Volume 04 Issue 12-2024
239
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
239-245
OCLC
–
1368736135
A
BSTRACT
The pedagogical-psychological aspects of helping primary school pupils develop legal literacy and legal
consciousness through extracurricular activities are examined from a scientific standpoint in this study.
Additionally, methodological suggestions based on several approaches are given for fostering legal literacy
in elementary school pupils through extracurricular activities.
K
EYWORDS
Psychological traits, pedagogical process, educational activity, educational material, teaching method,
teaching techniques, legal culture, legal consciousness, legal literacy.
I
NTRODUCTION
The New Uzbekistan Development Strategy
incorporates programmatic efforts to improve
human rights literacy and cultivate a human
rights culture as Uzbekistan makes decisive
strides toward creating a lawful democratic state.
These steps include expanding basic and creative
human rights research, improving the efficacy of
scientific
research
and
advancements,
guaranteeing their incorporation into global
human rights research, and broadly putting
research findings into practice
—
all of which are
well-established as crucial practical tasks.[1] In
Journal
Website:
http://sciencebring.co
m/index.php/ijasr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Research Article
FORMING LEGAL LITERACY IN PRIMARY SCHOOL STUDENTS
VIA EXTRACURRICULAR ACTIVITIES: PEDAGOGICAL-
PSYCHOLOGICAL CHARACTERISTICS
Submission Date:
December 12,
2024,
Accepted Date:
December 17, 2024,
Published Date:
December 22, 2024
Crossref doi:
https://doi.org/10.37547/ijasr-04-12-36
Jumayeva Feruza Faxriddinovna
PhD student at Bukhara State Pedagogical Institute, Teacher at the Department of Social Sciences,
Uzbekistan
Volume 04 Issue 12-2024
240
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
239-245
OCLC
–
1368736135
this sense, the school must function well in order
to guarantee the development of well-rounded
people who can engage in creative and productive
work, advance science and technology, and be
prepared to contribute to the material and
cultural advancement of society. N.I. Pirogov once
said: "Science is not only needed to acquire
knowledge, but it also contains another important
element hidden within it - sometimes deep and
therefore not immediately visible - education."
Anyone who is unable to use it is not yet fully
aware of science's capabilities and abandons a
lever that can effortlessly raise heavy objects.[2]
Primary school pupils' interest in the subject
should be cultivated, their legal knowledge
should be improved, their creative independence
should be encouraged, and they should get
aesthetic, moral, and legal education through
extracurricular activities. Developing legal
literacy in elementary school pupils through a
variety of extracurricular activities can have a
significant impact on the caliber of their legal
knowledge and abilities.
Primary school pupils' interest in the subject
should be cultivated, their legal knowledge
should be improved, their creative independence
should be encouraged, and they should get
aesthetic, moral, and legal education through
extracurricular activities. Developing legal
literacy in elementary school pupils through a
variety of extracurricular activities can have a
significant impact on the caliber of their legal
knowledge
and
abilities.When
focusing
extracurricular activities on improving students'
legal knowledge and general growth, we must
remember that psychological development is not
solely the product of all the influences that a
person is exposed to. This also has to do with the
internal conflicts that result from outside
influences and are a part of the person's own
behavior and evolving psyche.
Various extracurricular activities can be planned
more efficiently when these psychological traits
of elementary school pupils are taken into
consideration. It is important to remember that
primary school students are not the same as
preschoolers or teenagers when planning
extracurricular activities for them. In this sense,
the
approach
taken
to
carrying
out
extracurricular activities have to be in line with
the age range of the kids at this point.
Children have a wealth of developmental chances,
according to psychologists and physiologists. I.P.
Pavlov maintained that "due to the unique
plasticity of human higher nervous activity,
nothing remains static or flexible, and if the
appropriate conditions are met, everything can
always be achieved and improved."[3] In order to
attain the best educational and parenting
outcomes, it is necessary to consider these
psychological traits in both the classroom and
extracurricular activities that aim to improve
primary school students' legal knowledge.
Enhancing students' legal understanding depends
on a variety of educational and psychological
elements, as we have stressed. The primary focus
of education is the similarities in human mental
activity and psychology. It is necessary to first
examine
the
specific
pedagogical
and
Volume 04 Issue 12-2024
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International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
239-245
OCLC
–
1368736135
psychological elements that underpin this activity
before considering their general aspects in order
to address the issue of enhancing legal knowledge
regarding this object in the direction of the
individual's overall development.
A primary school student starts to view their
schoolwork as a socially significant, strictly
required activity, as D. B. Elkonin accurately
noted. This leads to the development of new
socially conscious learning motivations, a new
role in the classroom, and new relationships and
demands towards themselves and their peers
[4].Even though they are prepared to start school,
children at this age do not yet comprehend the
concept of a responsible attitude toward learning.
Younger pupils show an immediate interest in the
outcomes of their actions. Additionally, the need
will pique interest if the teacher acknowledges
the child's little accomplishment. In this sense,
when planning extracurricular events, the
instructor should deftly support students'
innovative discoveries and share them with other
students. The act of positively assessing
children's behavior is known as encouragement.
This strengthens constructive abilities and
routines. Evoking pleasant feelings is the
foundation of the encouragement action. Taking
an interest in children's accomplishments and
shortcomings can be a way to promote attention.
According to I.P. Podlasiy, "Approval is the
simplest form of encouragement." The instructor
can communicate approval by facial expressions,
gestures, positive feedback on the team's or
students' actions or work, or public praise [5].
Even though it seems easy, the incentive
approach necessitates cautious use and precise
dosage. The psychological component of
motivation and its effects are considered first.
−
It is not appropriate to support a student at
the expense of other team members.
Therefore, youngsters who have worked hard
for the common good as well as those who
have excelled in their studies should be
encouraged.
−
Answers to the questions of who receives
what and why should be the first step in
creating incentives. Arrogance results from
giving too much praise. You must consider the
team's viewpoint when motivating them.
−
There should be frequent consultations with
the students in the class while making
decisions on motivation. This makes things
more successful overall.
A first-grader's voluntary attention is not well
developed. Attentional stability is seen in the
short term. In this sense, it is essential to improve
primary school pupils' attention stability and
consistently cultivate voluntary attention in
extracurricular activities. The following essential
requirements must be fulfilled for the intellectual
development activities for elementary school
pupils to be successful.
Volume 04 Issue 12-2024
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International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
04
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Pages:
239-245
OCLC
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1368736135
1. The activity's objective. Students in elementary
school must comprehend their actions and their
motivations. Telling them to finish the
assignment is insufficient. We must give kids a
clear, engaging task to do: what will they see?
Why? What information do they require?
2.A primary school student's motives
—
small
objectives that drive them to behave and pursue
success
—
play a big part in their activities.
The following is how A.I. Leontyev describes the
process of personality development: "The
development of the goal-setting process and,
consequently, the development of the subject's
actions are involved in the formation of
personality." Richer and more complicated
behaviors appear to transcend the boundaries of
perceived reality and clash with the motivations
that gave rise to them [6]. The motivations behind
the goals, their order, and the formation of new
incentives
—
new kinds of activities
—
all alter as a
result.
2. The knowledge (ideas, concepts) that children
must work with
—
not just the knowledge they
already possess, but also the knowledge that
students must learn in order to solve tasks that
the teacher sets for them in this kind of activity
—
is the activity's content.
3. Most significantly, the activities that the
children participated in. These are the
approaches, skills, and abilities that students
must employ when working on their assignments,
applying their legal knowledge.
4. If the organizational conditions required for
children to carry out this activity are not
established, the development possibilities that
come with any kind of activity will not produce
positive outcomes. If the organizational
conditions required for the children to participate
in this activity are not established, the
developmental chances that come with any kind
of activity will not be effectively utilized. These
consist of:
a) the necessary supplies;
b) the scheduling of activities;
c) the teacher's expectations, the assignments
they assign, and every event they plan are in line
with the class's actual capabilities: preparedness
for the pertinent activity, degree of independence,
attention to the planned activity's content,
students' developmental stage, and the class
community's formation stage;
d) the students' required completion of the
outcomes of group activities that are visible to
them.
5. Activities for pupils must consistently
becoming more complicated and place
progressively greater demands on the kids in
order to have a developmental character:
Demands for the independence and variety of
decisions, as well as their justification and
validity, are growing; the activity's substance,
goals, and objectives are progressively becoming
more complex; and the speed and quality of
actions are becoming more and more necessary.
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International Journal of Advance Scientific Research
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2750-1396)
VOLUME
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Pages:
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OCLC
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1368736135
The most crucial requirement for improving the
developmental impact on elementary school
pupils is to make the activities more complicated.
6. In order to reinforce the former and overcome
the latter, the teacher should keep an eye on the
student's
activities
and
assess
their
accomplishments
and
shortcomings.
The
instructor should keep an eye on the students'
actions and support them by assessing their
accomplishments and shortcomings, highlighting
the former and overcoming the latter [7].
If the teacher implements strategies and
organizational conditions that align with the new
teaching system, all conditions for the students'
development activities will be provided,
guaranteeing the educational activities of
primary school students working on new
programs.
In legal education, extracurricular activities can
have a direct impact on the development of legal
knowledge through assignment content and an
indirect one, especially by sustaining and
fostering interest in the topic. The areas of
generality, independence, effectiveness, and
awareness of legal knowledge may benefit the
most from extracurricular activities in legal
education because it might be challenging for
"weak" and "average" students to reach a suitable
level of these in the classroom.
The study of the state of school practice has
shown that extracurricular legal education
classes for primary school students are conducted
using oral methods, mainly based on a model
proposed by the teacher or with their assistance,
solving problems that do not develop logical
thinking by utilizing the reproductive activity of
the students. Extracurricular legal education
classes are not conducted systematically; they are
carried out spontaneously. Their content is
unplanned and random. Teachers do not guide
the selection of legal exercises that could interest
"weak" and "average" students. The methodology
for conducting such classes has not been
developed, which is why the effectiveness of
extracurricular activities is very low.
As with other types of education, extracurricular
activities aimed at developing legal literacy are an
integral part of the school's educational work,
designated as one of the forms of organizing
students' free time. It can vary in content and
forms. The necessity of this is emphasized in
pedagogical and methodological literature.
In a given subject, extracurricular activities are
voluntary, after-school pursuits that assist
students expand their knowledge, hone their
skills, and develop their interests and abilities.
There are two interrelated components to
extracurricular activities: first, they are elective
lessons in a particular subject offered to
schoolchildren; second, they are the result of the
teacher's and the educational team's efforts to
plan and direct these sessions.
Nonetheless, it is important to distinguish legal
extracurricular activities from the unique kind of
schoolwork referred to as "extra classes" or
"working with those who are lagging behind."
Furthermore, as is occasionally done erroneously,
it is not acceptable to reduce all work to lessons
Volume 04 Issue 12-2024
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International Journal of Advance Scientific Research
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2750-1396)
VOLUME
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Pages:
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OCLC
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1368736135
for individuals who are falling behind or who are
being replaced.
Primary school-aged children vary typologically
in their high levels of nerve activity, talents,
interests, character traits, and physical and
mental development.The idea of treating each
student individually in extracurricular activities
becomes even more pertinent in this
context.Therefore, in order to achieve the general
goal of individualizing education, it is required to
create more opportunities for the development of
individual
inclinations
in
extracurricular
activities as opposed to regular classrooms,
taking into account students' interests,
inclinations, and personal needs.
The lack of methodology and inadequate training
of primary school teachers to lead various
extracurricular activities, including subject clubs,
olympiads, competitions, and extracurricular
classes, which are frequently impromptu, is
currently the biggest issue in planning
extracurricular activities to foster legal literacy.
It is reasonable to draw the following key
conclusions from the analysis of educational-
methodological
literature:
extracurricular
activities are intended to help develop legal
literacy.
1.To arouse and foster students' enduring
curiosity for the law.
2. Deepening and broadening understanding of
legal education-related subjects.
3. Gaining the capacity to operate autonomously
and imaginatively using instructional materials
that support legal ideas for elementary school
pupils.developing the capacity to work
independently
and
imaginatively
with
instructional materials that improve elementary
school pupils' understanding of the law.
4. Helping pupils develop a feeling of teamwork
and the capacity to balance individual and group
efforts.
We may say that the classroom serves as a partial
setting for achieving these objectives. However,
due to time constraints in the teaching process,
this cannot be accomplished to a sufficient degree
during the class. Therefore, extracurricular
activities are where these goals are fully
implemented.
Children's general cultural awareness, legal
understanding, and ability to successfully absorb
program material are all improved by
extracurricular activities. The following should be
considered when planning extracurricular
activities:
❖
classes should be based on bright, lively,
interesting, and comfortable materials
appropriate for primary school children;
❖
extracurricular activities should not last
longer than thirty to forty-five minutes;
Volume 04 Issue 12-2024
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International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
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ISSUE
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Pages:
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OCLC
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1368736135
❖
students should regularly switch between
relaxation and physical activity during
lessons;
❖
classes should be structured to engage
students in the learning process, encouraging
independent exploration and the "discovery"
of new knowledge;
❖
the classes should be beautifully decorated,
emotionally engaging, and include visual
materials as well as elements of ethics and
aesthetics;
❖
students should regularly switch between
relaxation and physical activity during
lessons;
❖
the classes should be based on bright, lively,
interesting, and comfortable materials
appropriate for primary school children;
❖
school students' participation in these
activities must be supported and encouraged;
children should be taught in a variety of ways
and with an emphasis on "I need to learn this,
I understand its importance and relevance."
❖
primary school pupils should be able to
complete the duties, but it's crucial that they
be lively, emotional, and intelligent.
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EFERENCES
1.
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–
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2.
Pirogov N.I. Selected Pedagogical Works. - M.
RSFSR Academy of Pedagogical Sciences
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3.
Pavlov I.P. Complete Works of Selected
Papers. - Ed. 2, Vol. 3, Book. 2. - M.-L.:
Publisher of the RSFR Academy of Sciences,
1951, ed. 2, vol. 3, book. 2.. - B. 188.
4.
Elkonin D.B. The Psychology of Teaching
Primary School Students. - M.: Bilim, 1974. -
64 p.
5.
Podlasiy I.P. Pedagogy. - M.: Vlados, 1999. - P.
126.
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Leontyev A.N. Activity. On. Personality. -
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