SOME PROBLEMS OF DEVELOPING A TOLERANT ATTITUDE IN PRIMARY SCHOOL PUPILS

Abstract

This article examines the theoretical and methodological aspects of developing tolerant communication among primary school students. The concepts of "tolerance" and "communication" are thoroughly analyzed from philosophical, psychological, and pedagogical perspectives. The study highlights that tolerant communication is a multifaceted and multifunctional 
phenomenon characterized by its basis in interactive relationships. The article describes the philosophical essence of tolerant communication, which is represented through qualities such as cultured behavior, cognition, intellectual activity, rationality, communication, and engagement. Furthermore, from psychological and pedagogical perspectives, this concept is interpreted as an individual's or a subject's readiness and ability to accept differences without resistance or coercion. To identify the current state of tolerant communication among primary school students, diagnostic research was conducted. The identification experiment involved a survey based on V.V. Boyko’s methodology, and the results were thoroughly analyzed. Based on the findings, scientific and practical recommendations were proposed for fostering tolerant communication among primary school students. The study also outlines effective methods and strategies aimed at developing tolerance as a cultural and social competency within the school environment.