5.5. Formation of the ability to non-violent interaction in children of primary school age
Junior school age also represents a favorable period for moral education, assimilation of ideas of nonviolence and mastering ways of non-violent interaction. Unlike preschool children, concepts (not just representations) about non-violent behavior are formed here, the process of initial integration of oneself in situations of coercion and non-violence is being carried out in accordance with accepted norms, an elementary position of nonviolence can develop. Ultimately, personality traits such as peace, elements of tolerance, the ability to interact on an equal footing, mastering some generalized methods of conflict resolution develop, and social activity develops at the normative level.
At present, a number of programs have been developed in the domestic science that do not contradict, in their essence, but develop the theoretical positions of the authors of this training manual. First of all, I would like to name the approaches of TN Ikryannikova, EV Shakhtorina, EV Ledyankina.
TN Ikryannikova's study  was performed on a contingent of children of 5-7 years of age, i.e. at the turn of preschool and primary school age.
The author's ability to non-violent interaction with peers of children aged 5-7 is interpreted by the author as an individual psychological feature of the personality, which ensures successful child mastering of non-violent ways of interacting with peers. Its development is provided by the accumulation of knowledge and ideas about its "I" and & quot; I & quot; another; the formation of emotional, social and volitional self-regulation of behavior, as well as the development of the prerequisites for a reflective consciousness.
A theoretical model of the process of formation of the ability to non-violent interaction is proposed, which includes three stages: the first stage is aimed at forming in the child the image of "I"; the second - on the formation of a stable orientation towards a peer; the third stage provides for the mastery and independent use by the child of ways of non-violent interaction with other children in various situations of communication.
Based on this model, the criteria for the formation of the ability for non-violent interaction with peers in children aged 5-7 years were determined. These include: the formation of the image of the "I" child; the formation of a stable orientation towards a peer, the desire to understand and accept the identity of another person; mastery of ways of non-violent interaction with peers, aspiration for their practical application in real conditions.
During the development of the formative experiment TN Ikryannikova relied on the provision that the primary component of moral development is the joint practical activity of the child with peers. It enables to consolidate forms of social behavior, forms the need to act in accordance with moral values and patterns, stimulates the emergence of prosocial motives that stimulate activity and regulate the relationships of children.
In this regard, technological support included a system of pedagogical situations, the specifics of which are determined by the stages of development of the ability for non-violent interaction in children with each other. At the first stage - the defining situations are those aimed at forming the child's image "I". On the second - the situations that actualize children's stable orientation toward their peers dominate. At the third stage, situations predominate that stimulate the child's independent realization of ways of non-violent interaction with peers.
The program, developed and tested during the experimental work, gave positive results and contributed to the development of the ability for non-violent interaction in children.
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