacy, to choose one’s favorite occupation 3 BLOCK Rights, the knowledge of which can contribute to the development of a child’s interest in social phenomena, and which are accessible to cognition at the level of generalizations: the right to education, to housing and family, for good nutrition

MODEL OF THE PEDAGOGICAL PROCESS OF LEGAL EDUCATION OF PRESCHOOLERS PURPOSE Formation of the foundations of the legal consciousness of preschoolers TASKS Familiarization of children with the basic documents for the protection of human rights Formation of self-esteem, awareness of their rights and freedoms, as well as duties and responsibilities Education of respect for the dignity and personal rights of another person, the formation of the foundations Tolerance SYSTEM OF INTERACTION OF NOD Joint activity Independent activity

JOINT ACTIVITY Conversations, Mini-discussions Watching cartoons Subject role-playing games, stage plays Didactic games Games for the development of communicative skills Sketch-searching activity (resolution of various situations) Productive activity Reading fiction

As illustrative examples illustrating a particular right of children, a legal concept, it is more efficient to use poems, proverbs, sayings, fairy tales. For example: We take the article of the Convention as a basis, then we select fiction, the plot of which reflects a legal concept, certain social phenomena. We select and use visual aids, illustrations for fairy tales, schemes. Next, we read the selected work of art and discuss which right of the heroes of the work was violated. The fairy tales serve as an excellent basis for studying the rights of the child: “Cinderella” - an article on “Exploitation of child labor”, “Thumbelina” - “A child has the right to live with his parents”, “Adventures of Pinocchio” - “Every child has the right to rest and leisure” , “Every child has the right to express their views, thoughts,” “Every child has the right to free education,” etc. The final event may be a quiz

COOPERATION WITH PARENTS According to the concept of primary legal education S.A. Kozlova, the problem of legal education of children can be solved effectively only if approached from two sides: from the side of ensuring legal literacy of adults and from the ability of a child to realize his rights and obligations.

   “Respect for man is the touchstone. If respect for a person is laid in the hearts of people, they will inevitably come to the creation of such a social, economic, political system that makes that respect an immutable law. ” Antoine de Saint Exupery

Purpose: implementation of the rights of the child in the practice of educators.

Tasks:

• to increase the level of professional literacy of teachers on the prevention of violations of the rights of the child
• contribute to the social adaptation of the child through the formation of legal knowledge
• improve approaches, search for effective forms of interaction with parents and influence on them.

Teachers Council Plan

1. Introduction by the leader about the relevance of the problem.

Head of d / s.

2. The results of the thematic audit

Senior educator.

3. Speeches by speakers on the topic of the teacher council:

• Features of the realization of the rights of the child through social relationships (Educator)
• Features of observing children's rights to childhood in different age groups. (Carers)

4. Results of a survey of parents

Senior educator.

5. Pedagogical training.

Senior educator.

6. Business game “We know the rights of the child” .

7. Discussion of the draft decision of the teacher council. Reflection.

Head, DOW team

Preparation for the teacher's council

1. Workshop “Legal education in a preschool educational institution” .

Senior educator, educators

2. Consultation "The introduction of preschoolers to the origins of national culture through Russian folk outdoor games"

Instructor FIZO

3. Theoretical consultation for educators on the protection of the rights of the child and legal education. Art. educator.

4. Thematic audit "Organization of the legal education of preschool children"

Head, Art. educator

4. “Legal Knowledge Week” .

5. Competition for the best didactic game in legal education.

Educators

6. Conversation with educators “The use of fiction in the legal education of preschoolers” .

Teacher speech therapist.

7. Questioning parents “What do you know about the rights of the child?” , a festival of outdoor games with the participation of parents “We are Russians!”

Educators

1. INTRODUCTORY WORD OF THE DOW HEAD.

The most important criterion for determining the values \u200b\u200bof any society is its attitude to childhood. Child protection is one of the strategic priorities of the economic and social policy of Russia, the solution of which is constantly paid attention to in the programs of socio-economic development at all levels. Over the past decade, in the difficult period of socio-economic reforms in Russia, a number of measures have been implemented aimed at solving childhood problems. Constitution of the Russian Federation (1993) secured the provision that childhood is under state protection. A favorable trend is the strengthening of interaction, constructive cooperation of preschool educational institutions, educational authorities and parents of children attending and not attending kindergartens. That is why the need to study and accumulate materials in the field of protection of childhood rights in a preschool educational institution is an urgent topic. Improving the legal culture of preschool teachers and parents of preschoolers is a condition for the formation of the rule of law and civil society. The legislative framework for the protection of childhood 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 childhood were formulated in a number of countries. In the second half of the XX century. An international childhood protection system began to take shape:

• in 1946, the United Nations Children's Fund was founded (UN)   - UNICEF

- in 1989 - UN Committee on the Rights of the Child. The main documents protecting the rights of children have been adopted:

• Declaration of the Rights of the Child (1959)
• Beijing rules (1985)
• UN Convention on the Rights of the Child (1989)
• World Declaration on the Survival, Protection and Development of Children (1990).

Hopes that the new century will be the century of the child did not materialize. Modern childhood needs protection just as it did centuries ago. UN data confirms that forty thousand children become disabled every day from hunger and disease. The number of working children aged 5 to 14 years, according to the International Organization of Workers, in 1996 amounted to 250 million.

However, childhood is not only threatened by war, disease and poverty. Peace and prosperity in industrialized countries are not an automatic guarantee of the best opportunities for respecting rights and protecting children. There are attacks on childhood at virtually all levels and in all areas of life - public, political and private. The needs and rights of children are relegated to the background or forgotten about them altogether.

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

• physical impact, the so-called physical oppression;
• moral prohibitions, restrictions, humiliations, hypocrisy, a lie in relation to children, caused by the inability of parents to build relationships with children and educate them;
• neglect by the parents of the interests of the child that does not correspond to the ideas of adults about them, neglect of friends and acquaintances of children, negative assessments of the interests and actions of the child outside the home, neglect of the views and interests of the child;
• lack of living conditions (restrictions and prohibitions in food, health care, in the purchase of essential things);
• violation of sexual norms in the family circle both in communication with children and through demonstration by parents of marital infidelity.

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

Trusting the eyes of children
And angels guard their souls.
May serene that peace
Nothing will break forever.

And don't let the tear roll
Neither from insults, nor from sorrow,
And like the sun, always
The smile on his face shines.

Sensitive children's heart
Open your heart
And a feeling of miracle
Will always be with you.

Calm mothers will leave
A day full of affairs, hassle, worries,
With hope they look into the eyes
Saying goodbye to you at the gate.

Don’t lie to hope
Don't be strict with the kids
And the hearts of tender sprouts
Do not touch your hard hand.

We hope that the chosen topic is interesting and relevant for you and you will become active participants in the discussion. You will be able to learn about how legal education work is carried out in our preschool educational institution, what forms are used and not only about it, during the teacher's council.

Since ancient times, mankind 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, thinkers raised in their works the problem of protecting children. So, Antoine de Saint-Exupery wrote: “You are forever responsible for those you tamed” .

A presentation on the legal education of preschool children is offered.

Then the results of the thematic review are summarized. “Organization of the legal education of preschool children in a preschool educational institution” (Appendix No.).

3. Speech by the educator on the problem “Features of the realization of the rights of the child through social relationships” . (Appendix No.)

Educators of all age groups represent the experience: “Features of the observance of the rights of the child to childhood in different age groups” , accumulated material on the problem of legal education.

4. Senior teacher summarizes the results of a survey of parents “What do you know about the rights of the child?” (Appendix No. __).

Parent questionnaire analysis “Children's rights” . MDOU "Kindergarten number 235"   October district of the city of Saratov, October, 2011.

The survey involved 100 people.

To the first question of the questionnaire: “Do you consider the problem of the rights of the child relevant for our country and city?”   the answers of parents were distributed as follows -Yes - 75%; No - 10%; Hard to say - 15%.

To the second question of the questionnaire: “In your opinion, is it better to consider the legal status of a child in the family from the point of view of his interests or the interests and duties of his parents?”   the answers of parents were distributed as follows - From the point of view of the interests of the child - 40%;

From the point of view of the interests of the child and the interests and responsibilities of parents -60%.

To the third question of the questionnaire: “Have you ever met the Concept of the Rights of the Child?”   parents' answers were distributed as follows - 40%; No - 60%.

To the fourth question of the questionnaire: “Which of the following children's rights do you consider important to respect in the family?”   parents listed almost all the rights that are given in the questionnaire.

To the fifth question of the questionnaire: “Please formulate what the phrase“ happy childhood ”means to you ? " the answers of the parents were as follows -

Health, love, understanding - 35%; Parents' love - 40%; Full loving family - 20%; 35% do not need anything; Refused to answer - 20%.

To the sixth question of the questionnaire: “Can you, in your opinion, consider the lack of time for parents to participate in the life of the child in kindergarten as a violation of children's rights?”   answered so -Yes - 45%; No - 25%; Hard to say - 30%.

On the seventh question of the questionnaire: “In your opinion, can it be considered a violation of children's rights when they see their parents quarreling every day?”   answered so -Yes - 90%; No, 10%.

On the eighth question of the questionnaire: “Please tell us your opinion: are the rights of your child in kindergarten always respected?”   the answers of parents were distributed as follows - Yes - 65%; No - 5%; Hard to say - 30%.

On the ninth questionnaire of the questionnaire: “Please tell us your opinion: are the rights of your child in the family always respected?”   the answers of parents were distributed as follows - Yes - 65%; No - 10%; Hard to say - 25%.

Answers to the tenth question of the questionnaire were distributed as follows - “All people are literate and without classes know what is good for the child and what is bad” - 10%;

“It would be interesting to participate, be sure to invite me to these meetings” - 60%; “I would love to, but ...” - 30%.

Thus, most families are somehow familiar with the concept "Rights of the child" , try to take into account the rights of the child in the family, would love to come to the meetings of the training cycle on the problem of the relationship of adult rights and the rights of the child in the family.

5. Pedagogical training for educators “What do you know about the convention?”

“WHAT DO YOU KNOW ABOUT THE CONVENTION?” *

1. When the Convention on the Rights of the Child was adopted:

a) in 1924;

b) in 1957;

c) in 1989.

2. When the law was passed “On basic guarantees of the rights of the child in the Russian Federation” :

a) in 1990;

b) in 1998;

c) in 2000.

3. A child is every human being:

a) before reaching the age of 16;

b) before reaching the age of 18;

c) until reaching the age of 21.

4. From birth, the child has the right:

a) on citizenship;

b) equality;

c) to freedom.

5. From the age of six, a child is entitled to:

a) independently enter into small household transactions;

b) change the name or surname;

c) express their opinion when deciding a question affecting his interests.

6. A child has the right to attend educational institutions:

a) from 1.5 years;

b) from 3 years;

c) from 6 years old.

7. A child has the right to go to work:

a) from 14 years old;

b) from 15 years old;

c) from 16 years old.

8. A young man may be involved in military operations:

a) from 15 years old;

b) from 16 years old;

c) since 18 years.

9. The state minimum social standards of the main indicators of the quality of life of children include guaranteed, generally available, free of charge:

a) initial general, basic general, secondary (full)   general education, primary vocational education;

b) secondary vocational, higher vocational education;

c) education in educational institutions.

a) from 6 years old;

b) from 8 years old;

c) from 14 years old.

6. BUSINESS GAME “WE KNOW THE RIGHTS OF THE CHILD”

Purpose: to form a knowledge system for the protection of childhood rights.

Tasks:

• reveal the creative potential of teachers
• teach professionally assess pedagogical situations for the protection of the rights of the child

To give an opportunity, working as a group, to unite it with a common initiative idea.

Creation and adoption of the UN Convention on the Rights of the Child

On November 20, 1989, the UN General Assembly voted unanimously “World Constitution of the Rights of the Child” . And on January 26, 1990, the Convention on the Rights of the Child was signed by 61 countries.

The Supreme Soviet of the SSR ratified the Convention on the Rights of the Child on June 13, 1990, and on July 14, 1990, it entered into force for the Russian Federation.

After 6 years, it was accepted by almost all states of the world, with the exception of two - Somalia and the United States.

The document contains 4 basic requirements that should ensure the rights of children:

• Survival
• Development
• Protection
• Ensuring active participation in society

It has two fundamental principles:

1. the child is an independent subject of law, i.e. possesses the full range of civil, political, economic, social and cultural human rights.
2. Priority of the interests of children over the needs of the family, society, religion.

The significance of the Convention lies in the fact that its articles first bring together 38 rights of the child, previously dispersed in a large number of documents relating to various areas of rights.

Rights proclaimed in the UN Convention on the Rights of the Child

In accordance with the document under discussion, the child has the following rights:

1. Child's right to life (Article 6, paragraph 1).
2. The right of the child to know his parents (Article 7, Clause 1)
3. Child's right to parental care (Article 7. Clause 1)
4. The right of the child to the name (Art. 7, para. 1; Art. 8, para. 1)
5. Child right to citizenship (Art. 7, para. 1; Art. 8, para. 1)
6. Children's right to preserve their individuality (Article 8, paragraph 1)
7. The right of the child to family relationships (Article 8, paragraph 1)
8. The right of a child separated from parents to maintain personal relationships and direct contact with parents (Article 9, Clause 3)
9. The right of a child whose parents live in different states to maintain personal relationships and direct contacts with both parents (Article 10, Clause 2)
10. 10. The right of the child to leave any country, including his own, and to return to his country (for the purpose of non-separation from parents) (Article 10, Clause 2)
11. The right of the child to freedom of expression (Article 12, Clause 1)
12. The right of the child to freedom of expression; this right includes freedom to seek, transmit and receive information and ideas of any kind, regardless of borders, orally, in writing or in print, in the form of works of art or by other means of the child’s choice (Article 13, paragraph 1. 2)
13. The child's right to freedom of thought. Conscience and Religion (Article 14, Clause 1, 2)
14. The right of the child to freedom of association and freedom of peaceful assembly (Article 15, paragraph 1. 2)
15. Child's right to privacy (Art.16.1)
16. The right of the child to the inviolability of the home (Article 16, paragraph 1)
17. The right of the child to family life (Article 16, paragraph 1)
18. The child's right to privacy of correspondence (Article 16, paragraph 1)
19. The right of the child to protect the law from unlawful interference and encroachment on his honor and reputation (Art.16, p.1.2)
20. The right of the child to access information and materials from various national and international sources (Article 17, paragraph 1)
21. The right of the child whose parents work to use childcare services and facilities (Article 18, paragraph 3)
22. The child’s right to protection from all forms of physical or mental abuse, abuse or abuse, neglect or neglect or exploitation, including sexual abuse (Article 19, Clause 1)
23. The right of a child deprived of a family environment to special protection and assistance (Article 20, paragraph 1)
24. The right of a mentally and physically disabled child to special care (Article 23, Clause 2)
25. The right to use the most advanced health system services and the means to treat diseases and restore health (Article 24, Clause 1, 2, 4)
26. The right of a child placed in care by the competent authorities for the purpose of caring for him, his protection or physical or mental treatment, to a periodic assessment of treatment and all other conditions related to his care (v. 25)
27. Child's right to benefit from social security benefits, including social security (Article 26, paragraph 1)
28. The right of the child to the standard of living necessary for physical, mental, spiritual, moral and social development (Article 27, Clause 1, 3)
29. Children's rights to education (Article 28, Clause 29)
30. The right of a child belonging to an ethnic, religious or linguistic minority or indigenous population to use their native language, their culture, practice their religion and practice its rites (v. 30)
31. The right of the child to rest and leisure (Article 31, paragraph 1. 2)
32. The right of the child to participate in games and recreational activities appropriate to his age, to freely participate in cultural and creative life and to engage in art (Article 31, paragraph 1)
33. The child’s right to protection from economic exploitation and from performing any work that could be dangerous to his health or an obstacle to his education, or damage his health and physical, mental, spiritual, moral and social development (Article 32, paragraph 1)
34. Child's right to protection against illegal use of narcotic drugs and psychotropic substances (v. 33)
35. The right of the child to protection from all forms of sexual exploitation and sexual abuse, from other forms of exploitation that are detrimental to any aspect of the well-being of the child (Art.34; Art.36)
36. The right of a child deprived of liberty to immediate access to legal and other appropriate assistance (v. 37)
37. The right of a child deprived of liberty before a court or other competent, independent and impartial body and the right to make an immediate decision with respect to any such procedural action (v. 37)
38. The right of a child who is considered to have violated criminal law, is accused or found guilty of violating it, to such treatment, which contributes to the development of a child's sense of dignity and significance, strengthens his respect for human rights (Article 40, paragraph 1)

Teachers are divided into 2 teams.

Break down the rights enshrined in the Convention into groups:

For 1 team:

• Survival Rights
• Development Rights

For 2 teams:

• Protection Rights
• Rights ensuring active participation in society

Think and answer (Who is faster):

• In which fairy tale is the right to personal inviolability, life, freedom violated? Prove that the selected literary work is chosen correctly. ("Red Riding Hood" , "Gray neck" , "The Tale of the Dead Princess and the Seven Knights"   and etc.)
• What literary characters could complain that the right to inviolability of the home was violated? ("Three pigs" , “Zayushkina’s hut”   and etc.)
• In what famous fairy tale of Marshak the child’s right to care and care is violated? ("Twelve months" )
• In which fairy tale is the child’s right to rest and entertainment violated? ("Cinderella" )
• What right did the witch violate in the fairy tale "Sister Alyonushka and brother Ivanushka"? (The right to live)
• What right did the frog use in Garshin's fairy tale "The Traveling Frog"? (The right to freedom of movement)
• What rights did the brothers violate in the tale "Ivan Tsarevich and the Gray Wolf"? (The right to life and security of person)
• What right did the Tsarevna violate by the Immortal Kasha, taking her to himself and deciding to marry her, in the fairy tale "The Frog Princess"? (To marry by free and mutual consent)
• What right did the talking cricket Pinocchio advise to use in A. Tolstoy's fairy tale "The Golden Key"? (The right to free education)
• What right did Pinocchio violate by grabbing the rat Shushera by the tail? (Right to Personal Immunity)

"Magic chest" (for 2 teams, in turn)

From the chest, items symbolizing familiar human rights are taken out in turn.

• Birth Certificate - What kind of document? What right does he recall? (About the right to a name).
• Heart - What right can a heart stand for? (On the right to care and love).
• House - Why was the house here? What right does he recall? (On the right to property).
• Envelope - What does an envelope look like? (No one has the right to read other people's letters and peep).
• Primer - What right did the primer remind you of? (On the right to education).
• Toy Bunny and Bunny - What do these toys resemble? (On the right of the child to be with his mother).

Solve problematic situations.

For 1 team:

Situation 1

4 years old boy sitting at the table, talking during lunch. He distracts other children, who also begin to actively discuss new toys bought by his parents. At another table, the children had already eaten and began to prepare for bed. The teacher constantly makes comments, trying to make the children eat silently.

Questions:

Does the teacher violate the rights of the child?

What are you doing in a similar situation?

Situation 2

The teacher offers children to do drawing. The topic is free. One girl goes after the doll and begins to rock her. The boys are rolling cars between the dice.

Other children draw.

Question:

What right does the child exercise in this activity?

For 2 teams:

Situation 3

There is a lesson to familiarize yourself with the outside world. A story about different professions. The child speaks about the profession of teacher (or doctor), what is it "The profession of the poor" . Question:

How to react to this opinion of the child?

Situation 4

The child, having come to the group, says to the teacher: “Mom violated my rights today, she spanked me” .

Assignment: Describe the procedure for protecting the rights of the child in this situation.

Situation 5

The teacher took the belt from the child, whom he waved during undressing after a walk, and put it on the cabinet. In the evening, the boy’s father demanded an explanation from the second shift educator, because, in his opinion, the rights of the child were violated.

Questions:

What do you think?

Was the right of the child violated in this case? Which one?

Show the sequence of steps in your conversation with the boy's father. Confirm your arguments with articles from the Convention for the Protection of the Rights of the Child.

Senior teacher summarizes the business game, reflection.

Using these games as an example, we became convinced of how an adult's personality affects the psycho-emotional state of a child and acquired the skills of constructive interaction in the educational process.

Thus, in the classroom and in everyday life, it is necessary to play situations in which children make independent decisions leading to the idea that all people have the same rights.

The draft decision of the pedagogical council

1. To improve the use of knowledge on protecting the rights of childhood in everyday work with children and parents when creating in the DOE a subject-developing environment in games and educational activities of children.
2. To develop the theme of business games, workshops, and trainings with the aim of solving complex pedagogical situations that arise in everyday life.
3. Coordinate the interaction of all specialists of the preschool educational institution –psychologist, medical worker, music director, physical education instructor — in the implementation of the rights of the child in kindergarten.
4. Organize discussion clubs for teachers and parents on the protection of children's rights in different age groups on the topic "The rights of the child in our kindergarten" .
5. To collect, with the help of parents and educators, a video library and a library for children to get acquainted with the Declaration of the Rights of the Child, the UN Convention on the Rights of the Child, etc.

The legal education of preschool children began to be given much attention, since preschool childhood is the most favorable period for the formation of a child’s personality.

The success of this work largely depends on the training of teachers. In addition, there is now a mismatch between the actual level of readiness of educators to implement legal education and the actual need for it.

This makes it necessary to plan special methodological work with the teaching staff to master the content, methods and technologies for the legal education of children, as well as to improve the legal culture of educators and their pedagogical qualifications in this area.

For the formation in children of elementary ideas about their rights and freedoms, the development of respect and tolerance for other people and their rights, it is important not only to give knowledge, but also to create conditions for their practical application.

When organizing work in this direction, it is necessary to rely on the types of activities leading for schoolchildren: game and art-productive. These are didactic, role-playing and theatrical games; games and exercises for the development of the emotional sphere, empathy, communication skills.

How to organize this work?

To organize problem-searching activity of children (solution of situations).

Productive activities (drawing, modeling, application).

The use of fairy tales, poems, proverbs, sayings, as illustrative examples illustrating a particular law or concept. (Here it is necessary to approach fairy tales carefully, when considering the legal system of ratings, not to distort the children's perception of the world of fairy tales, so as not to come to a condemnation of the heroes and justification of the villains)

Also, this work cannot be reduced to simply memorizing the articles of the document and individual human rights.

What tasks do we set for educators?

To acquaint children in a form appropriate to their age with the basic documents for the protection of human rights.

To foster respect and tolerance, regardless of origin, racial and national origin, language, gender, age, personal and behavioral identity; including appearance and physical disabilities.

Promote self-esteem; awareness of their rights and freedoms; feelings of responsibility for another person, for a started business, for a given word.

To foster respect for the dignity and personal rights of another person.

Explain social norms and rules of conduct.

To solve the tasks, our kindergarten organizes work in three areas:

- with teachers (study on the analysis of regulatory and legal documents);

- with parents (parent-teacher meetings on the topic);

Now I would like to highlight the third area, namely, work with children. To begin, we will carry out a warm-up that will sound under the heading:

“Law Academy”

1. To what age is a person considered a child? (18 years)
2. How do you understand the expression: “My house is my fortress”?
3. How is it related to human rights?
4. The state guarantees in the field of education of preschool children (what rights?)
5. What child rights are violated in areas of armed conflict?

Choose judge N.The.

   Consider a poster on the fairy tale “Gray Neck”.

The first team of characters whose lives are in danger. Second team   finds one who encroaches on the life of the characters.

Work with cards based on fairy tales.

The protection of abstracts, conversations and classes (one at a time) and one at a time is called.

1. Teams take apart the pictures and place them on the corresponding easels.
2. The team presents its games and names what rights are assigned to them.

Here we are in a playful manner examined some points of legal education.

Now pay attention to the poster again “Legal education of children - myth or reality”   and express your opinion on this.

Select editors to create posters or advertisements calling for the active protection of children's rights.

The remaining participants develop proposals for the decision of the pedagogical council (you can use cards).

The judge coordinates and makes a decision of the pedagogical council.

Music sounds "The Sandpit Generals". N.V. He reads the poem “Let childhood take place”.

A. Based on the tale “The Fox and the Hare”

3. Sketch a character who helped the hare regain his rights.

A1. Based on the fairy tale “Sister Alyonushka and brother Ivanushka”

1. What right did the witch violate in this tale? (The right to life, the right to education, the right to own property).

B. Based on N. Nekrasov’s poem “Grandfather Mazay and the Hares”.

1. Count in the figure how many rabbits Grandfather Mazay helped save his life, and circle the number you need. 1 2 3 4 5 6 7 8 9 10

2. Find poems in the poem about harassment of rabbits. (What articles?)

B1. Based on the fairy tale “Geese-swans”.

1. What right did the geese swans violate by stealing the brother Ivanushka?

2. Who helped the girl escape and rescues the brother from captivity. (Sketchy draw).

Cook:

1. Poster "Legal education of children - myth or reality."
2. Poster for the fairy tale "Gray Neck".
3. The cap of the judge.
4. Cards with quests for fairy tales.
5. Summaries of classes, conversations, games.
6. Categories: “I have the right ...”, “I should not ...”.
7. Pictures by category.
8. Other types of rights: “Cat, rooster, fox”, “Cipollino”.
9. Whatman, 1/4 sheets
10. Felt-tip pens.
11. Cards for making decisions.
12. Tape recorder and cassette.
13. Articles on the declaration.
14. Declaration of the Rights of the Child.
15. Two easels, tables.
16. The book "Grandfather Mazay and hares."

Can be used:

Reading: “Grandfather and grandson” KD Ushinsky; “Flower-seven-flower”; “Tell a man, hello” V. A. Sukhomlinsky

Games: “Family Council” (ability to express one’s own opinion); “What the family album told about”; "I and my family".

Drawing up a family tree.

Drawing “My Family” and compiling an album of drawings.

Crafts from natural material with the participation of adults and children.

Leisure “Inseparable friends - adults and children”.

Literature

Convention on the Rights of the Child

“We study human rights” V. Antonov

“Your Rights” Vita-press, 1996.

Work experience of the methodologists of Volgograd and Tolyatti.

1. Raising and expanding the legal consciousness of teachers and parents, increasing the cohesion of teachers and parents.
2. Protection of the rights of the child at all stages of its development and prevention of the correction of asocial behavior of parents, applicants to the “risk” group.

Discussion club "Conversations by the fireplace"

Teachers of MDOU 18 people; Chairman of the Parents' Committee Zaitseva O.A .; members of the parent committee 10 people .; Head KPO Center for Social Assistance to Family and Children Shishkina G.F.

Providing informational, psychological, pedagogical, methodological assistance to teachers, parents, children, with the invitation of specialists from the Center for Social Assistance to Family and Children through business games, trainings, consultations.

The formation of common approaches to education, a joint study of the personality of the child, the development of common requirements, the organization of assistance in the development of moral principles.

Karepina Elena Anatolyevna
educator
MBDOU DS No. 68 "Camomile"
Stary Oskol city district

“Family for a child is a source of public experience. Here he finds role models and here his social birth takes place. And if we want to grow a morally healthy generation, we must solve this problem “with the whole world”: kindergarten, family, community. ” V. A. Sukhomlinsky

Legal education   - This is a targeted and systematic effect on the consciousness and behavior of the child with the aim of forming his legal upbringing. The legal education of preschoolers began to be given much attention, preschool childhood - the most favorable period for the formation of the personality of the child. Legal education of preschoolers is to form the foundations of legal consciousness. In preschool age, a child has confidence in himself, people, the world, character is formed, his sense of dignity and confidence is strengthened.

In children, you need to cultivate self-confidence, self-esteem and respect for others. The fullness of self-awareness and tolerance - this is the basis of the legal education of preschoolers.

The development of a person’s legal consciousness is a long, complex and contradictory process that lasts almost the entire life of a person. But, as the studies of psychologists L.V. Vygotsky and D. B. Elkonin, the preschool period is sensitive in the formation and development of the personality of the child.

Primary ideas about the social norms of human behavior, about the need for a certain order in human relationships are acquired in childhood, even in the preschool period. And on what kind of understanding of the law and attitude to it is developed by the child during this period, his subsequent behavior in the legal sphere also largely depends. A child, taught in preschool years to find humane ways to resolve disagreements with others, in his later life will not resort to infringement of the rights of other people.

Two important institutions for the socialization of children are the family and the preschool. Their functions are different, but for the full development of the child, their interaction is necessary.

In the family, the child receives his first individual skills, learns the norms and rules that are reflected in his behavior in various situations of everyday communication. The family is the only educational institution whose moral impact a person experiences throughout his life. The family carries out practical mastery of morality, the rules governing society.

Unfortunately, parents differently understand the rights of children and the possibilities of their application. Some respect the rights of children, understanding that they are strictly defined by the functions of the state and their non-fulfillment will lead to certain sanctions. Others have a more abstract understanding of legal issues and partially accept it. There is a third of parents who have no idea about the rights of children. A preschool, because of its proximity to the family, can become an important link in protecting the rights of the child.

The legal education of preschool children began to be given much attention, since preschool childhood is the most favorable period for the formation of a child’s personality.

For the formation in children of elementary ideas about their rights and freedoms, the development of respect and tolerance for other people and their rights, it is important not only to give knowledge, but also to create conditions for their practical application. Organizing work in this direction, it is necessary to rely on the leading type of activity for preschoolers - the game. These are didactic, role-playing and theatrical games, games and exercises for the development of the emotional sphere, empathy, communication skills. Also, this work cannot be reduced to simply memorizing the articles of the document and individual human rights.

What are our challenges?

To acquaint children in a form appropriate to their age with the basic documents for the protection of human rights. To foster respect and tolerance, regardless of origin, racial and national origin, language, gender, age, personal and behavioral identity; including appearance and physical disabilities. Promote self-esteem; awareness of their rights and freedoms; feelings of responsibility for another person, for a started business, for a given word. To foster respect for the dignity and personal rights of another person. Explain social norms and rules of conduct.

To solve the tasks, our kindergarten organizes work in three areas:

• with teachers (study on the analysis of regulatory and legal documents);
• with parents (parent-teacher meetings on the topic);
• with kids.

In order to identify the state of work on the formation of a legal culture of participants in the educational process, on the basis of the annual plan of Kindergarten No. 73 for the 2011–2012 academic year, a thematic control was carried out “Effectiveness of work on the formation of a legal culture of participants in the educational process” (familiarization with the results of this control).

Today the teacher’s council will be held in the form of an oral journal “Children's Rights”.

1 page. “Law Academy”

The Federal Law "On Basic Guarantees of the Rights of the Child in the Russian Federation" establishes the basic guarantees of the rights and legitimate interests of the child provided for by the Constitution of the Russian Federation. In chapter 1, article 1, the concepts used in this law are prescribed, one of the concepts is the following concept “children in difficult life situations”. Now, teams take turns calling one of the categories of children that belong to this concept.

• Children without parental care
• Disabled children
• Children with mental or physical disabilities
• Victims of armed and interethnic conflicts, eco-technological disasters, natural disasters
• Children from refugee families
• Children in extreme situations
• Victims of violence
• Children of parents serving sentences
• Children from low-income families
• Children with behavioral abnormalities

2 page. Legal Dates Calendar

3 page "Fairytale"

Based on the tale “The Fox and the Hare”.

1. What right was violated? (The right to life, the right to inviolability of the home, the right to work).

3. Name the character who helped the hare restore his rights.

Based on the fairy tale “Sister Alyonushka and brother Ivanushka”.

1. What right did the witch violate in this tale? (The right to life, the right to education, the right to own property).

2. Whose rights were violated in this tale?

“Little Red Riding Hood” - Article 3 (inviolability);

“The Flying Ship” - Article 16 (human right to create a family);

“What is more expensive than salt?” - Article 19 (right to conviction);

“Koschey the Immortal” - Article 17 (right to property).

4 page. "Pedagogical"

Choose the types of activities for each of the proposed topics (connect them with arrows).

5 page. "Little game"

Didactic game "Children's Rights". The subject is shown to the teachers, and they name the right with which the subject is associated.

6 page. "Understand me"

1 player from the team draws a card with the legal term (law, freedom, law, Constitution, responsibility, Convention, obligations). The player descriptively explains the term without naming the term.

Both teams scored an equal number of points and showed their knowledge in the field of legal education. We recommend taking note of the games proposed by colleagues.

Summarizing.

The decision of the teacher's council.

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Municipal special (correctional) educational institution

for students, pupils with disabilities, special (correctional) comprehensive school No. 10 of the VIII type

G. Stupino, Moscow Region, ul. May Day, d.20

Teachers Council “Legal education at school”

Goloburdina Galina Rafailovna

Prominent scientists and philosophers back in   past centuries believed: the only way to make people happy- enlighten him, show him the benefits of laws, civil rights and freedoms, therefore one of the areas carried out by the school is legal education aimed at understanding by students, parents and teachers of the values \u200b\u200band principles that underlie the legal system.

Human formation begins in early childhood. It is in childhood that the foundations are laid not only of knowledge, but also of norms of behavior, beliefs, habits, and individual needs. Legal education is called upon to play a significant role in this process as part of general compulsory education.
In relation to elementary school, the term “legal education” is more often used, since legal education at this level has a pronounced applied character and solves the problem of becoming a humanistically oriented person, law-abiding, possessing civic feelings and self-esteem, able to assert his rights, adapted to conditions surrounding life.

Legal education affects not only consciousness, but also on a certain side of people's behavior. The consciousness and actions of people are in unity and interdependence. Since human behavior in normal conditions is based on consciously made decisions, his behavior depends to a decisive extent on the level of consciousness, intellectual and emotional development of a person. Self-awareness is also formed only in the process of active social activity. This allows us to talk about a single concept of a culture of consciousness and behavior, a culture of human relations. You can imagine a "house" in three floors. The ground floor housed legal knowledge and skills to use it. The second floor denotes a relationship to law. And the third is behavior and activity in situations with a legal content. Like every home, ours rests on a "foundation." The “foundation” of a person’s legal culture is his political and moral views and beliefs. On how solidly laid the foundation depends in many respects:

• quality of legal knowledge and ability to use it;
• the nature of the attitude to the law (a sense of respect for it, a sense of legality);
• willingness to comply with legal norms, actively contribute to strengthening the rule of law and rule of law.

The legal culture of a person is a unique phenomenon. Its uniqueness lies in the close connection of the main parts, and for each person this connection is peculiar and unique. So, the legal culture of a person is an indissoluble unity of deep and diverse legal knowledge and skills based on political and moral convictions, respect for the law, active law enforcement, in which the most complete embodiment of knowledge of law and respect for it is found.

The work to educate the legal culture contributes not only to the prevention of offenses, but also forms firm moral principles, understanding and acceptance of the norms of society among adolescents.

Starting work on the formation of a legal culture, it is necessary to pay attention to the following aspects:

• young people must first of all be taught the basics of democracy, since they are not only familiar with their duties, but also with their rights; Doesn't know what freedom, personality, rule of law is;
• legal norms are inseparable from the notions of good and evil, of the beautiful and the ugly, of the creative and destructive. And, therefore, there should be a close connection between legal education and moral and aesthetic;
• about the law you need to talk excitingly. Dry information does not reach either the mind or the heart of people. Given the age characteristics of adolescents, it is necessary to use various creative forms for their legal education.

Currently, more and more attention is paid to the problems of legal education of children with disabilities. There are two main reasons for this:

• the need to consider legal education as a continuous and systematic process throughout the entire period of schooling
• and the degree of assimilation of elementary legal knowledge, skills in the most favorable period of the child’s emotional interaction with society.

Work on this topic is of fundamental importance for the further socialization of the graduate, adaptation and integration in society, as well as the education in him of the stable qualities of a true citizen and patriot.

In addition, the child’s social experience is not what he knows and remembers because he has read, learned, but what he has experienced, and this experience constantly determines his actions and actions.

The data show that not every citizen knows the laws well and certainly evaluates their actions in terms of the requirements of public legal consciousness. Mentally retarded teenagers have very superficial ideas about legal phenomena, do not think about the legal consequences of their behavior, and how society evaluates this behavior. The indifferent and sometimes disrespectful attitude of individuals towards a social assessment of their actions often leads to the appearance of antisocial personality traits, which is directly manifested in illegal actions.

In legal education, the initial stage of schooling is very important when elemental legal knowledge is systematized and generalized. Therefore, in a correctional school, children should be taught the “ABCs” of social norms in grade 1, given that the basic principles of law are connected with moral categories. This will prepare the basis for further legal education and education in high school. The goal of universal legal education is to increase the legal culture of students in correctional schools and to form a tradition of respect for the law.

In a special (correctional) school for children with intellectual disabilities, work in legal education should be built on a lightweight basis “from simple to more complex”, with repeated repetition. Pupils by the end of the X grade should acquire legal knowledge, understand the rules of human behavior in society, be legally literate and apply legal knowledge directly in life situations. The leading task of this work is to equip students with the legal knowledge and skills necessary for subsequent work.

To get acquainted with legal norms and carry out educational work, it is necessary to begin in the elementary grades, since the foundations of legal consciousness as the foundation of personality formation should be laid much earlier. It should be borne in mind that the criminal liability of minors for serious crimes comes from the age of 14.

The moral and legal education of children with disabilities should not be limited to conversations, excursions, lectures, it is necessary to organize their activities in which moral and legal skills and habits are trained.

Therefore, all educational work with students, aimed at shaping their socially-normative behavior, is built inholistic system.

So, in one group you can combine methods whose main purpose is to form moral and legal knowledge, assessments and beliefs in students. This is a story, conversation, clarification, persuasion, work with text sources of information, disputes, situation analysis, role-playing games, modeling the correct behavior in various situations.

In another group, you can combine methods aimed at shaping the experience of social relations, skills and habits of socially - normative behavior. This is a practical organization of various activities and interpersonal communication in a variety of situations, exercise, training.

Finally, a relatively independent group of methods includes those means of influencing the personality that additionally stimulate, reinforce the social and normative behavior of the individual and the collective, or inhibit the manifestation of social deviations. This is encouragement, competition, discussion, punishment.

In shaping the correct behavior of students in the correctional school, an important role is played by those conditions in which their lives and activities take place - a regime, a personal example of teachers and other persons. These conditions, as well as methods, can be attributed to the means of educating children with health problems.

The most important requirement in preparing the material and holding the event are:

• the availability of the content of the proposed material. This is ensured by the specificity of the material, its connection with the life experience of children, the use of examples, visual aids;
• fascination, emotional content and forms of work, the use of elements of the game, competition;
• ensuring intellectual activity of students.

Comparison, emphasis on the essential, generalization, concretization in relation to new situations, finding analogies, proofs, evaluating, establishing causal relationships - all this helps to understand the meaning, consequences and moral content of the act;

• clarity of conclusions containing recommendations for social and normative behavior;
• the systematic nature and variety of repetition of learned norms of behavior, in particular, students should be encouraged to redo the content of normative information to other persons, clarify its meaning, and use it for control and self-control.

It is useful to propose for analysis various types of specific situations with a moral or legal content. Moreover, the choice of topic and material should be selected taking into account the misconduct of the students themselves.

One class teacher will not solve problems of a legal nature, so the entire school team should be included in the work - these are subject teachers, a psychologist, social pedagogue, GPA educators, and a librarian so that the work on the formation of a legal culture is not carried out occasionally in the school, but is a system . The creation of such a system involves several stages:

1. Diagnostic, which involves the study of the status of the issue. It allows you to identify the social composition of the family, to characterize various groups of "difficult" teenagers, to analyze the numerical growth and qualitative composition of juvenile delinquency.

2. Search , allows you to determine how to solve the problem.

3. Active , suggesting to analyze the results and methods for solving the problem.

Diagnostic   social analysisfamily composition   Pupils of the school revealed the social composition of families, namely those families in which problems with education can arise. These are mostly dysfunctional families. It can be single-parent, large families and single-parent families. Of course, they are not always flawed. But in a single-parent family (this is also research data), children are most often characterized by egoism, indifference, the desire to satisfy their needs in any way, etc. In turn, according to criminologists, children from large families most often take the socially dangerous path of behavior, since large families often experience material difficulties that do not allow them to fully satisfy the necessary, natural for the present time, needs and interests of children.

Considering the different indicators of dysfunctional families, one should also name a serious illness or disability of the parents. In such families, as a rule, outwardly conflicts do not appear, but gradually the influence of parents on the children is lost.

Diagnostics of the social composition of families of students conducted at the school will provide an integrated picture of individual corrective work with students and interaction with families, identify children and adolescents who find themselves in poor family conditions, threaten their health and development, need financial assistance, and live in families of social risk groups .

Diagnosticstudies conducted at school to identifygroups of "difficult" teenagers, will allow the teaching staff to outline a plan of work with each group and individual student.

Search stage , allowing to determine ways to solve the problem:

A) the first path includes the implementation of various forms of legal propaganda (legal lecture hall, clubs of interesting meetings, radio, television, cinema, print) in extracurricular and extracurricular work with students.

B) the second way is based on improving the legal culture of teachers and parents (at the Institute for Advanced Studies of Teachers, and for parents - legaluniversal education).

Active   the stage determining that the main concern for the legal education of students should be the teaching staff. One of the conditions for increasing the effectiveness of legal education is to take into account the age characteristics of students. This involves the differentiation of legal education.

One of the important areas of education school life- prophylactic ika of offenses, deviant behavior, vagrancywithout security in environment, as well as early familyand r about receipt.

Before school you have a difficult task - to try ands change consciousness and povstudent Day " risk groupss targeted ngogic food in health event in whichyes amplification positive nts of moral development of personality, then EUto bake every who needs it
pedagogicale support.

Activity system for pedagogy teaching staffd student Arms Includeda t t e c six majorx components:

• identification of students prone to violation of discipline, antisocial behaviorsneither me, lagging behind in their studies;
• dETERMINING THE REASONS behavioral changese research and morals vitii, as well asfor obvious psychology, personalities and these schoolchildren;
• compilation of a plan for agogical correspondence personality relations and elimination of causesher equality deformationth in behaviordividing the goals of the pedagogical impact, its means, the main links of e tapas, performers);
• personal change relations of pupils with peers andgrown up;
• involvement of students in different types of socially viable social activities and ensuring success in it;
• changing family conditions food supply (proceeding ands in s school facilities) withuse for e that purpose of services and ine dom systemsabout Filtik.

In various forms of educational impact on adolescents, it is important to involve them in certain game and creative events,KTD   . Solving the tasks posed in the field of legal education, teachers should conduct various game and creative events in which students should be involved. It can be: thematic Weeks of legal knowledge, KVNy on legal topics, oral journals, disputes, representations, etc.

It’s not a long time ago that we have all the problems of upbringing, training, accompanimentchild with TV only school teachers were involved. However psi issuesgood health orovia, harmonious development and adequate socialif there are any but are solved by teachers.

Researches, studies and specialists by psychologists show that at the present time many children are not equal the psyche of mind. There are many reasons for this, including the low material standard of living of individual families, when parents think not about the spiritual potential of the child, but about how to feed him.

Therefore, the school should bepsychological and pedagogical consultation, which provides support for the child at all stages of his school life through close cooperation of the psychologist and social teacher with class teachers, parents and subject teachers, student groups.

The main area of \u200b\u200bactivity of the consilium is the process of adaptation of children in society. In addition, it includes work with parents: individual consultations, psychological and pedagogical education of parents through pedagogical lectures and thematic parent-teacher meetings introducing the mental characteristics of the child’s age, the method of conflict-free, communication, psychology of family relationships.

Mandatory component of the psychological and pedagogical consultation- cooperation with teachers, as it is with them at school that the child interacts the most. It is carried out through consultations, monitoring, conferences, seminars that increase the level of knowledge of teachers about child psychology and contribute to improving the quality of work.

In order to prevent delinquency, vagrancy, homelessness, deviant behavior of students, legal education, the participantabout in the educational process, the revitalization of the joint activities of the school and services and departments of the prevention system in this area, the following measures are necessary:

• participation in the All-Education raids that help in monitoring the implementation of the Law on Education, in interdepartmental actions and operations The Homeless, Teenager, and Informal;
• days of the inspector during which individual and collective preventive work of the ONE inspector is carried out: conversations, parental consultations, work with documents, interviews with class teachers of registered students, family visits together with school teachers;
• Prevention day;
• Health day;
• Children Protection Day;
• Work on the prevention of "bad" habits;
• Prevention of DTT.,

One of the forms of activity of the legal education team is the work of an authorized person to protect the rights of participants in the educational process. The main goals and objectives of the Commissioner are:

All possible assistance in restoring the violated rights of participants in the educational process;

Assisting legal representatives of minors in regulating the relationship of parents with children in conflict situations;

Promoting legal education of participants in the educational process;

Ensuring the interaction of students, their parents, families, teachers and other participants in the educational process on the protection of their rights.

One of the important factors of prevention is the students' free time. It is difficult to overestimate the educational and educational significance.children's interests,   which is organized and conducted in circles. In a correctional school, circle work contributes to deeper comprehensive development of students, helps to positively solve the problem of correction and compensation of various developmental defects. Classes in circles contribute to the exciting filling of leisure, create conditions for creativity and amateur art.

It is important to note that work plays a large role in preventive work.self-government bodies.The aim of the development of school student self-government is to promote the formation of a legal, democratic, self-governing school that ensures the free development of the individual, the education of citizenship, the formation of social activity and responsibility.

Prevention Council   offenses and neglect among minors is one of the links in the system of comprehensive work to implement the Law of the Russian Federation “On the system of work for the prevention of delinquency and neglect among minors”.

The Council is called upon to combine the efforts of the teaching staff, the parent community, the socio-psychological service of the school in creating a unified system for the prevention of neglect and delinquency in the school, to coordinate the work of the teaching staff with the work of the district structures of public organizations working with children and adolescents. Prevention Council is a form of preventive work with students

A social educator and a psychologist, in order to prevent crime, should conduct a comprehensive examination of the personality of a teenager at risk. Based on the diagnostic results, recommendations are given to teachers, mentors and parents, correctional and development work is being built, preventive conversations are conducted with students who are prone to offenses, as well as with students who are registered.

Main tasks   Shmo cool   Leaders are:

* Raising the theoretical, scientific and methodological level of training of class teachers in psychology and pedagogy of educational work.
* Ensuring the implementation of common principles approaches to the education and socialization of students.
* Arming class teachers with modern educational technologies and knowledge of modern forms and methods of work.
* Coordination of planning. Organization and pedagogical analysis of educational activities.
* Study, generalization and use in practice of advanced pedagogical experience of class teachers.
* Assistance in the formation and development of the system of educational work in classrooms.

Students also receive initial legal education in the classroom. In grades 1-4, this is the development of speech and reading, where they talk about environmental protection, the Red Book, and the rules of behavior on the road and in transport. In high school, these are the lessons of geography and biology, life safety, social studies, vocational training, ethics and psychology of family life, which address issues of labor, family, administrative law.

School library   - This is a school training center, so no event should be complete without her participation. The library is preparing a review of the literature, the game. Hosted games should arouse interest in reading. The librarian should provide all possible informational and methodological assistance. A specialized thematic complex on legal education should be allocated in the library.

The last link in creating a legal education system isreflective stagewhen the analysis of the results and the adjustment of the activities to form the legal culture of schoolchildren

Given the above, we can conclude that it is necessary:

Organizing systematic work at the school to form the legal culture of students, expanding the circle of knowledge about legal standards and responsibility for their non-compliance, developing students' civil and social responsibility;

Work on the prevention of "bad habits", offenses;

Given the contingent of our parents, it is necessary to continue educational work at the parent's lecture hall and classroom parent-teacher meetings

Political and legal tournament "A man among people" Two teams participate in the tournament: "Idealists" and "Themis" Contests: Politics Through the mouth of a baby (concept of state, law, law, legal responsibility, crime) Mini-presentations Mini-debates "What form is board better? ” Discussion of the phrase: “The state is us” Workshop - legal advice State symbols Law The concept of law Law and types of laws Work with the text of the Constitution of the Russian Federation and the Republic of Tajikistan Workshop on the analysis of various situations

Forms of work Forms of work Detachment "Young friends of the police" Work with children at risk groups Prevention council Joint work with the police Work with parents Mass educational work Psychological and pedagogical assistance Organization of legal education book exhibitions Providing methodological assistance to teachers (seminars, pedagogical councils) Programs: " Teenager "" I choose life "Project" We are responsible for our life "

Family living room “The whole family is together and the soul is in place” They love me without any special reason For being a grandson, for being a son Forms of work: Crossword - Family relations To find synonyms for the word –– House Psychological game “Tablet” Good Do we know our mom? Do we know our child well? Hobby Family Album Piggy Bank of Wisdom Cartoon about a Mammoth

Psychological - pedagogical support of UVP Directions of work Preventive work Psychological education of teachers, students, parents Diagnosis of UVP Psychological counseling Psychological support of children with deviant behavior Career guidance

The Law and Order Detachment for the Prevention of Offenses Always help, Help everywhere, Help both in joy and trouble Song of the detachment Our work is both dangerous and difficult And at first glance, as if it were not visible. If someone here and there, sometimes we honestly do not want to live. So with them we wage an invisible battle. So assigned fate for us and you - Work days and nights.