PREVENTIVE COMMUNICATIVE WORK WITH TALE IN CHILDREN FROM PRIMARY SCHOOL AGE TO REDUCE AGGRESSION
Keywords:prevention of aggression in early school age children on the basis of reflection, such as a dialogue with problematic situations revealing the essence of the causes of aggression in children, The preventive importance of breaking the feedback in the course of cognitive processes (cognitive), realized in the process of intercourse (communication, conclusions of social relationships)
Prevention of aggression is carried out by reading the children from the professor of a story of a preventive nature. The tale is selected to analyze children's illustrating examples and lessons for their similar problematic situations in which they have fallen. The discussion about the relationship of the characters in the fairy tale, namely in a preventive way, relates to the speech, gestures and behavior of the characters. It is the principle of communication in which there is an exchange of information between two and more persons and the broad philosophical-anthropological notion of "form of intercourse", of action and process, which results in the observation of certain results, namely an expression of the view that the relationship between children and the analysis of the behavior of the characters in the particular tale can lead to the adequate decoding of cognitive behavioral signals in intercourse as a desire for mutual understanding and interaction. Thus, in practice, students learn to rely correctly on behavioral and communicative signals in the process of intercourse feedback. Consequently, at the level of primary prevention of aggression, their aggressive responses will be significantly reduced in a similar context of a problematic situation, exemplified in the chosen story. The preventive discussion is based on previously prepared criteria and indicators which subsequently provide the opportunity to show both children adequate approaches to communication, and to distinguish specifically the children's gaps in intercourse, prompting them to aggressive behavior. Consequently, the experimental study dissociates the following term: "cognitive dismoderate intercourse", namely the incorrect decoding of behavioral signals, is a major socio-pedagogical problem that accompanies aggressive behavior in children. However, cognitive dismoderate intercourse (intercourse where there is no adequate understanding of the current situation due to the inappropriate refraction of "cognition" in the intercourse process) is dictated by a misunderstanding between the communicating individuals and leads to disharmony in their relationships, which besides alienates one another but stops the adequacy of their reactions in problematic situations. In this way, the only way for children to get out of the problematic situation remains the aggressive reaction. There is a cognitive preventive interaction between the awareness of the problematic situation leading to aggression through an objective analysis of the real situation.