PECULIARITIES OF FORMING A TOLERANT ATTITUDE OF SCHOOL AND FAMILY TO PRIMARY SCHOOL-AGED CHILDREN

Abstract

The study examines the peculiarities of forming a tolerant attitude of the school and the family towards children of primary school age. The concepts of “tolerance” are compared, the similarity in content and the existence of significant differences between them are described. The understanding of tolerance as a basis for the implementation of effective dialogue is revealed, as a certain quality of personality, possession of which is necessary for successful realization of social activity. Along with the concept of interaction comes to the fore the role of the person who carries out this interaction. The synthesized definition of the concept of tolerance as an integrative dynamic of a subject’s quality includes an active nature and a valuable basis for relation to other subjects of interaction. Tolerance is characterized as a professionally important quality of elementary school teacher’s personality. Pedagogical tolerance acts as an integrative form that bears the traits of all types and levels of tolerance, determined by the goals, objectives and characteristics of the teacher’s pedagogical activity and all the variety of pedagogical situations. Types of interactions that are tolerant are identified: dialogue, collaboration and tutelage. It is emphasized that the main aspects of the problem of tolerance are most clearly manifested in communication, or communicative tolerance. The structure of the tolerant attitude of the teacher towards the students is presented in the form of interaction of three leading components: conceptual-value, activity-behavioral and personalitymotivational. The system of tolerant relations between the teacher and the