UDC 378

Gogitsaeva O.U.¹ (Vladikavkaz, Russian Federation) – gogitsaeva@yandex.ru; Kochisov V.K.¹ (Vladikavkaz, Russian Federation) – kotisov@yandex.ru

¹North Ossetian State University named after K.L. Khetagurova

Abstract. This article explores the psychological and pedagogical factors that shape high school students’ tolerant attitudes toward their peers with disabilities. During preschool, children develop emotional responses that play a key role in regulating their behavior. It is important to recognize some significant changes in the emotional sphere of a six-year-old child, which require special attention when assessing their psychological readiness for school. The key principles of the Federal State Educational Standards (FSES) are aimed at ensuring that the development of tolerant behavior in children is as complete and effective as possible. The problem of hostility toward children with special educational needs is more relevant than ever, so it is important to work with preschool children to develop tolerant interactions with such peers. Avoidance or indifference toward children with disabilities is common, and their peers are not always capable of friendships, playful interactions, or collaboration. During the preschool years, it is crucial to develop their ability to recognize the difficulties and problems of their friends, to provide them with support, and to show compassion. The use of play-based learning in fostering tolerance in older preschool-aged children is critically important. Playful activities open up space for self-expression and the development of a child’s individuality. Play-based learning fulfills mental and emotional needs, reinforces views on good and evil, promotes social adjustment, and plays a key role in the spiritual and patriotic development of the individual.

Keywords: psychological-pedagogical conditions, formation, senior preschoolers, tolerant attitude, children with health disabilities.

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For citation: Gogitsaeva O.U., Kochisov V.K. Formation of a tolerant attitude towards peers with disabilities in senior preschoolers. CITISE, 2025, no. 4, pp. 888-895.