IVESTIGATION AND PREVENTIVE FORMATION OF REFLECTION AS A DIALOGUE TO OVERCOME COGNITIVE DISMODERATE INTERCOURSE IN CHILDREN OF PRIMARY SCOOL AGE PROMPTING THEM TO AGGRESSION

Overcoming cognitive dismoderate intercourse in children is actually achieved by placing children in a gambling situation where choosing artists are oriented not on the acting abilities of their comrades but on their personal qualities, in their daily behavior, there is a dialogue-reflection, which involves changing positions and reflections from the point of view of the other in order to correctly read the feedback in the communication process. The parent gives a lesson to students with a preventive educational nature based on perceptual reflection. By choosing the artists, children are oriented not on the acting abilities of their comrades, but on their personal qualities that appear in their everyday behavior, there is a dialogue-reflection involving changing positions and reflections from the point of view of the other in order to correctly read the feedback in the process of communication and interpersonal interactions. The parent in the lesson, it is the parent who stands before the students and reads an unfamiliar story of a preventive nature. After reading the story, the parent and the children together make an analysis of what the heroes are in the story, making it a characteristic of every hero. Collectively, a child is selected as a director, with the assistance of which children choose which artist to offer their peers. As a consequence of the suggestions, children have the right to accept or not the role they have suggested if they do not agree with the role they choose to play themselves. Which character to represent personally. Once the roles are selected, action is taken. A preventative gaming situation with a story-storyline is done preventively, and after choosing the roles, the children together read the tale of roles with an artistic accent of the voice. The parent as a pedagogue asks the following questions to the children after pre-role reading: Write to which character do you see your acquaintance and why (according to the first criteria - relation to others based on reflection)?. Describe a case or situation with a similar problematic context defining the role (negative or positive) in which you see your acquaintance (on a second criterion - analyzing different behavioral reactions in a similar context of interactions)? How do they see and appreciate your comrades?; What do others think about you?; What qualities do you most appreciate ?; How did you feel in this role? (on the third criterion - explaining the specificity of the real judgment for himself on the basis of reflection in the interlocutor's view, by changing positions and reflections from the point of view of the other). How do you think, why did you suggest this role? Why did you play this role? Fourth criteria - correct reading of the feedback in the process of communication. Indicator one is to the first question, indicator two is to the second question. The attitudes in the processes of perception of the world by the children from inside to outside and from inside to outside are considered. The research is in the field of socio-pedagogical sciences.Very often, the difference in perceptual attitudes in children leads them to misinterpretation of behavioral signals in the person of the person with whom they communicate; prevention of cognitive dismoderate intercourse, a cause of aggressive manifestations in children of primary school age.