INTERACTION OF EDUCATIONAL INSTITUTIONS WITH 6–7 YEARS CHILDREN FAMILIES AS AN IMPORTANT CONDITION FOR THEIR LEGAL EDUCATION

Introduction. The article is devoted to the problem of the interaction of the educational institution with 6–7 years children families as an important pedagogical condition of their legal education and outlines the directions of its practical implementation in the pedagogical process of the institution of preschool education and elementary school. It was stated a number of negative tendencies, which in recent years are fixed in the life of modern families, identified the main family violations in the assimilation of moral norms, available in modern families. Рurpose. To substantiate the interaction of the institution of education with families of children 6-7 years as an important pedagogical condition of their legal education and outline the directions of its practical implementation in the pedagogical process of the institution of preschool education and elementary school. Results. The interaction between the family, the institution of preschool education and the elementary school in the legal education of children is determined by the complex process of mutual influence of these social institutions of legal socialization on each other, which is characterized by the implementation of ties and relations of a social institution and small group whose main objective is the effective legal education of the child at the transition from preschool to junior school age. The expediency of the interaction of the family and educational institutions is due to the fact that the family, institutions of preschool education and elementary school are linked by the form of continuity, which ensures continuity, continuity and perspective of their educational cooperation. It was emphasized that the provision of such interaction contributes to the effective implementation of the uniform requirements for the legal education of the child in order to form it as a subject of legal relations and own legal consciousness. The results has shown, that the investigated interaction is intended to be implemented both through the use of traditional (collective, group, individual) and innovative forms of work with parents, the priority of which are those built on dialogue, on realization of the personal and socially oriented model of communication in the triad "teacher – child – parents "; provide for the exchange of successful experiences of family rearing of the child; inviting parents from a happy family to share their experiences with others; provide a systematic interaction between the pedagogical team and the families of pupils. Conclusion. Further scientific research requires the investigation of an aspect of ensuring the relationship between the legal and moral upbringing of children, requiring the introduction of the basic legal aspect to the content of moral education with the specification of the views of children about their rights and responsibilities and the rights of others and the responsibilities of people, the formation of their conscious attitude to rights, the development of the bases of legal consciousness, the formation of a model of lawful conduct.