PRACTICAL EXPERIENCE OF TEACHERS FORMING COMMUNICATION SKILLS AND TOLERANT RELATIONS OF PRIMARY SCHOOL CHILDREN TOWARDS DISABLED CHILDREN
The article deals with the primary school teachers’ methods of developing tolerant relationships of primary school children, the components of the systemic activity approach and their characteristics. The relevance of the topic is dictated by the requirements of society, the pedagogical community needs in the systematic tolerant education of school students. The problem touches the contradiction between the lack of students’ skills while communicating to disabled children and their needs to communicate to disabled children in everyday life situations. In the process of professional activity the teachers solved a number of applied problems, which are considered in this article. The object of the study is the educational process in primary school. The subject of the study is the process of teaching younger school students to communicate and be tolerant. As the results of the study, the methodical basis of primary school teacher's activity in teaching primary school students to communicate and be tolerant is developed. The novelty of the study is a complex and systematic-based approach to the classroom activities allowing forming students' tolerance (personal, social and ethnic tolerance) on the first stage of education system.