METHODOLOGY FOR DEVELOPING TOLERANCE COMPETENCE IN PRIMARY SCHOOL PUPILS THROUGH CHILDREN’S GAME FOLKLORE
Keywords:
Tolerance competence, primary education, children’s folklore, game folkloreAbstract
This thesis substantiates a methodology for developing tolerance competence in primary school pupils by integrating children’s game folklore into classroom and extracurricular learning. The approach treats traditional play genres—counting-out rhymes, circle games, call-and-response chants, role-play games, and verbal playful dialogues—as culturally meaningful micro-situations for learning respectful communication, cooperation, empathy, and fair decision-making. The methodology is structured around diagnostic, formative, and reflective-evaluative phases and is implemented through cooperative learning, dialogic instruction, and guided reflection. The paper describes the pedagogical conditions, teacher actions, and assessment tools needed to ensure that tolerance is formed as a stable competence rather than a situational behavior.
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