Volume 05 Issue 12-2024
119
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
12
Pages:
119-124
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
This article analyses the traits of successful pedagogical technology use based on a thorough strategy for developing
legal literacy in elementary school pupils. Additionally, based on a variety of methodologies, techniques are given for
the use of interactive methods and procedures to help primary school pupils build their legal literacy.
KEYWORDS
Legal literacy, comprehensive approach, pedagogical technology, quest technology, legal concepts, legal behavior,
educational project, teaching methods, educational techniques.
INTRODUCTION
Primary school curricula ought to be customized to
meet the unique requirements and traits of young
pupils. In this sense, teaching legal literacy to
elementary school pupils through the use of
educational technology can be especially successful. As
a teacher-selected activity, studying pedagogical
technologies first means establishing the best
conditions for their intentional social-pedagogical
development, learning, and enriching their experience
and knowledge; second, it helps manage this process
according to the needs of their developing inner
strengths, their position, and their interests [1]. A wide
range of contemporary tools and forms that can
involve students in interactive learning experiences are
referred to as pedagogical technology. These
experiences aid in the development of the
Research Article
METHODS AND TECHNIQUES FOR FORMING THE LEGAL LITERACY OF
PRIMARY SCHOOL STUDENTS BASED ON A COMPREHENSIVE
APPROACH
Submission Date:
December 12, 2024,
Accepted Date:
December 17, 2024,
Published Date:
December 22, 2024
Crossref doi:
https://doi.org/10.37547/pedagogics-crjp-05-12-24
Jumayeva Feruza Faxriddinovna
PhD student at Bukhara State Pedagogical Institute, Teacher of the Department of Social Sciences, Uzbekistan
Journal
Website:
https://masterjournals.
com/index.php/crjps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 12-2024
120
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
12
Pages:
119-124
OCLC
–
1242041055
Publisher:
Master Journals
fundamental legal ideas and principles required to give
elementary school pupils a strong foundation in legal
literacy. The following are the basic elements of legal
literacy for elementary school pupils:
-Legal concepts: Fundamental legal ideas like duty,
equality, freedom, rights, and justice.
-Legal behavior: Educating pupils to uphold the law,
defend their own rights, and show consideration for
others' rights.
-Legal responsibility: Teaching pupils about their legal
responsibilities, including how to exercise their rights
and carry out their obligations.
Additionally, by enabling teachers to organize and
oversee students' learning, pedagogical technologies
guarantee a thorough approach to the educational
process. This method can be very helpful in fostering
legal literacy since it enables educators to recognize
and correct students' errors or misunderstandings of
legal principles. Developing elementary school pupils'
legal literacy through a holistic approach not only
exposes them to legal information but also instills
moral and life values in them.As a result, primary
school pupils can be taught using the following
methods that are founded on a comprehensive
approach:
Studying law in conjunction with other subjects
including ethics, history, literature, and the natural
sciences is known as interdisciplinary integration.
Encouraging pupils to be active while teaching them
legal topics is known as "active teaching."Helping
pupils use what they have learnt in their everyday life is
a practical approach.
Individual approach: Using teaching strategies based
on each student's unique skills, requirements, and
interests.
Generally speaking, educational technology utilization
can be quite important in helping elementary school
pupils become more legal literate. Through a thorough
and organized learning process, these technologies
assist students in gaining the foundational information
and abilities required to become accountable and
engaged members of society. The following are some
of the circumstances and strategies that support
primary school pupils' interest in learning about the
law:
In the classroom, learning through creation, amiable
teamwork, the delight of learning, and the fulfillment
that comes from resolving novel cognitive challenges.
The active role of the student in the learning process,
the choice of strategies and tactics that stimulate
students' cognitive activity, and the fact that students
participate as partners in absorbing new information in
addition to obeying teacher directions and playing the
typical role of listeners.
A variety of cognitive requirements and interests are
developed as a result of legal literacy, which
encompasses not only intellectual but also emotional
and volitional parts of the psyche.
Implementing into practice several ways to relate the
information in the textbook to the students' own
experiences and the world around them. The interests
of primary school pupils should be the starting point
for the teacher's implementation of educational and
parenting goals. They should then be shaped and filled
with socially relevant content. Developing legal literacy
in elementary school pupils is crucial to guaranteeing
its efficacy through a thorough process that includes
establishing precise goals and objectives for legal
education as well as creating a curriculum that is
appropriate for the students' age and developmental
stage. Based on a thorough approach, the following
creative instructional formats can be utilized to help
primary school pupils increase their legal literacy.
Lessons that are interactive and integrated when
putting a comprehensive approach into practice,
lesson integration is crucial. For instance, courses like
education, local language, and reading literacy can
teach legal concepts. Students gain an understanding
Volume 05 Issue 12-2024
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
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2767-3278)
VOLUME
05
ISSUE
12
Pages:
119-124
OCLC
–
1242041055
Publisher:
Master Journals
of social norms and moral standards in addition to
legislation. Pupils can build legal thinking by, for
example, discussing moral principles like justice, truth,
and equality in moral education classes and looking at
concerns pertaining to defending the rights of
different heroes in literacy education.
Students gain an understanding of social norms and
moral values in addition to the laws as a result.
Students can build legal thinking by, for instance,
studying topics like defending the rights of different
heroes in literacy education and talking about justice,
truth, and equality in moral education classes.
Simulations and games.Simulations and games are also
thought to be useful resources for raising students'
legal knowledge. The "Mock Trial," for instance,
teaches children about justice, honesty, and judicial
procedures. Students can learn how to defend their
rights and make legal decisions by playing these kinds
of games.
Educational projects.Students' ability to think
independently and collaborate with others is enhanced
when they are involved in developing instructional
projects about legal matters. For instance, students
can collaborate to produce a project about "Rights and
Duties." This gives students the chance to comprehend
legal ideas more thoroughly and put them to use in
real-world situations.
Social-legal
discussionsHaving
social-legal
conversations is crucial to developing legal literacy.
Students have a better understanding of legal
concepts like equality, justice, and truth as a result. For
instance, students can talk about justice and rights
issues and discover what actions are required to
defend their rights through a variety of real-world
scenarios.
Encouraging pupils in expressing their own
ideas.Teaching pupils to think critically and evaluate
different legal concerns is essential to putting a
comprehensive approach into practice. For instance,
students ought to voice their opinions on a range of
social concerns, like how to protect children's rights or
promote justice. This will help them think more deeply
about the law. In "Psychology of Childhood" (1924),
V.V. Zenkovskiy addresses the social education of
children as a basic pedagogical subject. He believes
that a child's moral, ethical, and legal consciousness is
the cornerstone of their social and moral growth [2].
Furthermore, prominent psychologists consistently
stress that social experience and the growing
individual's absorption of specific standards are the
processes via which personality development takes
place.
D.B. Elkonin asserts that as school age approaches, the
strong bond between the kid and parents that defines
early childhood drastically deteriorates and shifts. The
youngster can act on their own without their parents'
continual assistance and is becoming more adept at
separating their behavior from that of adults. He still
needs to engage in activities with adults, though, and
his desire to take part in their activities becomes a
defining feature. As a result, a youngster who is denied
the chance to truly engage in every facet of adult life
starts to mimic adults by copying their behaviors,
relationships, and hobbies. Students' play activities in
primary school make this extremely apparent [3]. As a
result, the following strategies serve as the foundation
for the pedagogical circumstances necessary to
successfully carry out the process of developing legal
literacy in primary school pupils:
The maturation of personal traits that are crucial for
developing legal literacy characterizes the social
condition of development at the elementary school
age.
The integration of cognitive, emotive, and effective
behavioral components organizes legal notions by
systematizing an individual's experience of reality.
An individual's degree of literacy is demonstrated by
their experience with legal activity, which is mirrored in
Volume 05 Issue 12-2024
122
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
12
Pages:
119-124
OCLC
–
1242041055
Publisher:
Master Journals
their capacity for self-control, their subjective and
individual approach to internalizing legal principles,
their active defense of human rights, and their social-
legal reflection.
Game scenarios involving social-legal interaction are
the key means of developing elementary school pupils'
legal literacy and practically structuring their legal
behavior. Effective utilization of gaming scenarios to
help elementary school pupils practically manage their
legal behavior and improve their legal literacy.
Presently, primary school pupils' legal literacy can be
shaped through the use of quest technology, a
contemporary game that incorporates a number of
pedagogical technological characteristics. As a
pedagogical technology, Quest is a carefully
considered model of collaborative pedagogical activity
for planning, coordinating, and carrying out the
educational process with well-defined objectives,
distinct phases with well-defined procedural features,
and diagnostics of present and future outcomes [4].
The quest technology is characterized by the following
aspects in shaping the legal literacy of primary school
students and organizing their legal behavior
practically:
As a bearer of rights and obligations in social
processes, the student's comprehension of their "self"
social position is expressed through legal roles and
functions, i.e., reflecting the social-legal links;
-the legal contexts of self-determination and self-
regulation that target primary school pupils' deliberate
efforts to recognize and validate their legal stance;
initiating, developing, and bolstering their endeavors
in connection with the objective of socio-legal
cooperation;
The exercises were designed to stabilize the students'
actions in accordance to the recognized motivation of
duty in the preservation of human rights and to build a
dynamic system of their interactions with the world of
legal relations. When social experience standards are
used as incentives for pupils' actions and conduct, they
are internalized. Children start to feel the desire to
follow models by the end of preschool. L.I. Bojovich
maintains that at first, following the behavioral
guidelines set forth by kids is acknowledged as a
prerequisite for getting adults' approval and,
consequently, for preserving connections with
preschoolers. As a kid grows, "the fulfillment of
behavioral norms begins to emerge in the child in a
general form that can be expressed in words, due to
the positive emotional experiences associated with
this fulfillment." "This is the first moral motivational
concept, which is formed in the child's mind not only
through relevant knowledge but also through direct
experience of its implementation" [5]. The sense of
obligation, the main moral force guiding the child's
behavior in its most basic form, is expressed in this
experience.We believe that in order for primary school
pupils to develop legal literacy, it is essential to provide
psychological
support
(removing
psychological
barriers:
the
presence
of
tolerance
among
communication participants) and to establish a vibrant
interpersonal communication environment. It is
undoubtedly crucial in this situation to consider the
participants'
motivation,
communication,
and
cognitive readiness. According to Ye.I. Ignatiyev: "The
more important, broader, and more complex the task,
the deeper and more thoroughly the set of objects or
events is analyzed, and the more numerous the
temporary connections that arise and are reinforced in
the brain's cerebral cortex, the more multifaceted the
idea becomes." The concept becomes more complex"
[6]. Primary school pupils can benefit greatly from the
quest method's instructional potential in the areas of
moral and legal instruction. Through autonomous
thought processes and critical decision-making, this
approach guarantees that students participate in
cordial conversations and fosters the development of
moral and legal concepts.
Volume 05 Issue 12-2024
123
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
12
Pages:
119-124
OCLC
–
1242041055
Publisher:
Master Journals
In contrast to traditional education, problem-based
learning, which is based on quest technology, aims to
create and grow creative activity and the demand for
it. Students' creative thinking develops more quickly
throughout this process.In primary school, quest
technology also referred to as gamification can be a
helpful instrument for fostering legal literacy. There
are several ways to use Quest technology to improve
legal literacy:
Establish learning objectives: Establishing educational
objectives is the first step in utilizing Quest technology
to enhance legal awareness. This entails determining
the essential legal ideas and competencies that
students must acquire.
Creating the quest: The quest must be created
following the identification of the educational goals.
The goal of the quest should be to keep students
interested while assisting them in expanding their legal
knowledge and expertise.
Provide challenges: In order for pupils to advance, the
quest should have a number of challenges that they
must overcome. The purpose of these assignments
should be to evaluate students' comprehension of
legal principles and their capacity to use them in real-
world contexts.
Give feedback: An important part of the search is
providing feedback. Students in elementary school
ought to get prompt feedback on their efforts and
accomplishments. Scores, badges, or other incentives
can be used to give feedback.
Track progress: It's critical to keep an eye on
elementary school pupils' development while they
conduct their study. A variety of methods, including
surveys, quizzes, and performance tracking, can be
used for this.
Reflect on learning: Students should be given the
chance to consider what they have learnt at the
conclusion of the quest. Group conversations, written
reflections, and other methods can be used to
accomplish this.
Teaching students to recognize and solve problems is
the ultimate goal of any technology-based instruction,
and this can only be accomplished through cognitive
activity. Thinking is a view that leads to solving the
difficulties and issues that a person has, and thinking
comes from a problematic circumstance and is aimed
towards solving such problems, according to S.L.
Rubinshteyn. This leads to the following reasoning.
Society depends on people being independent,
creative, and able to think, and the process of thinking
starts with a difficult circumstance.
The following are examples of quest technology-based
teaching strategies: role-playing games, heuristics,
research, and the development of visual activities.
Students can be given tasks like: • creating non
-
standard problems; • formulating an unstructured
question; • providing excessive information; •
independently generalizing based on their own
practical observations; • describing the essence of an
object without using guidelines; • determining the
limits of applying the obtained results; • determining
the level of applying the obtained results; • iden
tifying
the mechanism of the phenomenon's manifestation; •
tasks like "finding in an instant." These are just a few
examples of the kinds of tasks that can be assigned
when utilizing research methods in the classroom. The
unique aspect of primary school pupils' legal standing
is that they are not subject to direct legal culpability or
other state enforcement actions. Thus, it is possible to
characterize the primary school years as a time of
moral and legal responsibility, during which students'
development of general moral and ethical values
founded on the indisputable value of life, freedom, and
peace serves as a crucial basis for the development of
a well-rounded person.
Thus, in our opinion, the development of primary
school students' capacity to live in harmony and
Volume 05 Issue 12-2024
124
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
12
Pages:
119-124
OCLC
–
1242041055
Publisher:
Master Journals
mutual understanding in society and in interpersonal
relationships, to forbid discrimination against people
for any reason, to inculcate respect for fundamental
human rights like freedom, equality, justice, honor, and
dignity, and to foster values like patriotism are,
therefore, the most crucial components of the system
for forming legal literacy in the educational process.
REFERENCES
1.
Yo`ldoshev J.G., Usmonov S.A. Fundamentals of
Pedagogical Technology: - T.: "O`qituvchi", 2004.
2.
Zenkovskiy V.V. Psychology of Childhood:
textbook, guide for universities. - M.: Publishing
House "Academy" Center, 1996. - 346 p.
3.
Elkonin D.B. Selected Psychological Works. - M.:
Pedagogika, 1989.-560 p.
4.
Baguzina Ye.I. Web-quest technology as a didactic
tool for forming foreign language communicative
competence: dis. ... cand. ped. sci. M., 2012.
5.
Bojovich L.I. The Individual and Its Formation in
Childhood. - M.: Ma'rifat. - 1968. - 464 p.. 243.
6.
Ignatiev E.I. Imagination and its Development in
Human Creative Activity.-M.: Znanie, 1968. - 12 p.
7.
Rubinshteyn S. L. On Thinking and Its Research
Methods. - M., 1958. 140 p.
