Communication as an important factor in the development of a child's personality. AT

Course work:

"The development of the personality of a preschooler in the process of communication"

Plan

Introduction

1.Psychological and pedagogical features of communication. Characteristic

1.1 Child and peer. Communication between a child and a peer

1.2 Development of speech in the process of communication with peers

2 Child and adult

2.1 The role of communication with adults in the development of the child

2.2 Communication: definition, subject and properties

2.3. Communication with adults in preschool age

Conclusion

Bibliography

Introduction

The modern period of development of human society is characterized by closer attention to the preschool period of a person's life, the formation of his personality, the characteristics of socialization, the preservation and formation of a mentally and physically healthy generation. A person cannot live, work to satisfy his material and spiritual needs without communicating with other people. From birth, he enters into a variety of relationships with others. Communication is a necessary condition for the existence of a person and, at the same time, one of the main factors and the most important source of his mental development in ontogenesis. Communication belongs to the basic categories of psychological science.

In the works of domestic scientists L.S. Vygotsky, A.N. Leontiev and others, a position was put forward according to which the development of the child is fundamentally different from the development of the young of any animals. Unlike animals, in humans, the socio-historical experience accumulated by previous generations is of primary importance. Without the assimilation of this socio-historical experience, the full development of the human individual is impossible. But for such assimilation, it is necessary for the child to communicate with adults who have already mastered this culture to one degree or another and are able to pass on to him the accumulated experience, to teach him the methods of practical and mental activity developed by mankind. This was proved in their studies by M.I. Lisina, T.A. Repin, D.B. Elkonin and others.

However, if the role of communication in the mental development of the child has been studied, then the development of communication itself, i.e., successive changes in the content, forms, methods and means of communication between the child and other people, remains an area that has not been studied enough. Meanwhile, the study of the problem of the child's communication with other people is not only of paramount theoretical, but also of enormous practical importance.

It seems relevant to us to consider the process of developing communication, relationships and joint activities, which is extremely important at the stage of preschool childhood, because it allows us to understand the patterns of formation in a preschooler of the most important personality traits of a future schoolchild, family man, member of the labor collective.

1 Psychological and pedagogical features of communication. Characteristics of communication

There are many definitions of communication. Let us dwell briefly on some of them in order to more clearly imagine the subject of this work.

Communication can be viewed from the point of view of various humanities. So, in sociology, it is understood as a way of the existence of internal evolutions or maintaining the status quo of the social structure of society - to the extent that this evolution generally implies a dialectical interaction between the individual and society, which is impossible without communication. In Marxist philosophy, it is understood as a process of transformation of social relations from a virtual into a real "effective" form, carried out under certain circumstances. Here it is understood both as a process (of actualization) and as a condition (of a method of actualization). Thus, within the framework of this philosophical concept, any social activity is, in a certain sense, communication.

From the point of view of psychology (for example, A.A. Leontiev), communication is understood as the process of establishing and maintaining a purposeful, direct or indirect contact between people, one way or another connected with each other psychologically. The implementation of this contact allows either to change the course of joint activities by coordinating "individual" activities according to certain parameters, or, conversely, the division of functions (socially oriented communication), or to carry out a targeted impact on the formation or change of an individual in the process of collective or "individual ”, but socially mediated activity (personally oriented communication). A simpler definition is given by M.I. Lisina: communication is the interaction of 2 or more people aimed at coordinating and combining efforts in order to build relationships and achieve a common result.

As with any object of scientific study, communication has a number of inherent properties. Among them:

communication is a mutually directed action;

it implies the activity of each of its participants;

its participants expect to receive a response / response from a communication partner;

each of the participants in this process acts as a person.

From this, in particular, it follows that the subject of communication is another person, a communication partner. Each person seeks to know and appreciate other people. Recognizing and evaluating others, a person gets the opportunity for self-esteem and self-knowledge. This desire is the essence of the need for communication. Thus, the main functions of communication are:

organization of joint activities of people (coordination and unification of efforts to achieve them);

formation and development of interpersonal relationships;

people getting to know each other;

communication is a necessary condition for the formation of personality, its consciousness and self-awareness.

When addressing the problem of personality, one has to face an ambiguous understanding of this term, as well as a variety of its characteristics. "Personality" is considered in the light of different sciences: psychology, sociology, pedagogy, philosophy, etc. This sometimes leads to the loss of the psychological content of this concept.

Domestic psychologists (L.S. Vygotsky, S.Ya. Rubinshtein, P.Ya. Galperin, L.I. Bozhovich, etc.) call social experience as the dominant side in the development of personality, which is embodied in the products of material and spiritual production, which is acquired by the child throughout childhood. In the process of assimilation of this experience, not only the acquisition of individual knowledge and skills by children occurs, but the development of their abilities, the formation of personality.

The concept of "personality" includes various characteristics: "sociality", "creative activity", "morality", "system - I", "measure of responsibility", "motivational orientation", "integrity", etc.

On the issue of personality formation, domestic educators and psychologists note that the process of introducing a child to the spiritual and material culture created by society does not occur passively, but actively, in the process of activity, from the nature of which and from the characteristics of the relationship that the child develops with other people, largely depends on the process of formation of his personality.

“A person develops as a person precisely in the course of the development of his activity. Although, in general, personality is the result of ontogenetic development, appearing at its certain stages, but as a quality that expresses the social essence of a person, personality begins to form from birth as a result of communication with close adults ”(23, p. 55).

The problem of communication was considered in the works of L.S. Vygotsky, A.A. Leontiev, V.N. Myasishcheva and others. Communication of preschool children with adults and peers was studied by M.I. Lisina, T.A. Repin, A.G. Ruzskaya and others V.N. Myasishchev expressed the idea that communication is such a process of direct or indirect interaction of people in which three interrelated components can be clearly distinguished - the mental reflection of the participants in communication of each other, their attitude towards each other and their treatment of each other (19).

The following are also considered as components of the communication process: communication, understood in the narrow sense of the word as the exchange of information between participants in joint activities; interaction - their interaction, which implies a certain form of organization of joint activities; interpersonal perception is the process of mutual knowledge by partners of each other as the basis for their mutual understanding. The main mechanisms of perception and knowledge of each other in the processes of communication are identification, reflection and stereotyping. The communicative, interactive and perceptual aspects of communication in their unity determine its content, forms and role in the life of children.

In general psychology, communication is understood as a specific form of human interaction with other people, the purpose of which is the exchange of information, knowledge of each other by people, knowledge of oneself by a person (A.A. Bodalev, A.A. Leontiev) Interpersonal communication is an indispensable condition and at the same time generated the vital needs of human society, a flexible and multi-purpose mechanism for the formation of a child's personality in the course of his assimilation of socio-historical experience. (N.A. Berezovin, 5) V.N. Myasishchev singles out one of the essential components of communication - the component of relations between those who communicate. Since we are talking about the interaction of people, it is quite natural that communication is associated with other types of human activity, their methods and results, interests, feelings, etc. (B. F. Lomov). It is also clear that the nature of the activity, relations of people to each other affects the specific characteristics of their communication. Therefore, to understand the essence of communication, a sign of mutual, mutual, specific activity of its participants is very important, thanks to which each of them alternately becomes either a subject or an object of communication, and “the impact of each involves the response of the other and is internally designed for him” (M.I. Lisina, 15, p.53 The specific characteristics of communication made it possible to put it in a number of basic psychological categories that are extremely difficult to study and therefore not studied enough.

In child psychology, the problem of a child's communication with other people is considered as the most significant, because it is in childhood that the main phenomena of social behavior develop, including in the conditions of a child's communication with other people. The main aspects of the study are the ontogeny of the child's communication with adults and peers, the child's mastery of communication methods, the connection between communication and children's activities, the role of communication in the realization of the child's intellectual abilities and his personal parameters, etc.

Considering the problem of the influence of communication on the development of a child's personality, it is necessary to turn to the studies of L.I. Bozhovich, in which she noted that there are some successively emerging neoplasms that characterize the stages of the central line of the ontogenetic development of the personality, its rational aspects. These neoplasms arise as a result of the active attitude of the subject to the environment and are expressed in dissatisfaction with their position, their way of life (crises of 1 year, 3 years, 7 years). These relations of the subject to the environment appear, develop and qualitatively change in communication.

V.N. Belkina points out that “there is a sequence in the child's awareness of the objects of communication: at first it is an adult, and only at a certain stage it is a peer. Gradually, the circle of communication also expands, and then the motives and methods of communication become differentiated and complicated” (1, p. 27).

It is important at the same time that the child's mastery of various parameters of communication occurs in almost the same sequence - first in the conditions of interaction with an adult, and later with a peer. This is especially evident at the level of verbal communication: at about the third year of life, the baby is already actively using speech as a means of communication with an adult, and only after one and a half to two years we observe the same picture in the child’s communication with peers. With regard to pedagogical tasks, this regularity seems to be important. Another aspect of the process of the child's mastery of communication as one of the most significant types of activity is also logical. In some psychological works, attention is drawn to the emergence of a special "crisis" around the fifth year of a child's life, the symptoms of which are especially pronounced in situations of communication with peers. The reason for it is the contradiction between the aggravated need of the preschooler for contacts with peers and the inability to realize this need. The validity of raising the question of the corresponding “crisis” is questioned in the literature, since difficulties in communicating children with peers arise not only during this period and have more complex reasons (T.A. Repina, 24), however, the role of an adult in the development of adequate forms of social activity is clearly defined.

Communication with peers affects the development of the personality of a preschooler: he learns to coordinate his actions with the actions of other children. In games and in real life, communicating with comrades, children reproduce the relationships of adults, learn to put into practice the norms

Behavior, evaluate their comrades and themselves. In communicating with peers, a preschooler uses and checks the effectiveness of the methods of activity and norms of human relationships appropriated to them in communication with adults. Considering peers equal to himself, the child notices their attitude towards himself, but practically does not know how to single out their stable personal qualities. The relationship of preschoolers in peer groups is characterized by situational and instability (quarrels and reconciliations with each other occur several times a day, but this communication is a necessary condition for the assimilation of certain norms of interaction. The unfavorable position of the child in the group, the inability to communicate, unpopularity in the peer group, sharply reducing the intensity of the process of communication, slow down the process of socialization, prevent the formation of valuable personality traits.

Child psychology is interested in the process of establishing communication in children, the influence of a child's communication with adults and peers on his mental development.

We will try to highlight the most important directions in the development of communication in childhood. V.N. Belkina identifies the following main areas in the development of communication in childhood:

1) a gradual change in the direction of communication. In the first month and a half, the child develops a need to communicate with an adult, but the initiator of communication is an adult, since he creates a situation of communication. At an early age, the child himself begins to show initiative in contacts with an adult, the range of interests of which expands. Then, in the middle, older preschool age, the child discovers for himself a new interesting object of the world around him - his peer, a "children's society" develops, which implies a special communication of children with each other. Consequently, the orientation of the child's communication is characterized by two sides: child - adult and child - child.

2) The content of the need for communication is changing, becoming more complicated: according to M.I. Lisina, the following stages of development of this need should be distinguished: in the attention and benevolence of an adult (from 0 to 6 months; in cooperation (early age); in a trusting attitude to the child's needs (younger and middle preschool age); in mutual understanding and empathy (older preschool age).

3) Communication motives: cognitive, business and personal. Cognitive ones are connected with the child's interest in the world around him, which is reflected in children's questions. Business motives accompany the situation of the child's cooperation with adults or peers in the performance of any activity. Personal characterize the interest of a growing person in the inner world of an adult and a peer, the child's attitude to another person as a representative of a social group.

4) The child gradually masters the ways of communication. In the process of direct communication, facial expressions and pantomime are used, then from the third year of life, the child begins to use speech as a means of communication. At first, he communicates through speech mainly with adults, and only in the second half of preschool age does speech become the main means of communication with his peers. The leading role in the child's mastery of various means of communication belongs to an adult.

5) Already from the first years of life, the child is included not only in direct communication with other people, but also in indirect communication: through books, television, radio (2, p. 30–31).

Thus, communication plays a significant role in the mental development of the child. In the process of communication, he receives information about objects, phenomena of the surrounding world, gets acquainted with their properties and functions. In communication, the child's interest in knowledge is acquired. Communication with other people allows him to learn a lot about the social environment, the norms of behavior in society, his own strengths and weaknesses, other people's views on the world around him. Communicating with adults and peers, the child learns to regulate his behavior, make changes in activities, correct the behavior of other people. Communication develops, forms the emotional sphere of a preschooler. The whole range of specifically human emotions arises in the conditions of communication of the child with other people.

1.1 Child and peer. Communication of the child with peers

At preschool age, the child's world is no longer limited to the family. Significant people for him now are not only mom, dad or grandmother, but also other children, peers. And as your baby grows older, contacts and conflicts with peers will become more important for him. In almost every kindergarten group, a complex and sometimes dramatic scenario of children's interpersonal relationships unfolds. Preschoolers make friends, quarrel, reconcile, get offended, jealous, help each other, and sometimes do minor dirty tricks. All these relationships are acutely experienced by the child and are colored by a mass of various emotions. Emotional tension and conflict in children's relationships is much higher than among adults. Parents and educators are sometimes unaware of the richest range of feelings and relationships that their children experience, and, naturally, they do not attach much importance to children's friendships, quarrels, and insults. Meanwhile, the experience of the first relationships with peers is the foundation on which the further development of the child's personality is built. This first experience largely determines a person's attitude towards himself, towards others, towards the world as a whole, and it is by no means always positive. In many children already at preschool age, a negative attitude towards others is formed and consolidated, which can have very sad long-term consequences. To identify problems in interpersonal relationships in time and help the child overcome them is the most important task of parents. Adult assistance should be based on an understanding of the psychological causes underlying certain problems in the interpersonal relationships of children. It is the internal causes that cause a child's stable conflict with peers, lead to his objective or subjective isolation, make the baby feel lonely - and this is one of the most difficult and destructive experiences of a person. The timely identification of an internal conflict in a child requires adults not only to pay attention and observation, but also to know the psychological characteristics and patterns of development of children's communication.

Features of communication of preschoolers

However, before talking about problematic forms of interpersonal relationships, it is necessary to understand that a child communicates with peers in a completely different way than with an adult. First, a striking characteristic of peer communication lies in its extreme emotional richness. Contacts of preschoolers are characterized by increased emotionality and looseness, which cannot be said about the interaction of a baby with an adult. If a child usually speaks relatively calmly with an adult, then conversations with peers are usually characterized by sharp intonations, screaming, and laughter. On average, in the communication of peers, there are 9-10 times more expressive-mimic manifestations expressing various emotional states - from violent indignation to violent joy, from tenderness and sympathy - to a fight. With an adult, the child, as a rule, tries to behave smoothly, without extreme expression of emotions and feelings. Such a strong emotional richness of the contacts of preschoolers is due to the fact that, starting from the age of four, a peer, rather than an adult, becomes a more attractive partner for a child. Preschoolers themselves clearly understand that they are interested in children like them, and not just with mom and dad. The second important feature of children's contacts is their non-standard and unregulated nature. If in communication with an adult, even the smallest children adhere to certain norms of behavior, then when interacting with their peers, preschoolers behave at ease. Their movements are characterized by a special looseness and naturalness: children jump, take bizarre poses, grimace, squeal, run after each other, mimic each other, invent new words and come up with fables, etc. Such free behavior of preschool children usually tires adults, and they strive to stop this "disgrace". However, for the children themselves, such freedom is very important. Oddly enough, such "grimacing" is of great importance for the development of the child. Peer society helps the child to show their originality. If an adult instills norms of behavior in a child, then a peer encourages manifestations of individuality. It is no coincidence that those activities that require the manifestation of creativity - playing, fantasizing, dramatization - are so popular among peers. Naturally, growing up children are more and more subject to generally accepted rules of behavior. However, the looseness of communication, the use of unpredictable and non-standard means remains a hallmark of children's communication until the end of preschool age. The third distinctive feature of peer communication is the predominance of initiative actions over reciprocal ones. Communication involves interaction with a partner, attention to him, the ability to hear him and respond to his proposals. Young children do not have such abilities in relation to their peers. This is especially evident in the inability of preschoolers to conduct a dialogue, which breaks up due to the lack of reciprocal activity of the partner. For a child, his own action or statement is much more important, and in most cases the initiative of a peer is not supported by him. As a result, everyone speaks about his own, and no one hears his partner. Such inconsistency in the communicative actions of children often gives rise to conflicts, protests, and resentment. These features are typical for children's contacts throughout the entire preschool age (from 3 to 6-7 years). However, the content of children's communication does not remain unchanged during all four years: communication and relationships of children go through a complex path of development, in which three main stages can be distinguished.

Junior preschool age

At a younger age (at 2-4 years old), it is necessary and sufficient for a child that a peer joins his pranks, supports and enhances the general fun. Children run after each other, hide and look for others, scream, squeal, grimace. Each participant in such emotional communication is primarily concerned with drawing attention to himself and getting an emotional response from his partner. In a peer, the child perceives only attention to himself, and the peer himself (his actions, desires, moods), as a rule, is not noticed. A peer is for him just a mirror in which he sees only himself. Communication at this age is extremely situational - it entirely depends on the specific environment in which the interaction takes place, and on the practical actions of the partner. Quite often, some attractive object can destroy the friendly game of children: their attention immediately switches to it. The struggle for a toy and the reluctance to give up one's own is a distinctive feature of babies. They affirm and defend their "I" primarily by demonstrating their property: "Look what I have!", "This is mine!". That is why it is very difficult to give what is yours. Attractive toys become an occasion for endless disputes and conflicts between kids. They can communicate normally only in the absence of distracting objects. The calls of adults to play together with one toy are useless in this case - children at this age can pay attention either to their peers or (which is much more often) to the toy. Only with the help of an adult can a baby see an equal personality in a peer. Pay the attention of a small child to the attractive sides of a peer, to the fact that he can do the same simple actions (clap his hands, jump, spin, etc.). At younger preschool age, it is better to organize games without objects in which children act simultaneously and in the same way. These are well-known round dance games or simple games according to certain rules ("loaf", "bunny", "carousels", "bubble", "cat and mouse", etc.). Young children are indifferent to the success of their peers, even if the praise comes from an adult. The kid does not seem to notice the actions and moods of a peer. At the same time, the presence of a child of the same age makes the child more emotional and active, as evidenced by the desire of children for each other and mutual imitation. The ease with which three-year-olds become infected with shared emotional states may be indicative of the special commonality that arises when the same skills and things are found. This commonality is determined so far only by external signs: "You jump, and I jump", "You have green slippers - and I have the same ones." It is by emphasizing such a commonality that you can improve relationships between kids.

Middle preschool age

A decisive change in attitude towards peers occurs in a child in the middle of preschool age. In the fifth year of life (especially for those children who attend kindergarten), same-year-olds become more attractive to the baby and take an increasing place in life. Now children consciously prefer to play with another child, rather than with an adult or alone. The main content of children's communication in the middle of preschool age becomes a common cause - the game. If the younger children played side by side, but not together, if the attention and complicity of their peers were important to them, then in business communication, preschoolers learn to coordinate their actions with the actions of a partner and achieve a common result. This kind of interaction is called cooperation. At this age, it prevails in the communication of children. If children after 4 years old do not know how to play together and their communication is limited only to fuss and running around, this is a clear sign of their lag in social development. At this age, children need cooperation and meaningful communication - that is, play. At this stage, the need for recognition and respect from a peer is no less clearly manifested. The child seeks to attract the attention of others, sensitively catches signs of attitude towards himself in their views and facial expressions, demonstrates resentment in response to inattention or reproaches of partners. The "invisibility" of a peer turns into a keen interest in everything that he does. At the age of four or five, children closely and jealously observe the actions of their peers and evaluate them: they often ask adults about the successes of their comrades, demonstrate their advantages, and try to hide their mistakes and failures from their peers. A competitive, competitive beginning appears in children's communication. Children closely and jealously observe the actions of their peers and evaluate them. Reactions of babies to the opinion of an adult also become more acute and emotional. The successes of peers can cause grief to children, and his failures cause undisguised joy. It is at this age that the number of children's conflicts increases significantly, envy, jealousy, and resentment towards a peer are openly manifested. A preschooler forms an opinion about himself, constantly comparing himself with his peers. But now the purpose of this comparison is no longer the discovery of commonality (as with three-year-olds), but the opposition of oneself to another. Through comparison with peers, the child evaluates and asserts himself as the owner of certain virtues that can be evaluated by others. Peers become "surrounding" for a four-five-year-old child. All this gives rise to numerous conflicts of children and such phenomena as boasting, ostentatious actions, rivalries, which can be considered as age-related features of five-year-olds. A tool that helps a child of middle preschool age to communicate normally with peers is a joint game. Children who know how and love to play will definitely learn to establish contacts with partners, distribute roles, and create a game situation. Teach your child to play together (preferably role-playing), help children come up with an interesting story - and a good general game will become more important for them than praise or their own success.

senior preschool age

1.2 Development of speech in the process of communication with peers

At preschool age, the child's world is, as a rule, no longer limited to the family. His environment is not only mom, dad and grandmother, but also peers. The older the child becomes, the more important it is for him to contact with other children. Questions, answers, messages, objections, disputes, demands, instructions - all these are different types of verbal communication.

Obviously, the child's contacts with peers is a special sphere of the child's life, which differs significantly from his communication with an adult. Close adults are usually attentive and friendly to the child, surround him with warmth and care, teach him certain skills and abilities. With peers, things are different. Children are less attentive and friendly to each other. They are usually not too eager to help the child, support and understand him. They can take away a toy, offend, without even noticing tears, hit. And yet communication with children brings a preschooler incomparable pleasure. Starting from the age of 4, a peer becomes a more preferred and attractive partner for a child than an adult. If a child over 4 years old has a choice - to play or walk with a friend or with their mother - most children will make this choice in favor of a friend.

Communication with children is much more emotional, free, relaxed, lively than with adults - children often laugh, fiddle, get angry, express violent delight, jump for joy, etc. And of course, all these features of communication are reflected in the speech of children, in as a result, speech addressed to a peer is very different from speech addressed to parents.

What is the difference between talking to an adult and talking to a peer?

The first distinctive feature of speech contacts with peers is their particularly vivid emotional richness. Increased expressiveness, expressiveness and looseness greatly distinguish them from verbal contacts with an adult. If children usually talk to an adult more or less calmly, simply, without unnecessary expression, then conversations with a peer are usually accompanied by bright intonations, screaming, antics, laughter, etc. In speech communication of preschoolers, according to our data, it is observed in almost 10 times more expressive-mimic manifestations and emphatically bright expressive intonations than in communication with an adult. Moreover, these expressions express a variety of states - from indignation "What are you taking!?!" to stormy joy “Look what happened! Let's jump again!" This increased emotionality reflects the special freedom, looseness, so characteristic of children's communication with each other.

The second feature of speech contacts of preschoolers is the non-standard nature of children's statements, the absence of strict norms and rules. When talking with an adult, even the youngest children adhere to certain norms of statements, generally accepted phrases and speech turns. In conversations with a peer, children use the most unexpected, unpredictable phrases, words, combinations of words and sounds: they buzz, crackle, mimic each other, deliberately distorting, “parodying” the words of their partner, coming up with new names for familiar objects. And oddly enough, such seemingly meaningless antics and buzzing has great psychological meaning. If an adult gives the child the cultural norms of speech communication, teaches him to speak the right way, as everyone says, then the peer creates the conditions for independent speech creativity of children, for the manifestation of his individuality. According to M. I. Lisina, the original, creative beginning of a child is manifested first of all and best of all precisely in communication with a peer, when nothing fetters or hinders children's activity, no one gives rigid examples “as it should” and when possible, without hesitation , to try myself - what I can do. And it is no coincidence that those types of activities that require the manifestation of creativity - playing, fantasizing, etc. - are much more likely to occur together with a peer. But we will talk about this further. And now about the third distinctive feature of the speech of preschoolers, addressed to a peer. It consists in the predominance of initiative statements over response ones. In contacts with peers, it is much more important for a child to express himself than to listen to another. Therefore, children often do not get long conversations - they interrupt each other, each speaks about his own, not listening to the partner, the answers or statements of the other seem to be not noticed at all. Because of this, children's dialogues quickly fall apart.

In a completely different way, children perceive the statements of an adult. They support the initiative and proposals of an adult twice as often. They usually try to answer the adult's questions, continue the conversation they have started, listen more or less attentively to the stories and messages of their elders. When talking to an adult, a preschooler prefers to listen rather than speak himself. In contacts with a peer, the opposite is true: the main thing is to have time to express yourself, tell about yourself, and whether they will hear you and what they will answer is not so important.

Another feature that distinguishes the speech of peers is that the speech communication of preschoolers is much richer and more diverse in its purpose, in its functions. An adult remains a source of assessment and new information for the child until the end of school age. In relation to their peers, already from the age of 3-4 years, children solve a much wider range of various tasks: here they control the partner’s actions (show how to do and how not to do it), and control his actions (make a remark in time), and imposing samples (make him do it the way I want), and a joint game (together decide what and how) and constant comparison with himself (how can I get out, and you?), and many other problems the child solves when he communicates with your peer. It is in communication with a peer that such complex actions as pretense appear (i.e., the desire to pretend, pretend to be cheerful or scared), the desire to express resentment (not to answer on purpose, to show him that I no longer want to play with him), fantasizing. Such a complex range of children's relationships gives rise to a variety of speech contacts and requires the ability to express their desires, moods, and requirements in words.

These are the most common differences in the speech of children in communication with adults and with peers. These differences indicate that an adult and a peer contribute to the development of different aspects of the child's speech. In communication with a peer, the child learns to express himself, his desires, moods, manage others, enter into a variety of relationships. Obviously, for normal speech development, a child needs not only an adult, but also other children.

2 Child and adult

2.1 The role of communication with adults in the development of the child

If you look at the very word "communication" from the point of view of its etymology, you can see that it comes from the word "common". The situation is somewhat similar in the languages ​​of the Germano-Romance group: for example, the English word "communication" comes from the Latin "to bind, to give." In all these words, we can see how language reflects one of the main meanings of communication - being a link between people, to help find and convey what is (or can be) common between them. Moreover, this common can be either something that has just arisen, in the process of joint activity, or knowledge transmitted through many centuries.

The development of a child largely depends on communication with adults, which affects not only the mental, but also, in the early stages, the physical development of the child. How this influence is carried out, what is its specific significance at different stages of the development of the child, what happens in case of insufficient communication with the child, and other things this work will be devoted to.

2.2 Communication of the child with adults: place and role in the mental development of the child

The higher mental functions of a person are initially formed as external, i.e. in the implementation of which not one, but two people participate. And only gradually do they become internal (that is, they pass from intra- to intropsychic). The development of the child, within the framework of the theory of cultural and historical development, is understood by Vygotsky as the process of appropriation by children of the socio-historical experience accumulated by previous generations. Extracting this experience is possible when communicating with elders. At the same time, communication plays a decisive role not only in enriching the content of children's consciousness, but also determines its structure.

If we summarize the impact of communication on the overall mental development of the child, we can say that:

it accelerates the development of children (the emergence and subsequent development of both operational-technical and perceptual skills);

it allows you to overcome an unfavorable situation (for example, listening to tape-recorded speech by children in boarding schools, if included in live communication with others, contributes to the normalization of speech when its development lags behind);

it also allows you to correct the defects that have arisen in children with improper upbringing.

This influence can be traced in many areas of mental development: from the field of curiosity of children and ending with the development of personality and is carried out due to the fact that:

for young children, an adult is the richest source of various influences (sensory-motor, auditory, tactile, etc.);

when enriching the experience of a child, an adult first introduces him to something, and then often sets the task for him to master some new skill;

the adult reinforces the efforts of the child, their support and correction;

the child, in contact with adults, observes his activity and draws role models from it.

There are several types of communication means by which children interact with adults:

expressive-mimic: they appear first in ontogenesis (during the first two months of life) and serve simultaneously as a manifestation of the emotional states of the child, and active gestures that are addressed to others; they also express the content of communication that cannot be conveyed with the necessary accuracy through other means - attention, interest, etc.

subject-effective: arise later (up to 3 years) and also have a sign function, without which mutual understanding between people is not possible; differ from expressive-mimic ones by greater arbitrariness;

speech operations: allow you to go beyond the private situation and establish a wider interaction.

In the case of insufficient contacts with adults, a decrease in the rate of mental development is observed, resistance to diseases increases (children in children's institutions of a closed type; children who survived wars, textbook cases by K. Gauser, etc.) Complete isolation of children from adults does not allow them to become people and leaves them in the position of animals (Mowgli children, wolf children).

Since the communication of a child with adults at different stages of his development has its own specifics and serves different purposes, we will consider it sequentially.

2.3 Communication with adults at preschool age

This period is described as the time of mastering the social space of human relations through communication with adults, as well as gaming and real relationships with peers. At preschool age, a child, mastering the world of permanent things, mastering the use of an increasing number of things, discovers for himself "the dual nature of the man-made world: the constancy of the functional purpose of a thing and the relativity of this space" (V.S. Mukhina). One of the main aspirations of a child at this age is the desire to master the body, mental functions and social ways of interacting with others. The child learns accepted positive forms of communication. He is rapidly developing speech, which here has not only the function of exchanging information, but also expressive.

Communication options:

form of communication:

outside situational-cognitive (up to 4-5 years);

extra-situational-personal (5-6 years).

need for attention, cooperation and respect (4-5 years);

the need for benevolent attention, cooperation, respect for an adult with the leading role of the desire for empathy and mutual understanding (5-6 years).

leading motive of communication:

Cognitive: an adult as an erudite, a source of knowledge about extra-situational. objects, partner to discuss causes and relationships; (4-5 years);

Personal: an adult as a holistic person with knowledge, skills and standards (5-6 years).

the importance of this form of communication in the overall development of the child:

primary penetration into the extrasensory essence of phenomena, the development of visual forms of thinking;

familiarization with the moral and moral values ​​of society; transition to discursive thinking (5-6 years).

We list only some of the problems that arise in preschoolers deprived of full communication with adults. An increased need for attention and a benevolent attitude from an adult is characteristic, as was shown when highlighting the parameters of communication, for infants. Preschoolers have a more complex need for communication - cooperation, respect and empathy. In children from DUIT, until the end of preschool age, the need for an attentive and benevolent attitude remains. They do not show the usual perseverance for children of this age in the course of cognitive contacts. That is, they satisfy the unfulfilled need for attention and kindness from adults with the help of speech means.

It is known that the projective technique "Drawing of a person" has several parameters for evaluation: sensorimotor, mental and projective. The difference between children from DIIT begins to manifest itself from the mental level: in their drawings, a person is schematic, there are no details. At the projective level, the features are that the children draw a little man in the bottom corner, from where he tries to escape. These facts speak of personal and emotional problems (we will return to a more detailed description of them when describing schoolchildren).

Conclusion

As the spiritual life of the child is enriched, the meaning of communication becomes more complex and deeper, expanding in connections with the world and in the emergence of new abilities. The main and most striking positive effect of communication lies in its ability to accelerate the development of children.

Thus, for the youngest children, it is very important that the adult be a rich source of various influences, without which the infant may lack impressions. At the same time, the experience of the child is enriched. The process of personality development is a stage in the development of relationships between a child and an adult.

Skill does not come by itself, it is acquired at the cost of the effort expended on learning. However, adults and teachers can help children in this hard work in many ways if they begin to instill communication skills from early childhood. It is they who show children patterns of communication with various people, standards of emotional manifestations, organize their interaction with each other, teach adequate emotional communication. The knowledge gained by preschoolers in the classroom will give them an idea of ​​the art of human relationships. Thanks to specially designed games and exercises, they will form emotional and motivational attitudes towards themselves, towards others, peers and adults. They will acquire the skills, abilities and experience necessary for adequate behavior in society, contributing to the best development of the child and preparing him for life.

Bibliography

1. Antonova T.V. Features of communication between older preschoolers and peers // Preschool education. 1977, No. 10.

2. Antonova T.V. Education of friendliness in communication with peers // Preschool education. 1977, No. 5.

3. Belkina V.N. Pedagogical regulation of interaction between children and peers. Yaroslavl, 2000.

4. Belkina V.N. Psychology of children of early and preschool childhood: Textbook. Yaroslavl, 1998.

5. Berezovin N.A. Problems of pedagogical communication. Minsk, 1989.

6. Bodalev A.A. Personality and communication. M., 1983.

7. Bozhovich L.I. Personality and its formation in childhood. M., 1968.

8. Bueva LP. Man: activity and communication. M., 1978.

9. Kagan M.S. The world of communication: The problem of intersubjective relations. M., 1988.

10. Kan - Kalik V.A. Teacher about pedagogical communication. M., 1987.

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12. Leontiev A.A. pedagogical communication. M., 1979.

13. Leontiev A.A. Psychology of communication. M., 1997.

14. Lisina M.I. Problems of the ontogeny of communication. M., 1986.

15. Lisina M.I. Problems of the ontogeny of communication. M., 1986.

16. Lomov B.F. The problem of communication in psychology // Questions of psychology 1980, no. 4.

17. Luria A.R., Subbotsky E.V. To the question of the behavior of children in conflict situations // New research in pedagogical sciences. M., 1973, No. 1.

18. Mukhina V.S. Child psychology. M., 1985.

19. 17Myasishchev V.N. Personality and neuroses. L., 1960

20. Communication and its influence on the development of the psyche of preschoolers / Under. ed. M.I. Lisina. M., 1978.

21. Relationships between peers in the kindergarten group / Ed. T.A. Repina. M., 1978.

22. The development of communication in preschoolers / Ed. A.V. Zaporozhets, M.I. Lisina. M., 1974.

23. Royak A.A. Psychological conflict and features of the individual development of the child's personality. M., 1988

24. Repina T. A. Social and psychological characteristics of the kindergarten group. M., 1988.

25. Ruzskaya A.G. Development of communication between preschoolers and peers. M., 1989.

26. Subbotsky E.V. Psychology of partnership relations in preschoolers. M., 1976.

27. Shipitsyna L.M., Zashchirinskaya O.V., Voronova A.P., Nilova T.A. ABC of communication: Development of the child's personality, communication skills with adults and peers. Childhood – Press, 2000

Fastova Elena Arkadievna,
educator GBDOU kindergarten №19
Moskovsky district of St. Petersburg

One of the defining tasks of the kindergarten at the present stage is the formation of a general culture of the personality of children, the creation of the emotional well-being of pupils.

Kindergarten - as the second social institution after the family in a child's life, is able to teach children to live in society, acquire the necessary communication skills, interaction with people around them.

Communication is the main condition for the development of the child, the most important factor in the formation of personality, one of the global types of human activity, aimed at understanding and evaluating oneself through other people.

Communication is understood as the interaction of people aimed at coordinating and uniting efforts in order to achieve a common result. From the first days of a child's life, communication is one of the most important factors in his mental development, the formation of communication skills.

Psychologists define communication skills as individual psychological characteristics of a person, ensuring the effectiveness of her communication and compatibility with other people. Communication skills include:

Desire to make contact with others;

Ability to organize communication;

Knowledge of rules and regulations.

Violation of communication leads to severe deviations in behavior, affects the intelligence of the child, the development of socially significant personality traits.

The child learns in the family, in kindergarten, in communication with adults - teachers and parents to coordinate their actions with peers, participants in joint games, correlating their actions with social norms of behavior.

In kindergarten, the basic existing laws of communication are taught: children learn to seek and find a compromise between their own desires and the interests of the people around them, to defend their own point of view and at the same time restrain themselves and their emotions in resolving disputes. Raising children in kindergarten makes it possible to learn to defend one's opinion, through arguments, and not tears and tantrums, as often happens at home. Especially valuable is the fact that in a peer group these skills are formed naturally, as if by themselves - in the process of communication and while playing with other children.

The relationship of a child with children is also largely determined by the nature of the communication of a preschooler with a kindergarten teacher, adults around him. The style of the teacher's communication with the children, his value attitudes are reflected in the relations of the children among themselves, in the psychological microclimate of the group. The pedagogical position of the educator is manifested in the recognition of the individuality of the child, his uniqueness, knowledge and understanding of his needs, interests, motives, stable, interested, positive attitude towards the personality of the child, even with manifestations of negative actions, deeds. Attitude towards the child as a subject, as a value in itself involves the creation of such pedagogical conditions that would contribute to the disclosure of the potential, creativity and activity of the child.

It is known that communication is carried out using various communicative means. An important role is played by the ability to externally express one's inner emotions and correctly understand the emotional state of a partner. In addition, only in relationships with peers and adults is it possible to prevent various deviations in the development of the child's personality. This involves taking into account the characteristic forms of the child's behavior in various situations, knowledge of the difficulties that arise in interpersonal communication.

In the process of developing communication skills, the child begins to understand how important it is to love the surrounding nature, feel it, take care of it, learn from it kindness, sensitivity, selflessness, acquire the ability to transfer all the good things from nature into communication with people. Gradually, the preschooler has ideas about the possibility of expressing his needs, feelings through various verbal and non-verbal means of communication. Understanding one's own "I" forms the self-esteem of children, which contributes to the correct assessment of their actions and, on their basis, the difference in expressive means of communication and emotions, and the feelings of other children and adults. The child is brought up kind and sincere feelings for the closest people, attachment to the family. Children value good relationships and get joy from communicating with their loved ones, show concern for them and offer all possible help. The skill of communicating with adults is gradually transferred to communication with peers. Children show care and attention, feelings of kindness, sensitivity, benevolence, complicity and cooperation in the process of communicating with each other. The child is able to learn to control his mood, show positive emotions in various situations, bring joy to himself and others when communicating with the outside world. Having an idea about the actions and habits of people, children will be able to develop socially significant motives for positive behavior in the future, develop a desire to imitate good examples. The laid foundations of knowledge and education will help the child develop a sense of responsibility for his actions, exactingness towards himself, will allow him to form the correct self-esteem, which will help develop the main features of the future personality. It is equally important to give children knowledge about the techniques, means and methods of polite communication with each other, younger children and adults. This will help them apply the rules of etiquette in different situations at home, at a party, on the street, using both gesture and speech means of communication. Communication skills also include ideas about gender differences, about the culture and psychology of communication between boys and girls. Children learn to understand and respect the opinions of partners of the opposite sex.

All these skills in children are well acquired in the process of playing activities. The game not only helps to master the skills of social communication and learn the norms of behavior, but is also important for the emotional development of children. In play, children reproduce real situations using familiar means to solve their specific problems. An important point is the choice of the game. It is good if the games are a specially built system in which each stage relies on the previous one and prepares the next one. Within each stage there is a sequence of games that develop certain aspects of the relationship of children. After playing three or four games with children, you can move on to the initial games of the following stages.

When conducting games, do not be afraid of repetition. Repeated repetition of the same games is an important condition for their developmental effect. Preschoolers learn new things in different ways and at different paces. By systematically participating in a particular game, children begin to better understand its content and enjoy the performance of game actions. Children themselves are very fond of playing familiar games and often ask to repeat some game. In such cases, it is better for her to devote the first half of the lesson, and leave the new game for the second half.

Thus, in order for a child to grow up and become a full-fledged and developed personality, he must acquire the experience of interpersonal communication even in early childhood, since without it the process of socialization will be incomplete, and entry into the world of people will become painful. This process is called the development of social competence, it is an integral part of human development,

List of used literature:

1. Klyueva N.V., Kasatkina Yu.V. We teach children to communicate. - Yaroslavl "Academy of Development" 1996

2. Shipitsyna L.M., Zashchirinskaya O.V. - ABC of communication. - St. Petersburg: CHILDHOOD_PRESS, 2000

Developing, the child learns new psychological traits and forms of behavior, thanks to which he becomes a small member of human society. The child acquires that relatively stable inner world, which gives grounds for the first time to call the child a personality, although, of course, a personality not yet fully formed, capable of further development and improvement.

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The influence of adults on the development of the personality of a preschooler

Developing, the child learns new psychological traits and forms of behavior, thanks to which he becomes a small member of human society. The child acquires that relatively stable inner world, which gives grounds for the first time to call the child a personality, although, of course, a personality not yet fully formed, capable of further development and improvement. The conditions for the development of a preschool child differ significantly from the conditions of the previous age stage. Significantly increase the requirements for his behavior by adults. The central requirement is the observance of the obligatory for all rules of behavior in society, the norms of public morality. The growing possibilities of cognition of the world around us bring the interests of the child out of a narrow circle of people close to him. The child joins in joint activities with peers, learns to coordinate his actions with them, to take into account their interests and opinions. Throughout preschool childhood there is a change and complication of the child's activity. Now high demands are placed on him, especially on the ability to organize his behavior. Gradually, step by step, the personality of the child is formed, and each new shift in the formation of personality changes the influence of conditions, increases the possibilities for further education. The conditions of personality development are so closely intertwined with development itself that it is practically impossible to separate them. The development of a child's personality includes two aspects. One of them is that the child gradually begins to understand the world around him and realizes his place in it; this gives rise to new types of behavioral motives, under the influence of which the child performs certain actions. The other side is the development of feeling and will. They ensure the effectiveness of these motives, the stability of behavior, its well-known independence from changes in external circumstances. The main way adults influence the development of the personality of children is the organization of the assimilation of moral norms. These norms are acquired by the child under the influence of patterns and rules of behavior. The models of behavior for children are, first of all, the adults themselves - their actions, relationships. The most significant impact on the child is the behavior of his immediate surroundings. He is inclined to imitate them, to adopt their manners, to borrow their assessment of people, events, things. However, the matter is not limited to loved ones. A child of preschool age gets acquainted with the life of adults in many ways - by observing their work, listening to stories, poems, fairy tales. 6 as a model for him is the behavior of those people who cause love, respect and approval of others. The behavior of peers who are approved and popular in the children's group can also serve as a model for the child. Finally, the patterns of behavior presented in the actions of fairy-tale characters endowed with certain moral traits are of no small importance. The decisive moment in the assimilation of patterns of behavior that go beyond the behavior of the people around the child is the assessment that is given to other adults, children, characters in stories and fairy tales by people to whom the child is attached, whose opinion is most authoritative for him. Preschool children show great interest in patterns of behavior. So, listening to a fairy tale or a story, they will definitely try.

Claim for recognition

Boys and girls

Of decisive importance for the development of the child's self-awareness is his interaction with adults, which is directed or on a whim develops in him a certain attitude towards the world of things, to all living things, to people and to himself. Adults are the main source of information for the child about themselves. Adults help to understand the child and his own gender. Orientation of the child to the values ​​of his gender most often occurs in the family. Each of the parents carries the value orientations of their gender. Such signs as sincerity, sensitivity, emotionality are more inherent in a woman; courage, determination, self-control are signs of masculinity. Stereotypes of male and female behavior enter the child's psychology through direct observation of the behavior of men and women, as well as through art.

Gender and gender role selection

At preschool age, differences arise and develop in the direction of communication between boys and girls, the so-called benevolence towards children of the same sex is revealed: a boy more often chooses boys, and a girl chooses girls. Self-consciousness develops and, as an important part of it, awareness of oneself as a boy, a man or as a girl, a woman. Psychologists have found that children are grouped into games based on gender. Not only collective, but also single games of children are often determined by the gender of the child. When playing "family", children also prefer roles according to their gender. In the game, the emotionality of the child is manifested and the forms of appropriate behavior possible for the male and female roles are worked out. Girls better adapt to the situation, calmer, faster and easier to enter new conditions. Boys are more explosive, make more noise. In a role-playing game, a boy, imitating adults, takes on the role of a driver, an astronaut, a soldier; girl - the role of mother, doctor, educator. The selected playing roles reflect the social aspirations of children of different sexes. The boys' interests are focused on technology, on competitive games in which one can realize one's claims to victory and leadership. Boys' games are further removed from the sphere of the family than girls' games.

Gender and choice of toy

Toys act as the supporting material of the game, helping to develop its plot, and their choice is also affected by the gender of the children. In a special experiment, children were offered a situation of free choice of two sets of toys out of four. Four trays were offered with the following items: car, dishes, cubes, doll. The child was asked to name all the toys, take two trays with the toys he liked the most and play with them. All actions of the child were recorded. As a result, it turned out that in the fourth year of life in boys and girls there is a differentiation in the preference for toys. As it turned out, the car, the cubes were chosen for playing mainly by boys, and the doll and dishes were chosen by girls. The choice of toys reflects the effective penetration of children into the specifics of "male" and "female" activities. Boys know and are more able in the field of technology, and girls - in the field of domestic life. Children's love. By the end of preschool age, the child realizes the irreversibility of gender and begins to build his behavior accordingly. At this time, children have a peculiar relationship with some children of the opposite sex. These relationships are individualized from the very beginning. So, a boy may experience a lively and tremulous joy at the sight of a girl of the same age or an older girl, he may be excited by dreams about this girl. Adults should respect the quivering feelings of the child. Here, an adult should not allow himself irony or condescending arrogance. At the same time, one should not warm up children's love, but, on the contrary, one should try to switch the child to something else that can capture his feelings and imagination with renewed vigor. Children's talk about love, marriage and childbearing must be distinguished from childish love. Children's judgments on this topic reflect their cognitive interest in the everyday life of people and interpersonal relations between men and women.

Body Image Formation

The image of the body arises in the child in connection with his general cognitive interests, when he suddenly begins to be interested in studying the bodily organization of people and his own. Awareness of one's gender is included in the structure of the image of one's "I". A child, hearing from adults: “You are a boy”, or “You are a girl”, rethinks these names in connection with their sexual characteristics. The child is spontaneous in curiosity about his body and sexual organs. As they get older, preschoolers begin to feel awkward about being naked in front of other people. The feeling of embarrassment, modesty is the result of the educational influence of adults. The attitude to the nakedness of the human body is the problem of the moral education of the child in the broadest sense of the word. In the overwhelming majority of cases, modern children learn the characteristic features of the body of a boy and a girl quite early. At the same time, children also learn the attitude of adults to the naked body. Many adults impose a kind of taboo on the perception of a naked body and the condemnation of bodily functions. The attitude of parents to their body largely determines the nuances of their behavior, which affect the nature of the child's identification with adults. If parents feel embarrassed when trying to change clothes, then their feeling of embarrassment is transferred to the child. If the parents behave naturally, then the child, as a rule, is not embarrassed by the naked body. However, there must be a deliberate individual approach. For some children, the sight of naked parents is exciting. The child develops a directed interest in the naked body of adults and in the genitals. Separately, it is necessary to point out the drawing by children of the genital organs. Children sometimes draw the genitals of animals and humans. The freedom of the image of the child's genitals depends on the attitude of adults to this. Animal genitals are easily (without inhibition) drawn by rural children and children of artists working with nudes. Boys draw the genitals of male and male animals more often than girls. This fact can be explained by the fact that boys are identified with the physical image of their poly. Many preschool children are not only unaware of differences in the physical appearance of people, but also do not see these differences when they look at nudity. Some children are so "protected" by family asexual upbringing that they do not perceive gender differences in naked nature, even when they are asked to carefully examine it in order to correctly depict it. Children begin to giggle, turn away, cover their eyes with their hands. As a rule, such children never want to draw the nature presented to them. Such reactions are the result of wrong sex education. The teacher should pay attention to this. Sexual education in preschool childhood. The attitude towards the naked human body is the result of the influence of those stereotypes of behavior that exist in the child's family and his immediate environment. With competent moral and intelligent guidance from adults, the child will form a healthy attitude towards gender differences and gender relations.

Development of motives for behavior and the formation of self-awareness

General characteristics of the motives of the child's behavior. The motives of a child's behavior change significantly throughout preschool childhood. The younger preschooler mostly acts, like a child in early childhood, under the influence of situational feelings and desires that have arisen at the moment, caused by a variety of reasons, and at the same time does not clearly understand what makes him perform this or that act. The actions of an older preschooler become much more conscious. In many cases, he can quite reasonably explain why he acted in this case in this way and not otherwise. The same act committed by children of different ages often has completely different motives. A three-year-old kid throws crumbs to chickens to watch them run and peck, and a six-year-old boy to help his mother with the housework. At the same time, it is possible to single out certain types of motives that are typical of preschool age as a whole and that have the greatest influence on children's behavior. First of all, these are the motives associated with the interest of children in the world of adults, with their desire to act like adults. The desire to be like an adult guides the child in role play. Often, such a desire can also be used as a means to get the child to fulfill one or another requirement in everyday behavior. “You are big, and the big ones dress themselves,” they say to the child, encouraging him to become independent. “Big ones don’t cry” is a strong argument that makes a child hold back tears. Another important group of motives that constantly manifest themselves in the behavior of children is play motives, associated with interest in the very process of play. These motives appear in the course of mastering play activity and are intertwined in it with the desire to act like an adult. Going beyond play activity, they color the entire behavior of the child and create a unique specificity of preschool childhood. A child can turn any business into a game. Very often, at a time when it seems to adults that the child is busy with serious work or diligently studying something, he actually plays, creating an imaginary situation for himself. So, for example, in one psychological study, children were asked to select an extra one from images of four objects - a man, a lion, a horse and a wagon. Under these conditions, children considered the lion superfluous and explained their choice in this way: “Uncle will harness the horse to the wagon and go, but why does he need a lion. The lion can eat both him and the horse, he must be sent to the zoo.” Of great importance in the behavior of a preschool child are the motives for establishing and maintaining positive relationships with adults and other children. A good attitude from others is necessary for a child. The desire to earn affectionate approval, praise from adults is one of the main levers of his behavior. Many actions of children are explained by this desire. The desire for positive relationships with adults forces the child to reckon with their opinions and assessments, to comply with the rules of behavior established by them.

Conditions for the moral development of a child's personality

The moral development of a child's personality is determined by the following constituents: knowledge of norms, habits of behavior, emotional attitude to moral norms and the internal position of the child himself. Of paramount importance for the development of the child as a social being is knowledge of the norms of behavior. During the early and preschool years, the child learns social norms of behavior through communication with the people around him (adults, peers and children of other ages). The assimilation of norms implies, firstly, that the child gradually begins to understand and comprehend their meaning, and secondly, that the child develops behavioral habits in the practice of communicating with other people. A habit represents an emotionally experienced motivating force: when a child acts in violation of habitual behavior, this causes him a feeling of discomfort. The assimilation of norms, thirdly, implies that the child is imbued with a certain emotional attitude towards these norms. The rational and emotional attitude to moral norms and their implementation develops in the child through communication with adults. An adult helps the child to comprehend the rationality and necessity of a certain moral act, an adult authorizes a certain type of behavior by his attitude towards the child's act. Against the background of emotional dependence on an adult, the child develops a claim to recognition.

Request for recognition from an adult

The claim to recognition is one of the most important human needs. It is based on the desire to receive a high assessment of their achievements that meet the social requirements of society. At preschool age, the motives of behavior and activity are saturated with new social content. During this period, the entire motivational-need sphere is rebuilt, including the qualitative change in the manifestation of the need for recognition. Children begin to hide their claims, open self-praise is observed only in rare cases. The unfulfilled claim to recognition can lead to undesirable forms of behavior, when the child begins to deliberately invent lies or brag. The claim to recognition also manifests itself in the fact that it begins to vigilantly monitor what kind of attention to him, and what attention to his peer or brother. A preschool child strives to ensure that adults are satisfied with him. If he deserves censure, he always wants to correct the spoiled relationship with an adult. The need for recognition at preschool age is expressed in the child's desire to establish himself in his moral qualities. The child tries to project his act on the future reactions of other people, while he wants people to be grateful to him, to recognize his good deed. The need to realize the claim to recognition is manifested in the fact that children are increasingly turning to adults for evaluation of performance and personal achievements. In this case, it is extremely important to support the child. You can’t bombard a child with remarks like: “You can’t do this,” “You don’t know this,” “You won’t succeed,” “Don’t bother me with empty questions,” etc. Such disrespectful remarks from an adult can lead the child to lose confidence in your abilities.

Conformity

An experiment was conducted with a "natural group in a sham situation". An analysis of the materials made it possible to establish that the desire to "be like everyone else" can lead to conformity and behavior and nudes. As it turned out, younger preschoolers (three or four years old) are usually poorly guided by the statements of their peers; first of all, they proceed from their own perception. Children's responses in accordance with what they feel, and not in accordance with what other children say, are explained not by the independence of the choice of behavior, but by the lack of orientation towards other children. If younger preschoolers follow the group, then this is due to the fact that the child, who did not focus on the questions of an adult, but was busy with something (for example, played with his fingers or with a stain on the table) and did not delve into the content of the question , gives an echo response. At the same time, he is emotionally calm. At the age of five or six, children begin to actively orient themselves to the opinions of their peers. Their explanations of why they repeat after others what is not really there are very unambiguous: “Because the children said so”, “They said so”. At the same time, the child begins to feel anxious. At this time, story games form a general attitude towards a peer as a communication partner, whose opinion the child must certainly take into account. The next age group is children six to seven years old. Among peers they know well, they already show a tendency to independence, but among strangers they are, as a rule, conformal. Moreover, after the experiment, when they followed others contrary to their own knowledge, they tried to show the adult that they actually knew well how to answer correctly. So, the boy says: “Why did they answer so stupidly? They said sweet for salty, red for blue. ”-“ Why did you say that yourself? - "I AM? I'm like everyone else." The desire to "be like everyone else" in situations of choosing a line of behavior can lead to conformism as a personal characteristic. However, the desire to “be better than everyone else” can be accompanied by negative components. Childish envy. At preschool age, when striving to realize the claims to the main role in the game, to win in sports competitions and other similar situations, envy may arise in the relations of children. It is caused by the fact that in preschoolers, external social relations and social hierarchy (“who is more important”) come to the fore. The claim to leadership was studied by replacing the child with an understudy doll (see above). As it turned out, five-seven-year-old children openly showed a claim to the leadership of lindens. » in the exceptional situation of the experiment. When the roles are distributed by each child in the presence of interested peers, some children offer the main role to another unconditionally, while some children declare their right to a minor role.

The role of ethical standards in the formation of personality

In human culture, generalized standards of ethical assessment have historically been developed. Ethical standards act as polar interconnected categories of good and evil. As mentioned above, the child comprehends the meaning of ethical standards through joint rational and emotional communication with adults or another child. The moral development of the child himself to a large extent depends on how developed his ability to correlate his actions with ethical standards. In child psychology, there are effective methods for shaping the moral qualities of a child's personality. A very productive method is when the child is placed in conditions where he is forced to compare his real actions with ethical standards. In accordance with the program of the experiment, the children got acquainted with two polar ethical standards and practiced the correct correlation with them of two concrete actions opposite in moral assessment. (In one of the situations, the child had to equally distribute the toys between himself and two other children.) Uniform distribution objectively expresses the child's recognition of the equal rights of other children to toys and acts as an ethically positive action (fair). The unequal distribution of toys in one's favor means ignoring the rights of other children to these toys and acts as an ethically negative action (unfair). Buratino and Karabas from the fairy tale "The Golden Key, or the Adventures of Pinocchio" by A. Tolstoy appeared as polar ethical standards. These characters of the fairy tale acted for the child as carriers of two opposite moral standards of behavior. Children participated in the formative experiments, who always took most of the toys for themselves in the selection samples, and gave the smaller part to others. In the first series of experiments, the children had to distribute the toys for Pinocchio and for Karabas. Children distributed on behalf of Pinocchio fairly, since he acts as a bearer of a positive moral standard (“Pinocchio always divides equally, he is kind and fair”); on behalf of Karabas, they were distributed unfairly, since he acts as a bearer of a negative moral standard (“Karabas is greedy, takes more for himself”). In the second series, the unfair action of the child himself was correlated by other children with the image of Karabas, that is, with a negative standard. The majority of children convicted of wrong (unfair) behavior strongly protest against the possibility of comparing them with Karabas, categorically denying the identity of distribution between themselves and Karabas. In the third series, the child himself had to determine whether his unfair distribution was in line with the negative coupon. The shift in the child's behavior is explained by the fact that with the help of an adult, but psychologically independently, the child establishes the correspondence of his action to a negative standard, at the same time, the people around the child show him their positive attitude and expectation that he corresponds to a positive ethical standard. Mastering moral correlative actions leads to the fact that the child becomes painfully aware of the identity of his actions with the actions of a negative model.

Condition for the development of politeness skill

Orientation to politeness as a moral value of communication in preschool children develops as follows. Most preschoolers, starting from the age of four, are well aware of polite forms of communication, they can understand the moral meaning of politeness. However, politeness appears differently in different situations. Politeness as an element of a plot-role-playing game prevails over manifestations of politeness in real relationships between children. Politeness and empathy in preschool children in case of failure of a partner in the game, in a common cause, often give way to anger and rudeness. Raising a child's need for politeness, respect for another will be successful if the child is not only explained the moral meaning of politeness, but also constantly communicate with him in accordance with the norms of politeness. Only in this case, politeness will turn from a demonstrated behavior into a solid skill.

Trapped in emotions

In preschool age, as well as in early childhood, feelings dominate all aspects of a child's life, giving them their coloring and expressiveness. A small child still does not know how to manage his experiences, he almost always finds himself in captivity of the feelings that captured him. The outward expression of feelings in a child, in comparison with an adult, is more stormy, direct and involuntary. The child's feelings flare up quickly and brightly and just as quickly go out: stormy fun is often replaced by tears. The need for love and approval. The strongest and most important source of a child's experiences is his relationships with other people - adults and children. When others treat the child affectionately, recognize his rights, show attention to him, he experiences emotional well-being - a sense of Sovereignty, security. Usually, under these conditions, the child is in a cheerful, cheerful mood. Emotional well-being contributes to the normal development of the child's personality, the development of positive qualities in him, a benevolent attitude towards other people. The behavior of those around him in relation to the child constantly evokes various feelings in him - joy, pride, resentment, etc. The child, on the one hand, acutely experiences affection, praise, on the other, the grief caused to him, the injustice shown to him. Preschoolers experience feelings of love, tenderness for loved ones, especially for parents, brothers, sisters, often show care and sympathy towards them. Love and absurdity towards other people are associated with indignation and anger against those who appear in the eyes of the child as their offenders. The child unconsciously puts himself in the place of the person to whom he is attached, and experiences the pain or injustice experienced by this person as his own Jealousy. At the same time, when another child (even a brother or sister he loves) enjoys, as it seems to a preschooler, a lot of attention, he experiences a feeling of jealousy.

Sympathy

The feelings that arise in a child in relation to other people are easily transferred by him to the characters of works of art, fairy tales, stories: he sympathizes with the misfortune of Little Red Riding Hood not much less than with real misfortune. He can listen to the same story again and again, but the feelings caused by it do not weaken from this, but become even stronger: the child gets used to the fairy tale: he begins to perceive its characters as familiar and close. The most vivid feeling of preschoolers when listening to stories and fairy tales is sympathy for everyone who is in trouble. The positive characters evoke special sympathy for the child, but sometimes he can also feel sorry for the villain if he is in a very bad situation. More often, however, children are indignant at the actions of negative characters, they seek to protect their beloved hero from them. The feelings experienced by a child when listening to fairy tales turn him from a passive listener into an active participant in events. Terrified by the upcoming events, he begins to demand in fright that they close the book and not read it further, or he himself comes up with a more acceptable, from his point of view, version of the part that scares him. In this case, often the child takes on the role of a hero. Looking at illustrations for fairy tales, preschoolers often try to directly intervene in the course of events: they blur or scratch out images of negative actors or circumstances that threaten the hero. One four-year-old girl "liberated" the Prometheus depicted in the picture by scratching out the chains that bound him. Relationships with other people, their actions are the most important, but, of course, not the only source of feelings of a preschooler. Joy, tenderness, sympathy, surprise, anger and other experiences can arise in him in relation to animals, plants, toys, objects and natural phenomena. Getting acquainted with human actions and experiences, a preschooler tends to attribute them to objects as well. He sympathizes with a broken flower or tree, resents the rain, which prevents him from walking, is angry at the stone that hit him.

Fear

A special place among children's feelings is occupied by violent experiences of fear. The origin of fear occurs most often as a result of improper upbringing and unreasonable behavior of adults. Very typical are cases when adults begin to despair over the slightest reason that threatens their opinion, danger to the child. This behavior of adults leads the child into a state of intense anxiety and fear. For example, some episode of life, which, with the right attitude, would have passed without a trace, is turned by adults into a formidable event and therefore can have serious consequences. Fear can be inspired by adults in those cases when the child sees a manifestation of fear in them. Thus, children begin to be afraid of thunderstorms, mice, darkness. Some people consider it “permissible to intimidate children in order to get them to obey (“Come here, otherwise your aunt will take it!”; “If you don’t obey, that uncle will put him in a briefcase!”). The experience of fear sometimes arises without the influence of adults. When a child encounters an unusual, new one, in addition to surprise and curiosity, he may experience an acute anxiety state.One of the reasons that cause fear is an unusual change in a familiar face: when the face is covered with a veil, a hood is put on the head, etc. In an unusual In an uncertain situation, the child is very often overcome by strong excitement. Typical in this respect is the fear of the dark. Fear of the dark is largely due to the fact that it hides all familiar objects, that every slight noise seems unusual. If the child is at least once frightened in the dark, then then the darkness itself will frighten him.Frequent experiences of fear affect the general physical and mental well-being of the child, so adults should to nurture and maintain in the child a sense of freedom and fearlessness. Fear for others is fundamentally different from these forms of fear, when nothing threatens the child himself, but he experiences fear for those he loves. This kind of fear is a special form of sympathy, and its appearance in a child indicates a developing capacity for empathy.

Development of the senses

The feelings of a three-four-year-old preschooler, although bright, are still very situational and unstable. Thus, a child's love for his mother, flaring up from time to time, prompts him to kiss her, hug her, utter tender words, but still cannot serve as a more or less constant source of actions that would please the mother, bring her satisfaction. The child is not yet capable of long-term sympathy and care for others, even very beloved people. Here, tenderness for the sick mother gave way to pleasure about the opportunity to play the role of an adult, to take care of the sick. Feelings of younger and middle preschoolers in relation to peers who are not members of the family are usually not particularly long-lasting at all. Observations of friendly manifestations of children in kindergarten have shown that in the vast majority of cases a child makes friends alternately with many children, depending on the circumstances. Such friendship is not based on a stable attitude towards a peer, but on the fact that the child plays with him or sits at the table. During preschool childhood, the child's feelings acquire much greater depth and stability. In older preschoolers, one can already observe manifestations of genuine concern for loved ones, actions that are aimed at protecting them from anxiety and grief. Typical for a child of older preschool age is constant friendship with peers, although a large number of cases of alternating friendship remain. When establishing friendship between children, it is not the external situation that is now of primary importance, but their sympathy for each other, a positive attitude towards certain qualities of a peer, his knowledge and skills (“Vova knows a lot of games”, “It’s fun with him”; Raya"). Feelings and mind. One of the main directions in the development of feelings in preschool childhood is the increase in their "reasonableness" associated with the mental development of the child. The child is just starting to "know the world around him, get acquainted with the consequences of his actions, understand what is good and what is bad. There is a widespread belief that young children are often insensitive, then cruel towards animals.

Beautiful

A similar path of development takes place in preschool childhood and the feeling of beauty, caused in the child by objects, natural phenomena, works of art. For a three-four-year-old preschooler, beauty is a bright, shiny toy, an elegant suit, etc. By the older preschool age, the child begins to capture beauty in rhythm, harmony of colors and lines, in the development of musical melody, in the plasticity of dance. The beauty of natural phenomena, landscapes, festive processions causes strong feelings in the older preschooler. The better the child is oriented in the environment, the more diverse and complex are the reasons that give rise to his sense of beauty.

Expression of feelings

The external manifestations of the child's feelings also change significantly in preschool childhood. First, the child gradually masters the ability to restrain violent, harsh expressions of feelings to a certain extent. Unlike a three-year-old, a five-six-year-old preschooler can hold back tears, etc. Secondly, he learns the "language" of feelings - accepted in society forms of expression of the finest shades of experiences with the help of glances, smiles, facial expressions, gestures, movement, voice intonations. Although the most dramatic manifestations of feelings (crying, laughter, screaming) are associated with the work of the innate mechanisms of the brain, they are involuntary only in infancy. In the future, the child learns to manage them and not only suppress them if necessary, but also consciously use them, informing others about their experiences, influencing them. As for the whole wealth of more subtle means of expression that people use to express feelings, they are of social origin and the child masters them by imitating.

The influence of an adult on the development of the personality of a preschooler

TOPIC 14. PERSONAL DEVELOPMENT OF A PRESCHOOL CHILD

1. The influence of an adult on the development of the personality of a preschooler.

2. Communication as an important factor in the development of a child's personality.

3. Communication of the child with peers.

4. The influence of the family on the development of the individual.

Personality formation is a complex social process. The child develops as a social being and the environment is the source and condition for the development of personality.

The child interacts with the environment - this plays a primary role in his mental development and personality development. Specific human properties and personal qualities are formed in the process of interaction and one's own activity. It is at preschool age that personal mechanisms of behavior are formed, connections and relationships appear, which in the aggregate are the unity of the individual. Features of development and psychological and pedagogical prerequisites for the formation of personality are considered in the works of L.I. Bozhovich.

Relationships with adults are of great importance for the development of a child's self-awareness. they are the main sources of information about themselves, about people, about the world of things. Adults help the child to realize his gender, and also introduce the rules of behavior and communication.

Pedagogical assessment is of great importance in the formation of rules of conduct. The popularity of a child depends on the success and appreciation of an adult. Studies show that even in less popular children, with success in activities and a positive assessment, the status, self-esteem and level of claims change. The emotional climate in the group changes for them.

In dealing with a child, an adult can take an authoritarian, democratic and liberal position.

Communication is an important factor in the development of a child's personality. Personal relationships develop in communication, and the nature of these relationships with the outside world largely determines what qualities the child will develop.

At preschool age, several forms of communication between a child and an adult arise and replace each other.

The form of communication is understood as communicative activity at a certain stage of its development and characterized by the following parameters (M.I. Lisina):

the time of occurrence of this form of communication;

the place it occupies in the child's life;

leading motives that encourage the child to communicate with adults;

main means of communication.

Let us characterize each form of communication between a child and an adult.

Situational-personal form (directly emotional communication)

(infancy)

A newborn is a preparatory stage for communication with an adult (the child learns to single out an adult).

smile (starting from the 4th week), first in response to an adult's smile, then on its own initiative;

· the revitalization complex (on the 2nd month) completes the formation of the need for communication.

Indicators of the formed need for communication

1) attention and interest in an adult;

2) emotional manifestations about an adult (adult's assessment);

3) initiative actions in order to attract the attention of an adult;

4) the sensitivity of the child to the attitude of an adult.

The need for communication is based on organic needs, the need for new experiences, the behavior and position of an adult in relation to a child. Treating the child as a person is a decisive condition for the formation of communicative activity.

When referring to the problem of personality, one has to face an ambiguous understanding of this term, as well as a variety of its characteristics.

Personality is considered in the light of different sciences: psychology, sociology, pedagogy, philosophy, etc. This sometimes leads to the loss of the psychological content of this concept.

Domestic psychologists (L. S. Vygotsky, S. Ya. Rubinshtein, P. Ya. Galperin, L. I. Bozhovich and others) call social experience embodied in the products of material and spiritual production, which acquired by the child throughout childhood. In the process of assimilation of this experience, not only the acquisition of individual knowledge and skills by children occurs, but the development of their abilities, the formation of personality.

The concept of "personality" includes various characteristics: sociality, creative activity, morality, self-system, measure of responsibility, motivational orientation, integrity, etc.

Prominent representatives of Russian psychology note that the child's familiarization with the spiritual and material culture created by society does not occur passively, but actively, in the process of activity, the nature of which and the characteristics of the relationship that the child develops with other people largely depend on the process personality formation.

Thus, the innate properties of the organism and its maturation are a necessary condition for the formation of personality, but do not determine either its content or its structure.

As A. N. Leontiev emphasized, “personality is not an integrity, conditioned genotypically: they are not born a personality, they become a personality” .

Game therapy of communication

Person develops as a person precisely in the course of his activities. Although, in general, personality is the result of ontogenetic development, appearing at certain stages of it, but as a quality that expresses the social essence of a person, personality begins to form from birth as a result of communication with close adults.

Considering the problem of the influence of communication on the development of a child's personality, it is necessary to turn to the studies of L. I. Bozhovich, in which she noted that there are some successively emerging neoplasms that characterize the stages of the central line of the ontogenetic development of the personality, its rational aspects. These neoplasms arise as a result of the active attitude of the subject to the environment and are expressed in dissatisfaction with their position, their way of life (crises of 1 year, 3 years, 7 years). These relations of the subject to the environment appear, develop, qualitatively change in communication.

Communication is a process of interaction between specific individuals, reflecting each other in a certain way, relating to each other and influencing each other.

Even before the birth of a child, a certain style of relations develops between adults, which will be projected both on the attitude towards the child and on the type of upbringing applied to him (authoritarian, democratic, intermediate).

It is very important for the development of the future personality of the child that there is respect, mutual understanding, empathy, mutual assistance, support and trust in the family. This is facilitated by the democratic style of relations. The authoritarian style asserts dictate in the family, alienation, hostility, fear, and can cause neurosis in a child, develop negative character traits: lies, hypocrisy, conformity, envy, etc. yourself.

Features of communication

Mediocre parent-child relationships, types of upbringing in the family, allowing us to talk about the disharmony of family upbringing.

This made it possible to single out four parental attitudes and their corresponding behaviors: “acceptance and love”, “explicit rejection”, “excessive exactingness”, “excessive guardianship”. There is a certain relationship between the behavior of parents and the behavior of children: “acceptance and love” give rise to a sense of security in the child and contribute to the harmonious development of the personality, “explicit rejection” leads to aggressiveness and emotional underdevelopment.

Parents create a certain atmosphere of communication in the family, where from the first days of the baby's life, the formation of his personality takes place. Contacts with adults decisively determine the direction and pace of a child's development. It is in the process of communication that he receives various and necessary information.

The genesis of the child's communication with an adult and a peer

From birth, a child gradually masters social experience through emotional communication with adults, through toys and objects that surround him, through speech, etc. To independently comprehend the essence of the surrounding world is a task beyond the strength of a child. The first steps in his socialization are made with the help of an adult. In this regard, an important problem arises - the problem of the child's communication with other people and the role of this communication in the mental development of children at different genetic levels. Research by M. I. Lisina and others shows that the nature of a child’s communication with adults and peers changes and becomes more complicated during childhood, taking the form of either direct emotional contact, or contact in the process of joint activity, or verbal communication. The development of communication, the complication and enrichment of its forms, opens up new opportunities for the child to assimilate various kinds of knowledge and skills from others, which

Game therapy of communication

Features of communication

It is of paramount importance for the entire course of mental development and for the formation of the personality as a whole.

Reciprocity in communication with adults begins to appear in infants at 2 months. The kid develops a special activity, trying to attract the attention of an adult in order to become the object of the same activity on his part. M.I. Lisina called this first form of communication with adults in a child’s life situational-personal or directly emotional. Its appearance is preceded by considerable work of both the adult and the child. A newborn comes into the world without the need for communication and without the ability to communicate. From the first days of his birth, an adult organizes an atmosphere of communication, establishes a signal connection with the baby, constantly alters his behavior, highlighting and strengthening some actions in him, muffling and slowing down others.

By 2-2.5 months, the child, under the influence of the influence of an adult and with his help, develops a communicative need with all four of its signs: interest in an adult, emotional attitude towards him, intensity in establishing contacts with adults and sensitivity to his assessments. This first form manifests itself in the form of a "complex of revival", i.e. an emotionally positive reaction of a child to an adult, accompanied by a smile, active movements, vocalization, fixing the adult's face with a look and listening to his voice. All this indicates that the child has moved to a new stage of development. Contact with parents is necessary for him, the baby actively requires communication. Thanks to an adult, the baby discovers the surrounding objects, learns his abilities, the characteristics of the people around him and develops his own relationship to them.

rye can ensure the formation of a good attitude of the child to people, to the world around him and to cultivate self-confidence.

In addition to the benevolent influence of an adult, practical cooperation with him is important for an infant. And by the end of the first six months of life, a situational-business form of communication with an adult arises. Communication is now included in the practical activities of the baby and, as it were, serves his “business interests”.

The second half of infancy is distinguished by qualitative changes in the child's relationship to the outside world, various forms of imitation, the manifestation of an insatiable need to manipulate objects, which L. S. Vygotsky defined as a "period of active interest."

The main neoplasm of infancy is the transition of the initial consciousness of the mental community - "PRA - WE", to the emergence of consciousness of one's own personality - "I".

The first acts of protest, opposition, opposing oneself to others - these are the main points that are usually described as the content of the crisis of the first year of life.

The first year of life is the formation of a subject who has taken the first step towards the formation of personality. The cognitive activity of the child turns not only to the outside world, but also to himself. The kid requires attention and recognition from the adult.

In infancy, a child treats a peer as a very interesting subject: he studies and feels him, does not see him as a person. But even at this age, an adult can contribute to the education of a child in relation to peers of such personality traits as sympathy, empathy, etc.

From one to three years, a new stage in the development of the child's personality begins - early childhood. The activity of the child on the part of relationships with adults can be characterized as a joint activity. The kid wants the elders to join with him in classes with objects, he requires them to participate in their affairs, and the object action of the child becomes a joint action between him and the adult, in which the element of adult assistance is the leading one.

Game therapy of communication

Features of communication

The content of the need for cooperation with an adult in the framework of situational business communication undergoes changes in children. In the first year and a half, at the pre-speech level of development, they need help in substantive actions. Later, at the speech level, the desire for cooperation takes on a new connotation. The kid is not limited to waiting for the help of the elder. Now he wants to act like an adult, and follow the example and model, copy him.

At this time, an important event occurs in the development of the child's personality - he begins to separate the adult's unconditionally positive general attitude towards himself from his assessment of his individual actions. However, a child of this age ignores many of the comments of an adult. When acting with objects, children are overly self-confident. They are brave, and they must be protected, but wisely. This is a time of formalization of initiative and independence, which may be hindered by excessive restrictions. At the same time, the child also becomes a concentrated observer: he carefully listens to the instructions of his elders, tries to subordinate his behavior to their advice.

Within the framework of this form of communication with an adult, acting on his model, in conditions of business cooperation with him, children also master speech.

The situational-business form of communication plays a very important role in shaping the personality of the child. A delay at the directly emotional stage of communication with an adult is fraught with delays in the development of the baby, difficulties in adapting to new living conditions.

By the age of three, a child can already eat, wash, dress and do many other things on their own. He has a need to act independently of adults, to overcome some difficulties without their help, even in a sphere that is still inaccessible. This finds its expression in the words "I AM".

The emergence of a desire for independence means at the same time the emergence of a new form of desires that do not directly coincide with the desires of adults, which, in particular, is confirmed by the persistent "I WANT".

The contradiction between “I want” and “I have to” puts the child in front of the need to choose, causes opposite emotions.

emotional experiences, creates an ambivalent attitude towards adults and determines the inconsistency of his behavior, leading to an aggravation of the crisis of the age of three.

L. I. Bozhovich considers the emergence of a “SYSTEM OF I” as the central neoplasm of three years, which gives rise to the need to act on one’s own. The self-awareness of the child develops, which is very important for the formation of his personality.

The formation of "SYSTEM I" contributes to the emergence of self-esteem and the associated desire to meet the requirements of adults.

The presence of a crisis indicates the need to create new relationships between the child and the adult, other forms of communication.

In early childhood, not only the elder influences the development of the child's personality. There comes a time when the child seeks to communicate with other children. The experience of communicating with adults largely determines communication with peers and is realized in relationships between children.

In her research, A. G. Ruzskaya notes that the communication of a child with an adult and a peer is a variety of the same communicative activity. Although the actual communicative activity with peers occurs precisely in the period of early childhood (at the end of the second or beginning of the third year of life) and takes the form of emotional and practical communication. The main goal of this communication is participation. Children are pleased with joint pranks, the process of action with toys. Babies don't do anything common. They become infected with fun, show themselves to each other.

An adult during this period should reasonably correct such communication.

Emotional and practical communication with peers contributes to the development of such personal qualities as initiative, freedom (independence), allows the child to see his capabilities, helps to further the formation of self-awareness, the development of emotions.

In the first half before infancy (3-5 years), the child observes a new form of communication with an adult, which is characterized by their cooperation in cognitive

Game therapy of communication

Features of communication

Activities. M. I. Lisina called this "theoretical cooperation". The development of curiosity makes the baby pose more and more difficult questions. " Why"turn to an adult for an answer or for an assessment of their own thoughts. At the level of out-of-situation and cognitive communication, children experience an acute need for respect for elders, and show increased sensitivity to their attitude. The child is insecure, afraid that they will laugh at him. Therefore, an adult needs to take the child’s questions seriously and support his curiosity.

The attitude of parents to the success and failure of the child in various creative or other areas contributes to the formation of the child's self-esteem, claims to recognition. Overestimation or underestimation of the child's abilities by parents affects his relationships with peers, the characteristics of his personality.

The alienated attitude of an adult towards a child significantly reduces his social activity: the child can withdraw into himself, become constrained, insecure, ready to burst into tears for any reason or begin to be frustrated and splash out his aggression on his peers.

A positive relationship with parents helps the child to more easily come into contact with other children and other adults.

Communication with peers is becoming more and more attractive for the child, a situational-business form of communication with peers (4-5 years old) is being formed. The role-playing game is the leading activity in this period. Relationships between adults begin to be played out by children, and it is very important for them to cooperate with each other, to establish and play roles, norms, rules of behavior, but the adult still remains the regulator of the game. The transition from complicity to cooperation represents a noticeable progress in the field of communicative activity with peers.

Within the framework of situational-business communication, the child eagerly strives to become an object of interest and evaluation of his comrades. He sensitively catches in their looks and facial expressions signs of attitude towards himself, forgetting about his comrade. M. I. Lisina called this the phenomenon of the “invisible mirror”.

Later, the child begins to see the features of a peer, fixing, however, mostly negative manifestations. The child seeks to establish himself in his best qualities, there is a need for recognition and respect for a peer.

The lag in the development of this form of communication greatly affects the development of the child's personality. Children have a hard time experiencing their rejection, they develop passivity, isolation, hostility, and aggressiveness. An adult should see the child's problem in a timely manner to help prevent communication delays.

At the end of preschool childhood (5-7 years old), children have a different form of communication with adults - extra-situational-personal. Conversations between a child and an adult are focused on the adult world, it is important for a preschooler to know - "as needed", he strives for mutual understanding and empathy with his elders. Thanks to an adult, moral laws are assimilated, a child evaluates his own actions and the actions of those around him. Parents act for him as a model of behavior.

The child is very sensitive to the remarks and instructions of an adult, which is a favorable condition for the upbringing, education and preparation of children for school. But the preschooler himself is gradually coming to the realization of himself as a subject of relationships.

By the age of 6-7, a child begins to experience himself as a social individual, and he has a need for a new position in life and for socially significant activities that provide this position. This neoplasm leads to a crisis of seven years of age. The child has a desire to take a significant place for the world of "adults" in life, in their activities. School education realizes this desire, however, the surrounding adults need to understand the features of a new stage in the development of the child's personality, treat him not as a preschooler, but give him more independence, develop responsibility for the performance of a number of duties. The child develops an “internal position”, which in the future will be inherent in a person at all stages of his life path and will determine his attitude not only to himself, but also to his position in life.

Game therapy of communication

At senior preschool age, communication with peers has an extra-situational-business form. The main desire of some preschoolers is the thirst for cooperation, which arises in a more developed form of play activity - in a game with rules. This form of communication contributes to the development of awareness of one's duties, actions and their consequences, the development of arbitrary, volitional behavior, which is a necessary condition for subsequent educational and work activities.

By the age of 6-7, the senior preschooler moves on to a new type of activity - to learning. The question arises about the possibility of making such a transition in optimal forms.

The psychological readiness of the child to study at school is the sum of all his achievements over the previous periods of mental maturation.

The problem of a child's readiness for school is dealt with by many researchers in different directions, with different approaches. Summarizing the research material, we can identify some indicators of psychological readiness for schooling:

1) the readiness of mental processes, i.e. definite
the level of their development (initial forms of verbal-logical
whom thinking; a certain degree of arbitrariness and
mediation of mental processes: attention,
memory, etc.; initial forms of contextual speech, times
development of all aspects of speech, including its forms and functions);

2) emotional and motivational readiness (the presence of knowledge
important motive, the need for a socially significant
and socially valued activities; emotional
naya stability, lack of impulsiveness);

3) the presence of arbitrariness, volitional behavior;

4) with the formation of the vanity of communication.

The formation of communication is a very important indicator, since it is a factor in the development of other indicators of readiness for schooling. A. V. Zaporozhets, D. V. Elkonin and their collaborators paid great attention to the study of the child’s communication and its role in psycho-

chemical development. Thus, the non-traditional approach proposed by E. E. Kravtsova to solving the actual problem of a child’s psychological readiness for schooling shows that forms of cooperation with adults and peers are behind the schemes of intelligence. The author practically proved the importance of the role-playing game for the formation of skills and new forms of communication, noted the need for the existence of games with rules for the maturation of mental processes and the development of the emotional-volitional sphere of the future student.

Game and communication

At preschool age, the role-playing game is the leading activity, and communication becomes a part and condition of it. At this age, that relatively stable inner world is acquired, which gives grounds for the first time to call the child a personality, although not fully developed, but capable of further development and improvement.

This is facilitated by gaming and various types of productive activities (designing, modeling, drawing, etc.), as well as the initial forms of labor and educational activities. Through play, the personality of the child is improved:

1. The motivational-need sphere is developing:
a hierarchy of motives arises, where social motives
become more important to the child than personal
(there is a subordination of motives).

2. Cognitive and emotional ego is overcome
centrism:

the child, taking the role of some character, hero, etc., takes into account the peculiarities of his behavior, his position. The child needs to coordinate his actions with the actions of the character - a partner in the game. This helps to navigate the relationships between people, contributes to the development of self-awareness and self-esteem in a preschooler.

Game therapy of communication

3. Arbitrariness of behavior develops:

playing a role, the child seeks to bring it closer to the standard. Reproducing typical situations of relationships between people in the social world, the preschooler subjugates his own desires, impulses and acts in accordance with social patterns. This helps the child to comprehend and take into account the norms and rules of behavior.

4. Mental actions develop:

a plan of representations is formed, the abilities and creative possibilities of the child develop.

The well-formedness of the preschooler's plot game makes it possible to recreate in an active, visually effective form an immeasurably wider sphere of reality, which goes far beyond the limits of the child's personal practice. In the game, the preschooler and his partners, with the help of their movements and actions with toys, actively reproduce the work and life of the surrounding adults, the events of their life, the relationship between them, etc.

From the point of view of D. B. Elkonin, “the game is social in its content, in its nature, in its origin, i.e. arises from the conditions of the child's life in society.

The social conditionality of the role-playing game is carried out in two ways:

1) sociality of motives;

2) the sociality of the structure.

A preschooler cannot really participate in the production activities of adults, which gives rise to the child's need to recreate the world of adults in a playful way. The child himself wants to drive a car, cook dinner, and it becomes within his power thanks to play activities.

An imaginary situation is created in the game, toys are used that copy real objects, and then substitute objects, which, thanks to their functional features, make it possible to replace real objects. After all, the main thing for a child lies in actions with them, in recreating relationships between adults: all this introduces a preschooler to social life, makes it possible to become, as it were, a participant in it.

The sociality of the structure and modes of existence of the game

Features of communication

Activities were first noted by L. S. Vygotsky, who emphasized the mediating role of speech signs in the game, their importance for specifically human mental functions - speech thinking, arbitrary regulation of actions, etc.

A preschool child, entering a group of peers, already has a certain stock of rules, patterns of behavior, some moral values ​​that have developed in him due to the influence of adults and parents. A preschooler imitates close adults, adopting their manners, borrows their assessment of people, events, things. And all this is transferred to play activities, to communication with peers, forms the personal qualities of the child.

Encouraging attitude to play activities on the part of parents is of great positive importance for the development of the child's personality. The condemnation of the game, the desire of parents to immediately switch the child to educational activities, gives rise to an intrapersonal conflict in a preschooler. The child develops a feeling of guilt, which outwardly can manifest itself in reactions of fear, a low level of claims, lethargy, passivity, and contributes to the emergence of a feeling of inferiority.

Conflicts between parents or grandparents in the family are reflected in the role-playing game of a preschooler.

In the conditions of play and real communication with peers, the child is constantly faced with the need to put into practice the assimilated norms of behavior, to adapt these norms and rules to a variety of specific situations. In the play activity of children, situations constantly arise that require the coordination of actions, the manifestation of a benevolent attitude towards partners in the game, the ability to give up personal desires in order to achieve a common goal. In these situations, children do not always find the right ways to behave. Often conflicts arise between them, when everyone defends their rights, regardless of the rights of their peers. Depth,

Game therapy of communication

Features of communication

The duration of conflicts among preschoolers largely depends on the patterns of family communication they have learned.

In the group of peers, public opinion and mutual assessment of children are gradually formed, which significantly affect the development of the child's personality.

Evaluation by a group of peers in older preschool age is especially important. The child more often tries to refrain from actions that cause disapproval of peers, seeks to earn their positive attitude.

Each child occupies a certain position in the group, which is expressed in the way his peers treat him. The degree of popularity that a child enjoys depends on many reasons: his knowledge, mental development, behavioral characteristics, the ability to establish contacts with other people, appearance, etc.

Peers unite in the game, taking into account personal relationships and sympathies to a greater extent, but sometimes an unpopular child gets into the game group for roles that no one wants to fulfill.

Instead of an adult, peers become regulators of the role-playing game and games with rules at the senior preschool age. They distribute the roles themselves, monitor the implementation of the rules of the game, fill the plot with the appropriate content, etc. At this age, relationships with peers in some cases become more important for the child than relationships with adults. A preschooler seeks to establish himself in his best qualities in a peer group.

The actions and relationships that children play in accordance with the roles they have assumed allow them to get to know certain motives of behavior, actions, feelings of adults, but do not yet ensure their assimilation by children. The game educates children not only with its plot side, with what is depicted in it. In the process of real relationships unfolding about the game - when discussing the content, the distribution of roles, game material, etc. - children learn to actually take into account the interests of a friend, to sympathize with him, to yield, to contribute to the common cause. As studies by S. N. Karpova and L. G. Lysyuk showed, relationships about the game contribute to the development of children's

natural motives of behavior, the emergence of "internal ethical authority".

The nature of the real relationships that develop between children in connection with the game depends to a large extent on the characteristics of the behavior of the "leaders", on the ways in which they achieve the fulfillment of their requirements (by settling, negotiating or resorting to physical measures).

In the studies of L.G. Lysyuk, the assimilation of the moral norm by preschoolers in various situations is considered: 1) in the verbal plan; 2) in real life situations; 3) in a relationship about the game; 4) in plot-role relations. Relationships with peers about the game and role-playing relationships have a significant impact on the development of the child's personality, contribute to the development of such personal qualities as mutual assistance, responsiveness, etc. Of particular importance for the development of the child's personality, for the assimilation of elementary moral norms by him, are relations about the game, since it is here that the learned norms and rules of behavior are formed and really manifest themselves, which form the basis of the moral development of a preschooler, form the ability to communicate in a team of peers.