Education of positive personality traits of a preschool child in the process of his communication with peers and adults. Abstract "The influence of adults on the development of the personality of a preschooler
INTRODUCTION
1. Theoretical aspects of studying the development of positive personality traits of a preschool child in the process of communicating with peers and adults
1.1 Development of the personality and positive qualities of a preschool child
2 Features of communication of preschoolers with peers
3 Communication of a preschool child with adults
2. Developing activities with children and their parents aimed at nurturing the positive qualities of the child in the process of communicating with peers and adults
BIBLIOGRAPHY
APPENDIX
INTRODUCTION
Relation to other people is the basic fabric of human life. According to S.L. Rubinstein, a person's heart is all woven from his relationship to other people; the main content of a person's mental, inner life is connected with them. It is these relationships that give rise to the most powerful experiences and actions. Attitude towards another is the center of the spiritual and moral development of the individual.
Relationships with other people are born and develop most intensively in childhood. The experience of these first relationships is the foundation for the further development of the child's personality and largely determines the characteristics of a person's self-consciousness, his attitude to the world, his behavior and well-being among people.
Recently, the priorities of preschool education have changed significantly - the goals of developing the personality of the child, the formation of his skills, skills, while achieving a high level of knowledge, have come to the fore. The entire upbringing and educational potential is built on the communication and interaction of preschoolers with peers, adult parents and teachers, during which moral norms are formed and laid down that underlie the formation of interpersonal relations.
Modern research shows the need to study the influence of interpersonal relationships on the formation of many important personal characteristics, states and personality traits, psychological processes that occur throughout a person's life and depend on age characteristics.
Problem: how does the process of communication of a child with peers and adults influence the formation of the personality of a preschool child? The subject of our study is the influence of the process of communication of a child with peers and adults on the formation of the personality of a child of preschool age. The object of the study is the positive personality traits of a preschool child on the subject
The purpose of the study is to analyze the impact of communication on the positive personality traits of a preschool child in the process of communicating with peers and adults.
Research objectives:
To study the theoretical aspects of the development of positive personality traits of a preschool child in the process of communicating with peers and adults; modern requirements of the FGT on the moral education of preschool children.
Consider the issues of personality development and education of the positive qualities of a preschool child.
To study the experience of the preschool educational institution in educating the positive personality traits of preschool children in the process of communicating with peers and adults.
1. Theoretical aspects of studying the development of positive personality traits of a preschool child in the process of communicating with peers and adults
1.1 Development of the personality and positive qualities of a preschool child
The problem of the development of the personality of a child of preschool age is revealed in the psychological and pedagogical studies of L.I. Bozhovich, L.S. Vygotsky, V.V. Davydova, A.V. Zaporozhets, Ya.L. Kolominsky, T.S. Komarova, A.N. Leontiev, V.I. Loginova, D.B. Elkonin. Scientists argue that in preschool age, the formation of the main personal mechanisms and formations takes place, thanks to which the child acquires individual characteristics of the psyche and behavior, allowing him to be a unique personality. But in order for the child to become a person, it is necessary to form in him the need to be it. A child can rise to the level of personality only in the conditions of a social environment, through interaction with this environment and mastering the spiritual experience accumulated by mankind.
Preschool age is characterized by great opportunities for the moral education of children: in various developing types of their activities, some ways of conscious control of their behavior, activity and independence, and interest in the social environment are successfully formed. In the initial associations - a society of peers - relationships are established between preschoolers, which, under the guidance of an educator, acquire a collectivistic character, the beginnings of collectivism are formed in children, a sense of camaraderie and friendship arises. Proper upbringing prevents the child from accumulating negative experience, prevents the development of undesirable skills and behavioral habits, which can adversely affect the formation of his moral qualities.
The main tasks of the moral education of preschoolers include the formation of moral feelings in children, positive skills and habits of behavior, moral ideas and motives for behavior.
In the upbringing of a child from the first years of life, a great place is occupied by the formation of moral feelings. In the process of communication with adults, a feeling of affection and love for them is brought up, a desire to act in accordance with their instructions, to please them, to refrain from actions that upset loved ones. The child experiences excitement, seeing grief or dissatisfaction with his prank, oversight, rejoices at a smile in response to his positive deed, experiences pleasure from the approval of people close to him. Emotional responsiveness becomes the basis for the formation of moral feelings in him: satisfaction from good deeds, approval of adults, shame, grief, unpleasant experiences from his bad deed, from the remark, discontent of an adult. Responsiveness, sympathy, kindness, joy for others are also formed in preschool childhood. Feelings encourage children to take action: help, show care, attention, calm, please.
It should be emphasized the sincerity of children's feelings and actions caused by them. So, the kid looked at the picture, which depicts a child taking the ball from a peer and waving his fist at him. Seeing then a crying peer, he pats him on the head (as his mother does, consoling him himself) and gives the toy with which he himself had just played.
In middle preschool age, moral feelings become more conscious. Children develop a sense of love for their native land, feelings of respect and appreciation for working people. In older preschool age, on the basis of emerging moral feelings, self-esteem, the beginnings of a sense of duty, justice, respect for people, and responsibility for the task assigned are brought up.
A feature of preschool children is a pronounced ability to imitate. At the same time, insufficiently developed arbitrariness of behavior, the inability to control one's actions, to be aware of their moral content can lead to undesirable actions. These circumstances make the task of forming moral habits of behavior, which develop into moral habits in the process of accumulating experience, a paramount task. The teacher forms in children a variety of behavioral skills that reflect respect for adults, a positive attitude towards peers, a careful attitude to things that, turning into habits, become the norm of behavior: the habit of saying hello and goodbye, thanking for the service, putting any thing in its place, culturally yourself in public places, politely make a request.
In the middle preschool age, the habits of cultural communication with adults, peers, the habits of telling the truth, keeping cleanliness, order, performing useful activities, the habit of labor effort continue to form.
At older preschool age, moral skills and habits that develop on the basis of a meaningful attitude of children to the moral content of actions become stronger. The teacher instills in children conscious behavior, subject to the norms of communist morality.
From the first years of life, children learn ideas about the moral norms of Soviet society. By educating them in moral skills and habits of behavior, the teacher conducts a lot of explanatory work aimed at making children aware of the expediency, justice and correctness of certain actions that he invites them to do. The teacher is faced with the task of developing moral ideas in children, on the basis of which the motives of behavior are formed. With specific examples, he explains how to proceed. For example: “Caring children are those who take care of toys, take care of animals, plants, help adults”, “A good friend will never offend a friend, give him a toy, agree on how to play together.”
Such specific explanations help children gradually become aware of general moral concepts (kind, polite, fair, modest, caring, etc.), which, due to the concreteness of thinking, cannot be immediately understood by them. The educator makes sure that the children understand the essence of moral concepts, correlate with them the specific content of their own and other people's actions. This prevents the emergence of formal knowledge, when children have general ideas about how to act, but cannot be guided by them in situations that develop in everyday life in a society of peers.
The content of moral ideas formed in preschool childhood includes ideas about the phenomena of social life, about the work of Soviet people, its social significance and collective character, about patriotism and citizenship, about norms of behavior in a peer group (why it is necessary to share toys, how to negotiate with each other). with a friend, how to take care of younger ones, etc.), respectful attitude towards adults.
Formed moral ideas serve as the basis for the development of behavioral motives that encourage children to do certain actions. It is the analysis of the motives of actions that allows the teacher to penetrate the essence of the child's behavior, understand the reason for one or another of his actions and choose the most appropriate method of influence.
At older preschool age, it is important for children to form such motives of behavior that would encourage them to act that reflect the social orientation of the individual (take care of a peer, give up personal desire in order to satisfy the interests of the team, make a gift to loved ones with your own hands). The formation of behavioral motives is associated with the organization of various activities of children, their communication with each other, with adults.
The upbringing of moral feelings, the formation of moral ideas, habits and motives of behavior is carried out in unity and ensures the moral education of preschool children.
.2 Features of communication of preschoolers with peers
The problem of the development of peer communication in preschool age is a relatively young, but rapidly developing area of developmental psychology. Its founder, like many other problems of genetic psychology, was J. Piaget. It was him back in the 30s. drew the attention of child psychologists to peers as an important factor and necessary condition for the social and psychological development of the child, contributing to the destruction of egocentrism. He argued that only by sharing the point of view of persons equal to the child - first other children, and as the child grows older, and adults - can true logic and morality replace the egocentrism inherent in all children in relation to other people and in thinking. However, in those years, this position of J. Piaget did not have much resonance in the psychological literature and remained at the level of a general assumption. An increase in interest in this problem occurred in foreign psychology in the late 1960s and early 1970s, when stable links were experimentally established between the features of the experience of communicating with peers in childhood and some important personal and cognitive characteristics in adulthood and adolescence. So, in the work it was shown that communication skills and some mental disorders in adults and adolescents depend on the quantity and quality of interaction with peers in preschool and primary school age. Moreover, communicative factors in the field of communication with peers can also significantly affect the academic performance of schoolchildren. These and some other facts drew the attention of researchers to the problem of communication with peers, which has been increasingly experimentally developed in recent decades.
In the process of communication with peers, self-esteem of children develops, which becomes more and more adequate. Comparing himself with the surrounding children, the child more accurately represents his capabilities, which he demonstrates in various activities and by which he is evaluated by others.
The study of interpersonal relations of children in most studies is reduced to the study of the characteristics of their communication and interaction. The concepts of "communication" and "relationship", as a rule, are not divorced, and the terms themselves are used synonymously. These concepts should be distinguished.
In the concept of M.I. Lisina's communication acts as a special communicative activity aimed at the formation of relationships. Other authors understand the relationship of these concepts in a similar way (G.M. Andreeva, K.A. Abulkhanova-Slavskaya, T.A. Repina, YL. Kolominsky). At the same time, relationships are not only the result of communication, but also its initial prerequisite, a stimulus that causes one or another type of interaction. Relationships are not only formed, but also realized, manifested in the interaction of people. At the same time, the attitude towards another, in contrast to communication, does not always have external manifestations. Attitude can also manifest itself in the absence of communicative acts; it can also be experienced with an absent or even fictional, ideal character; it can also exist at the level of consciousness or inner spiritual life (in the form of experiences, ideas, images, etc.). If communication is carried out in various forms of interaction with the help of some external means, then attitude is an aspect of inner, mental life, it is a characteristic of consciousness that does not imply fixed means of expression. But in real life, the attitude towards another person is manifested primarily in actions directed at him, including in communication. Thus, relationships can be considered as an internal psychological basis for communication and interaction between people.
Research carried out under the direction of M.I. Lisina showed that by about 4 years old, a peer becomes a more preferred communication partner than an adult. Communication with a peer is distinguished by a number of specific features, including the richness and variety of communicative actions, extreme emotional richness, non-standard and unregulated communicative acts. At the same time, there is insensitivity to the influences of a peer, the predominance of initiative actions over response ones.
The development of communication with a peer in preschool age goes through a number of stages. In the first of them (2-4 years), a peer is a partner in emotional and practical interaction, which is based on imitation and emotional infection of the child. The main communicative need is the need for the complicity of a peer, which is expressed in parallel (simultaneous and identical) actions of children. At the second stage (4-6 years) there is a need for situational business cooperation with a peer. Cooperation, in contrast to complicity, involves the distribution of game roles and functions, and hence, taking into account the actions and influences of the partner. The content of communication becomes a joint (mainly gaming) activity. At the same stage, another and in many ways opposite need arises for peer respect and recognition. At the third stage (at the age of 6-7), communication with a peer acquires the features of out-of-situation - the content of communication is distracted from the visual situation, stable electoral preferences between children begin to take shape.
As the works of R.A. Smirnova and R.I. Tereshchuk, made in line with this direction, selective attachments and preferences of children arise on the basis of communication. Children prefer those peers who adequately satisfy their needs for communication. Moreover, the main of them remains the need for benevolent attention and respect from a peer.
Relationships between children and peers play an important role in their lives. Most preschoolers seek to communicate with their peers, enjoy it and, being alone, try to join the common activity of other children. In the preschool years, the strength of attachment to peers increases sharply, and social relations, mainly with participants in joint games of the same sex, become closer, more intense and more stable. The ability to adapt your speech to the characteristics of the interlocutors improves communication between children. In addition, with age, children are more willing to participate in collective activities, coordinate their actions more effectively and often successfully cooperate in resolving difficult situations.
One of the most common problems in the children's team is increased aggressiveness. It worries not only teachers, but also parents. Some forms of aggression are typical for most preschoolers. Almost all children quarrel, fight, call names, etc. Usually, with the assimilation of the rules and norms of behavior, these direct manifestations of childish aggressiveness give way to other, more peaceful forms of behavior. However, in a certain category of children, aggression as a stable form of behavior not only persists, but also develops, transforming into a stable personality trait. As a result, the productive potential of the child decreases, the opportunities for full-fledged communication are narrowed, and his personal development is deformed. An aggressive child brings a lot of problems not only to others, but also to himself.
In psychological research, the level of aggressive behavior and the factors influencing it are identified and described. These factors usually include features of family upbringing, patterns of aggressive behavior that a child observes on television or from peers, the level of emotional stress and frustration, etc. However, it is obvious that all these factors cause aggressive behavior not in all children, but only for a certain part. In the same family, under similar upbringing conditions, children grow up with different degrees of aggressiveness. Studies and long-term observations show that the aggressiveness that developed in childhood remains a stable trait and persists throughout a person's later life. Already at preschool age, certain internal prerequisites are formed that contribute to the manifestation of aggressiveness. Children prone to violence differ significantly from their peace-loving peers not only in their external behavior, but also in their psychological characteristics.
Aggressive behavior in preschoolers takes a variety of forms. This may be an insult to a peer (fool, idiot, fat trust), a fight over an attractive toy or a leading position in the game. At the same time, some children exhibit aggressive actions that do not have any purpose and are aimed solely at causing harm to another. Such behavior may indicate a child's tendency to hostility and cruelty, which naturally causes particular concern.
1.3 Communication of a preschool child with adults
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 they become internal. The development of a child, within the framework of the theory of cultural and historical development, is understood by Vygotsky as a 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.
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).
The content of the need for communication: the 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 significance of this form of communication in the overall development of the child: the 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.
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.
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preschooler communication education peer
Developmental classes are a system of activities aimed at correcting deficiencies in psychological development or behavior with the help of special tools, games, and exercises. Parallel work with parents allows you to increase the effectiveness of classes.
Parental relationships are a system of various feelings towards the child, behavioral stereotypes practiced in communicating with him, features of perception and understanding of the nature and personality of the child, his actions.
Before the start of classes, a meeting of parents was held in the kindergarten group in several stages.
The first stage, aimed at establishing friendly relations with parents and children, began with an acquaintance. The host gave his name and told about himself and suggested that the others should do the same. The overall impression of the lesson for parents and children is positive.
At the second stage, the parents were more active, listened with interest to a lecture on the psychological characteristics of children of six years of age. They noted the relevance of this topic. The parent-teacher meeting helped many parents to understand that they are raising their children in the same way as they once raised them themselves, they realized their mistakes in upbringing.
At the third stage, all parents took an active part in the discussion. There was an active discussion in resolving pedagogical situations. Most parents have no problem characterizing their child. At the last stage of the meeting, all parents were given recommendations on how to optimize parent-child relationships at home. Each family was offered a set of techniques, these are games with children:
The game "Children-Parents Fairy Tale Game" "THE WORLD IS REVERSED" (removal of parental stereotypes and adult authoritarianism);
Game "MAGIC PICTURES" (development of mutual assistance);
The game "TSVETIK-SEMITSVETIK" (development of decentralization of attention, moral qualities of the individual);
The game "GUESS WHAT I MADE" (unification, emancipation), etc. The course of classes to optimize communication between children and peers:
To increase the level of communication and relationships in a group of children with peers, a set of games and exercises was carried out. Classes were held in the afternoon twice a week for one month.
First week - Contact games, outdoor games, uniting games.
Game "EDIBLE - INEDIBLE" Children sit in a circle. The driver says the word he has conceived and throws the ball to his neighbor. If the word means food (fruits, vegetables, sweets, dairy, meat and other products), then the child to whom the ball was thrown must catch it (“eat”). When the word denotes inedible objects, the ball is not caught. A child who has not completed the task becomes a leader, calls the intended word to another child and throws the ball.
The game "ENGINE" A child is assigned to the role of a driver - a "train" at will. The rest of the children line up one after another, clasp their hands and move together in the direction that the “train” chooses. The main task is to follow each other without disconnecting. If one of the children unhooks his hands, then the “engine” stops, the “train” is repaired, and the “broken” trailer goes to the “depot”.
The game "ENGINE WITH CLOWNS" All children turn into a "train" in which "clowns" ride. "Clowns" love to play, have fun, jump, so the "train" at the signal of an adult (beep) stops, the "carriages" go in different directions, the children fall. The main task is to be attentive to the surrounding children when falling, try not to hurt them. After the "train" is repaired, the game continues.
The game "WHO CALLED?" Children stand in a circle. One of the players stands in the center of the circle and closes his eyes. The host comes up and touches one of the participants in the game. He loudly calls the name of the driver. Host: Who called you? A child standing in a circle calls the name of a friend. The game continues until all the children are in the role of a guesser. During this game, children get to know each other better and remember names. The game contributes to the rapprochement of children, develops attention, memory, exercises the auditory analyzer.
Game "NEEDLE AND THREAK"
The participants of the game become one after another. The first is the "needle". He runs, changing direction. The others run after him, trying to keep up.
The game "DRAGON BITES ITS TAIL"
The players stand one behind the other, holding on to the waist in front of the one standing. The first child is the head of the dragon, the last is the tip of the tail. The first player tries to grab the last one - the dragon catches its tail. The rest of the children hold tightly to each other. If the dragon does not catch its tail (“does not bite” the tail), then another child takes the place of the dragon's head.
Game "BOLD MICE"
The driver is chosen - "cat", the rest of the children - "mice". The "cat" sits (stands) and watches the "mice". With the beginning of the poetic text, which the presenter pronounces with the children, the mice take several steps towards the cat's house.
“The mice came out once. See what time it is.
One-two-three-four, The mice pulled the weights.
Suddenly there was a terrible sound! Bom-bom-bom-bom! The mice ran away."
During the pronunciation of the poem, the mice come closer to the cat, perform movements corresponding to the text. Having heard the last word, the mice run away, and the cat catches them. Caught mice are out of the game.
The game "FLY - DOES NOT FLY"
Children sit or become a semicircle. The leader names the items. If the object flies, the children raise their hands. If it does not fly, the children's hands are lowered. The leader can deliberately make mistakes, many guys will involuntarily, by virtue of imitation, raise their hands. It is necessary to hold back in a timely manner and not raise your hands when a non-flying object is named. Who could not resist - pays forfeit, which is redeemed at the end of the game.
The game "SPROWS AND CAR" Children are selected who will depict "cars". Other children are "sparrows". The host gives signals for the “car” (beep) and for the “sparrows” (“fly sparrows”). At their signal, "cars" and "sparrows" leave the houses and run. To make waiting for the exit not tiresome for children, additional actions are introduced into the game: “sparrows” clean feathers, chirp, and cars refuel with gasoline. The host makes sure that the “sparrows” hide from the “cars” in the houses in time so that their paws are not crushed. As the game is played again, the roles may change.
Game "CATCH THE FISH"
Some children stand in a circle, holding hands ("nets"). The rest of the children - "fish" "swim" (run, jump) inside the circle, "swim out" of it (crawl under the children's clasped hands). At the signal of an adult: "Networks!" - Children holding hands sit down. Which of the "fish" remained in the circle was "caught". The game can be played with music.
Game "BEE SONGS"
Some of the children turn into "bees" that "fly" (run) with loud songs (f-f-f). At the signal of an adult: “Night!” - "bees" sit down, become silent and "fall asleep". At the signal: "Day!" - "bees" again "fly" and loudly sing their humming songs.
The game "BEE PRANKS"
“Bees” “fly” (run) from flower to flower (hoops, cubes, etc. are used). They work, collect nectar. But the bees really want to play pranks. And then they “fly” (run, jump) one after another, forgetting about work. But the “main bee” (leader) does not allow distractions. When he notices violators, he “flies up” to them and “plants” them on his big flower.
Game "RING"
Children stand in a circle, and the leader is inside the circle. He holds a ring in his palms, which he quietly tries to pass to one of the children. With palms folded into a boat, the leader in turn opens the palms of the children. Children closely monitor the actions of the driver and their comrades. And the one who got the ring does not give himself away. At the signal of the driver: “Ring, ring, go out onto the porch!” - a child with a ring runs out to the center of the circle and becomes the leader. If the children noticed his ring before the signal, then they are not allowed into the circle. And the game is continued by the former driver.
The second week - Games that promote the development of reactions, skills of non-verbal interaction with children.
Game "Homeless Hare"
Promotes the development of reaction, skills of non-verbal interaction with children.
The game is played by 3 to 6 people. Each player, a hare, draws a small circle around him with a diameter of about 50 cm. The distance between the circles is 1-2 meters. One of the rabbits is homeless. He drives. Hares must imperceptibly from him (with glances, gestures) agree on a “housing exchange” and run from house to house. The task of the driver is to occupy the house during this exchange, which was left for a minute without an owner. The one who remained homeless becomes the driver.
The game "In the distant kingdom" Contributes to the formation of a sense of empathy, the establishment of mutual understanding between an adult and a child.
An adult and a child (mother and child, educator (teacher) and child, etc.), after reading a fairy tale, draw it on a large sheet of paper, depicting heroes and memorable events. Then the adult asks the child to mark in the picture where he (the child) would like to be.
The child accompanies the drawing with a description of his adventures “in a fairy tale”. An adult, in the process of drawing, asks him questions: “What would you answer the hero of a fairy tale if he asked you about something? ..”, “What would you do in the place of the hero?”, “What would you feel if the hero of the fairy tale appeared here?
The game "Wonderful bag". Develops kinesthetic sensations, teaches the perception of color, shape, as well as the ability to cooperate with an adult.
A “magic bag” is put on the child’s left hand, in which there are geometric figures made of thick colored cardboard (plastic, wood). The bag should be a little larger than the palm of your hand (an elastic band is sewn along the edge of the hole, it is better to sew the bag itself from bright multi-colored shreds).
By touch, the child chooses a certain geometric figure with the left hand, according to the instructions of the adult, and draws its contours on paper with the right hand. Then the figurine is taken out of the bag. The child compares it with the drawn one, paints it in the same color as the original. It is desirable that the child, while working, pronounce the name of the figure, color aloud and name the actions that he performs.
The game is best played in the following sequence: first, the bag should contain objects of only one shape (for example, only triangles), then two shapes, three shapes, four shapes, etc.
Each time (except for the first option), the child is given the following instruction: "Choose such an object as I will show you." Or a more complex option: "Draw the object that you hold in your left hand in a bag." In the latter case, there is no pattern; the child acts only on verbal instructions.
The third week - Games that contribute to the development of the child's communication skills.
Games that contribute to the development of the child's communication skills.
The game "Assembling puzzles" Develops the child's communication skills. First, the child is offered to collect one or more puzzles (“Tangram”, “Pythagorean Square”, “Fold the Square”, etc.) Then one part is quietly removed from the box. The child puts together a familiar puzzle and suddenly discovers that one piece is missing. He turns to an adult for help. If the child is not yet ready for this kind of communication, an adult can help him: “I have this detail. If you need it, you can ask and I'll give it to you."
The acquired skill is fixed gradually, with each repetition of this game, and then transferred to other activities.
"Magic blots" Before the game, several blots are made: a little ink or ink is poured into the middle of the sheet and the sheet is folded in half. Then the sheet is unfolded and now you can play. Participants take turns talking. What subject images do they see in a blot or its separate parts. Whoever names the most items wins.
Game "Word associations" Take any word, for example, a loaf. It is associated: - with bakery products. - with consonant words: baron, bacon. - with rhyming words: pendant, salon. Create as many associations as possible according to the proposed scheme.
Game "Teremok" Children are given pictures of various objects: accordions, spoons, pots, etc. Someone is sitting in a "teremka" (for example, a child with a drawing of a guitar). The next child asks to go to the teremok, but can get there only if he says how the object in his picture is similar to the object of the owner. If a child asks for an accordion, then both have a musical instrument in the picture, and a spoon, for example, also has a hole in the middle.
Word games. The driver makes up a word, the other players take turns asking leading questions (for example, "Is this a tree?", "Is it at home?", "Is it alive?", "Is this a person?", "Is this a profession?"), to which only answers follow : "Yes" or "no", the last one to say the word wins.
Two players guess a word from the same number of letters (for example, 5), but in such a way that each letter occurs only once. For control, the word is written in a closed place. Next comes the exchange of 5-letter words, on which the opponent puts points - for example, "3: 1", the first number means the number of letters in the word that are in the word he conceived, the second number is the number of letters that take their place in the word. If you come across points "0:0", you can safely cross out the letters from the alphabet, and then use them to catch the remaining letters. The one who needs the least number of control words for the search wins. It's easier to start this game with a 4-digit number.
A long word is taken and the task of each player is to make as many independent words as possible from the available letters, each letter in the derived word can be used as many times as it occurs in the original one. (for example: mole - mouth, cat, current)
Fourth week - Games for relaxation, development of a sense of empathy.
The game "RAIN IN THE FOREST" (relaxation, development of a sense of empathy)
Children become in a circle, one after another - they "turn" into trees in the forest. An adult reads the text, children perform actions. “The sun shone in the forest, and all the trees pulled their branches towards it. They stretch high and high so that each leaf is warm (children rise on their toes, raise their hands high, fingering). But a strong wind blew and began to shake the trees in different directions. But the trees hold on tight with their roots, stand stably and only sway (children sway to the sides, straining their leg muscles). The wind brought rain clouds, and the trees felt the first gentle drops of rain (children with light finger movements touch the back of a friend standing in front). The rain is knocking harder and harder (children increase finger movements). The trees began to feel sorry for each other, to protect from strong blows of rain with their branches (children run their hands on the backs of their comrades). But now the sun has reappeared. The trees rejoiced, shook off the extra drops of rain from the leaves, leaving only the necessary moisture. The trees felt inside themselves freshness, vivacity and joy of life.
Game "SNOWPLAKER" (relaxation complex)
A delicate flower hid under a snowdrift in the forest. He tightly folded his petals so as not to die from the cold. He fell asleep until spring (children squat down, hugging their shoulders with their hands, pressing their heads).
The sun was getting hotter. The rays of the sun gradually awaken the flower. It grows slowly, making its way through a snowdrift (children slowly rise and stand).
There is snow all around. The gentle sun is so far away, and the flower really wants to feel warm (children stretch their hands up, straining their fingers, rising on their toes).
But now the snowdrop has grown, grown stronger (children sink to their feet). Petals began to open, enjoying the spring warmth. The flower rejoices, proud of its beauty (children slowly lower their arms, shoulders, smile). “This is me - the first spring flower and my name is snowdrop,” he nods his head to everyone.
But spring weather is capricious. A breeze blew, and the snowdrop began to sway in different directions (children sway). The flower leaned lower and lower and completely lay down on the thawed patch (the children lie down on the carpet).
Streams ran, the water picked up and carried away the snowdrop on a long fabulous journey. He swims and is surprised at the wonderful spring transformations (natural music sounds, children lie on the carpet and "travel" with their eyes closed). When the flower travels, it will sail to a fairyland (children rise and tell what they saw, what they were surprised and rejoiced at).
After the classes, there is a positive trend both in child-parent relationships and in the emotionally direct interpersonal relationships of the child with peers.
Thus, the classes made it possible to establish a warmer emotional contact between parents and children, contributed to the consolidation of goodwill and understanding in their relationship. They also had a significant impact on the nature of communication between preschoolers and peers. The work carried out in conjunction with parents and children has led to positive results.
CONCLUSION
Communication of a child with adults and peers has a single nature, but with parents it genetically arises earlier and is, as it were, a channel through which it influences not only the development of the child's personality, but also the formation of his sphere of relations with other people.
Currently, the importance of a peer in the mental development of a child is recognized by most psychologists. The significance of a peer in the life of a child has gone far beyond the limits of overcoming egocentrism and has spread to the most diverse areas of its development. The importance of a peer in the formation of the foundations of a child's personality and in his communicative development is especially great. Many scientists, developing the idea of J. Piaget, point out that an integral part of the relationship between a child and an adult is the authoritarian nature of the influences of an adult, which limits the freedom of the individual; accordingly, communication with a peer is much more productive in terms of personality formation. Bronfenbrenner highlights mutual trust, kindness, willingness to cooperate, openness, etc. as the main personality traits that children acquire in the process of communicating with peers. B. Spock also emphasizes that only in communicating with other children does a child learn to get along with people and at the same time to stand for your rights. Many authors point to the leading role of a peer in the social development of a child, highlighting various aspects of the influence of communication with other children. Thus, J. Mead argued that social skills develop through the ability to take on roles, which develops in the role-playing game of children. Lewis and Rosenblum highlighted aggressive defensive and social skills that are formed and exercised in peer communication; L. Lee believes that peers teach, first of all, interpersonal understanding, encouraging them to adapt their behavior to other people's strategies. However, most of these assumptions are based more on general considerations than on experimental data.
Solving the problems of humanization and democratization of all aspects of society's life is associated with the restructuring of the entire set of human relations, including the relationship between adult and children's communities. This process takes place in complex and contradictory conditions of the rejection of old values and the establishment of new ones, including in matters related to the development of emotional attunement, focus on another person, readiness to interact with him.
Thus, in this work, the theoretical aspects of the development of positive personality traits of a preschool child in the process of communicating with peers and adults were studied; as well as developmental classes were held with children and their parents aimed at nurturing the positive qualities of the child in the process of communicating with peers and adults.
BIBLIOGRAPHY
1. Bozhovich L.I. Selected psychological works: problems of personality formation. / ed. Feldstein D.I. - M.: International Pedagogical Academy, 1995.
Bondarevskaya E. V., Kulnevich S. V. Pedagogy: personality in humanistic theories and education systems: textbook. allowance for students. avg. and vys. textbook Institutions. - Rostov-n / D: "Teacher", 1999.- 560s.
Galaguzova L.N., Smirnova E.O. Stages of communication: from one to seven years. - M.: Enlightenment, 1992.
Diagnosis and correction of the mental development of a preschooler: textbook / Ya.L. Kolominsky, E.A. Panko, A.N. Belous. - Minsk: Universitetskaya, 1997.
Dyachenko O.M., Lavrentieva T.V. Mental development of preschoolers. - M.: Pedagogy, 1984.
Kulagina I.Yu., Kolyutsky V.N. Developmental psychology: The complete life cycle of human development. Textbook for university students. - M.: TC Sphere, 2004.
Kulik L.A., Berestov N.I. family education Moscow: Enlightenment, 1990.
Lisina M.I. Communication, personality and psyche of the child. - M .: Voronezh, 1997.
Maksimova R.A. On the knowledge of preschoolers themselves and their peers // Uchen, zap. Leningrad. university Ser. Psychological sciences. - L., 1970. - Issue. 2. - p.35.
Mikhailenko N. Ya., Korotkova N. A. Interaction of adults with children in the game.// Preschool education. - 1993. - No. 4.
Tereshchuk R.K. Communication and selective relationships of preschoolers. - Chisinau: Shtiintsa, 1989.
APPENDIX
Games aimed at fostering goodwill and cohesion of the children's team.
Game Swap. The two participants change places. During the exchange, they say something pleasant to each other. The group sits in a circle, the leader is in the center. The facilitator asks any participant, looking into his eyes: "Can you change places with me?" This offer must be accepted. The participant rises from his seat, goes towards the leader. A welcome handshake, some brief positive comment: "I love your smile." The leader takes the vacant chair of the participant, and he, as the new leader, invites another member of the group to change places with him. The game continues until each participant has been the leader at least once.
The game "Name in the ear." Leave tables and chairs aside so that you can move freely around the room. First, the participants walk around the room and greet each other in an unusual way: they whisper their name into the ear of everyone they meet. It must be done as if a precious secret is being conveyed that no one else should know about. Warn the players that one day they will hear the bell ringing, this will be a signal to stop and wait for new instructions. When each player has spoken to about half of the participants, ring the bell. Say that now you need to walk around the room again, but this time tell your partner his name in his ear. Forgotten or unknown player's name should not be the basis for avoiding the meeting. The one who does not know the name whispers in the ear of the other: "I would like to know your name." The game ends with the ringing of the bell.
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Ivanova Valentina Mikhailovna The influence of the teacher's personality on the development of relationships in a group of preschool children: Dis. ... cand. psychol. Sciences: 19.00.05: St. Petersburg, 2001 151 p. RSL OD, 61:02-19/368-4
Introduction
Chapter 1. Socio-psychological problems of interaction between a teacher and a group of preschool children 11
1.1. Communication and its role in the mental development of a preschool child 11
1.2. Theoretical foundations for studying the personality of a teacher 18
1.3. Basic approaches to the study of relationships in a children's team 30
1.4. Analysis of theoretical and practical research on the problem of the influence of a teacher on the mental development of a preschool child in a kindergarten 38
Chapter 2 Organization and research methods 52
2.1. Description of the empirical research program 52
2.2. Methodological basis of the study 57
Chapter 3 Results of the empirical study and their discussion 73
3.1. Description and analysis of diagnostic data of personal characteristics of educators 73
3.1.1. Professional attitudes and their connection with the formal characteristics of age, length of service, marital status 73
3.1.2. The results of diagnosing the leadership style and personal characteristics of educators 79
3.2. Analysis of data on the study of relationships in a team of older preschoolers 87
3.2.1. Description of the sample of children and discussion of the results of monitoring the nature of their relationships in groups 87
3.2.2. Discussion of the results of the conversation and sociometric survey 91
3.2.3. Presentation of the results of processing the drawing technique "My group" 97
3.3. Description of the results of the correlation analysis of the diagnostic data of the personal characteristics of educators and the nature of the relationship of children 107
Findings 118
Conclusion 120
References 126
Applications 139
Introduction to work
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. Therefore, in preschool pedagogy, a view of the work of preschool institutions is being formed and is increasingly expanding its position, not so much in terms of education, but in terms of developing universal human values in children, the ability to communicate and contact people.
The usual kindergarten, with its often official, ostentatious pedagogical atmosphere, is gradually being replaced by a new type of kindergarten, where the education of children is inextricably linked with the formation of a humanistic orientation of the individual.
Children attending preschool educational institutions during the day are under the supervision of an educator who builds his work in accordance with the program of this institution, professional skills, refracting them through his personal characteristics. It follows that the professional activity of a teacher is a process of continuous communication with preschoolers, the effectiveness of which determines the results of educational work in kindergarten. Constant involvement in communication with children during the working day requires the educator to have great neuropsychic costs, emotional stability, patience, and control over external forms of behavior. The process of upbringing is carried out constantly in direct contact with children as an uninterrupted choice and justification by the educator of his own scale of values, his beliefs, views, and moods.
The formation of the personality of a preschool child occurs under the influence of many factors, including communication with peers and adults.
Through this interaction, a feeling of emotional well-being, warmth and comfort in a new and unfamiliar world is created.
The basis of personal communication is the child's need for emotional support, his desire for mutual understanding and empathy. Preschool age is characterized by the inclusion of a child in a group of peers in kindergarten, managed by educators, who, as a rule, become the most reference persons for him along with his parents. Communication with an adult helps the child to establish social contacts, to know himself and others, has a direct impact on the characteristics and development of his communication with peers.
In preschool childhood, the formation of the child as a person takes place, its social orientation is laid, the skills of social behavior are formed. This is the importance and great importance of the kindergarten as an organizational and social form of education and development of a preschooler, including the process of communication between a teacher and children.
The problem of pedagogical communication was studied by B.G. Ananiev, A.A. Bodalev, Ya.L. Kolominsky, M.I. Lisina, A.A. Leontiev, T.A. Repina and other prominent Russian psychologists. Particular attention to this problem is associated with the realization of the exceptional role of the process of pedagogical communication in the socio-psychological development of the child's personality.
Studies conducted by L.N. Bashlakova, 1986; D.B. Godovikova, 1980; R.I. Derevyanko, 1983; T.I.Komissarenko, 1979; S.V. Kornitskaya, 1974; M.I. Lisina, 1974; G.P. Lavrentieva, 1977; L.B. Miteva, 1984; A.B. Nikolaeva, 1985 and others, reveal various aspects of the mutual influence of educators and children in a preschool institution. The foundations of the personality are laid in childhood, therefore, increased requirements are placed on the skill, personality, level of spiritual development of the teacher. The richness of the personality of the educator is an indispensable condition for the effectiveness of the impact on the child and the versatility of his attitudes.
In the content of the above, as well as other studies, the role of the educator in the intellectual, moral development of the preschooler, in the development of his humanistic orientation of communication, the formation of the prerequisites for high learning ability, the development of speech and other qualities and skills are analyzed in detail. However, the problem of the influence of the personal characteristics of educators on the characteristics of the relationship of children in a kindergarten group deserves no less attention.
The study of this aspect of the teacher's communication with children is especially important, in our opinion, also because preschoolers, interacting, communicating with adults, learn ways of behavior, communication by imitation, as a result of which they transfer the character and characteristics of the adult's behavior to their environment.
The inner world, the world of one's own desires, begins to stand out later than the outer world, and this happens on the basis of the child's communication with an adult, and not before him.
In our opinion, the relevance of the study lies in the growing need to humanize the influence of educators on the development of the personality of preschoolers, on the formation of socially acceptable skills acquired by children among peers under the guidance of a teacher. The process of communication with others, the establishment of friendly relations depends on many factors, one of which is the neuropsychic state of the individual in the process of life and at the time of interaction with others. Considering the special relationship of educators with preschool children, namely, imitation of the behavior of adults, the desire to demonstrate actions approved by the teacher, we pay attention to the personal characteristics of educators, their psychological health.
At the same time, we undoubtedly consider it important to preserve the mental health of children by reducing conflict tension in a group of children and optimizing the style of leadership of the children's team by the teacher.
Turning to the system of preschool education, it can be noted that many children attend kindergarten with reluctance, explaining this by the difficulties of relationships with peers, the negative aspects of the teacher's attitude and the formal kindergarten regime that does not take into account their individual characteristics. Together, these significant factors lead to low personal and socio-psychological adaptation of children, which does not contribute to their full mental development, and in some cases, is a source of anxiety for children and in all cases adversely affects the subsequent adaptation to school.
In childhood, the foundation of moral principles is laid, the socio-psychological properties of the personality are formed, therefore, it is of particular importance for us to study the characteristics of the personality of the educator as a means of socio-psychological influence on the children's team.
Based on the above, we have determined goal of our study: to study the relationship between the personal characteristics of the teacher and the nature of the relationship of children in a group of preschool educational institutions.
Subject research is the personality of the teacher and the manifestation of its features in the nature of the relationship of children of older preschool age in a kindergarten.
An object research - the relationship of preschoolers, depending on the personal qualities of the teacher.
When choosing the age of children, we proceeded from the socio-psychological data obtained in the works of Ya.L. Kolominsky and T.A. differentiation and all.
emotional well-being in the system of relations of the social environment begins to play an important role in shaping the personality of the child.
Based on the analysis of the literature, we formulated the following hypothesis research: the nature of the relationship of older preschool children with their peers is determined by the personal characteristics of the teacher.
Apparently, in the kindergarten group, where teachers work with high neuropsychic stress associated with irritability and anxiety, mood instability, self-doubt, often with fear neurosis, avoiding the new, not proactive, exercising increased control over the behavior of children, showing maximalism in approaches to education, there are less favorable conditions for the formation of humane, benevolent relationships between preschoolers.
While in groups of educators who are capable of empathy, extroverted, calm, with constructive anxiety, open to innovation, reckoning with the opinion of children, friendly to others, the level of children's relationships will be higher and more favorable.
The hypothesis and purpose of the study determined the following tasks:
Analyze the main directions of socio-psychological and psychological-pedagogical research on the problem.
To study the characterological features, personality orientation and neurotic aspects of the personal response of preschool teachers.
To identify and explore the nature of relationships in a group of preschoolers.
Reveal the relationship of the personal parameters of the teacher with the characteristics of the relationship of children.
theoretical and methodological basis of this study were:
the concept of activity, set out in the works of A.N. Leontiev, D.B. Elkonin, M.I. Lisina;
general theoretical and socio-psychological provisions about the individual and the social group (A.A. Bodalev, I.P. Volkov, V.N. Myasishchev, N.N. Obozov, V.N. Panferov);
psychology of the children's team, developed by such researchers as A.S. Zaluzhny, A.S. Makarenko, Ya.L. Kolominsky, T.A. Repina;
socio-psychological foundations of pedagogical communication (B.G. Ananiev, Ya.L. Kolominsky, A.A. Leontiev, A.I. Zakharov).
Scientific novelty and theoretical significance research lies in the fact that we have studied the interpersonal relationships of preschool children in a group of peers, depending on the personal qualities of educators;
the relationship of socio-psychological phenomena of the children's team with specific manifestations of the personality of teachers;
the results obtained allow us to expand our understanding of the specifics of the process of communication between a teacher and a group of preschoolers;
a more complete socio-psychological examination of the personality of teachers was carried out, which expands the theoretical understanding of the features of the correspondence to the profession of a kindergarten teacher.
The validity of the scientific provisions put forward, the reliability of the research data obtained and the conclusions drawn on their basis were ensured by the use of adequate research methods in this work, the representativeness of the sample, the appropriate use of methods of statistical processing of the data obtained, and the quantitative and qualitative analysis of the results.
The practical significance of the work is determined by the relevance of the studied problems related to the influence of an adult on the development of a child's personality in a social environment. In our study, system
modulating factors in the structure of the relationship between the teacher and children aged 5-7, which determine the favorable and unfavorable psychological climate in the children's team. The results obtained make it possible to characterize the manifestations of the teacher's personal characteristics and may be a condition in considering the need for changes in the professional training of preschool workers, the selection of applicants for admission, the socio-psychological preparation of students, and the self-development program.
The proposed set of methods can serve as a diagnostic tool for identifying the "risk group" among students of preschool faculties, as well as teaching staff of educational institutions, and be the basis for the preparation and implementation of developmental and correctional programs for preschool teachers.
The research materials can be used in the psychological certification of teaching staff, in the training program for practical psychologists in the education system.
Defense provisions.
1. Such characterological features of the personality of the teacher as
high anxiety, excessive suspiciousness and suggestibility, low level
vein of empathy, pronounced dominance and rigidity of thinking are
the cause of children's dissatisfaction with relationships in the peer group
nicknames, disunity in the children's environment. *
2. High level of psychological stress of the teacher,
manifested in increased impulsivity, a large number of fears
hov, promotes emotional tension, anxiety, isolated
ness of children in the group. Teachers with a low level of neuropsychiatric
yarns create an atmosphere of emotional well-being, satisfied
relationship in the children's team, confidence and freedom in
health and behavior of children.
3. The orientation of the personality of the teacher, expressed in committed
behavior of type A, the desire to control the behavior of children,
"principled" approach to the basics of education, highly suspicious
behavior is interconnected with the formation of a sense of one's own lack
tatches in children.
The democratic style of group leadership is more often used by educators with high sociability, empathy, who have a certain degree of suggestibility and are often in a situation of constructive anxiety.
The authoritarian style of group leadership is more often used by educators with a high level of neuropsychic stress associated with irritability and anxiety, mood instability. Such teachers are not self-confident, often burdened with a neurosis of fear, avoid new things, do not take initiative, exercise increased control over the behavior of children, and show maximalism in approaches to raising children.
Communication and its role in the mental development of a preschool child
The personality of a person is formed in his relations with the people around him, and in these relations the inner world of human individuality functions. Very important in this regard is the thesis of L.S. Vygotsky that all higher mental functions of a person are initially formed as external, that is, those in the implementation of which not one, but at least two subjects participate. And only gradually do they become internal, turning from "interpsychic" into "intrapsychic". The development of the views of L.S. Vygotsky led to the creation by domestic psychologists of an original concept of child development, in which the development of a child is understood as a process of appropriation by children of the social historical experience accumulated by previous generations of mankind.
It is known that communication with elders for a small child is the only possible way to comprehend and “appropriate” the knowledge gained by other people. It is this social inheritance that owes the evolution of man, the change in the general structure and the emergence of new forms and types of his behavior, the formation of new structures for reflecting reality. This is the specificity of the mental functions of a person, the specificity of his development. Moreover, the assimilation of social experience is closely connected with the personal experience of the child, his own activity. It is in the older preschool age that personality traits such as skill and inferiority are formed, depending on the nature of the child's communication with others. In the same period, the ability to correlate their actions with other children develops, which influence the formation of the child's personality. That is why communication is the most important factor in the overall mental development of children.
The problem of communication in psychology has been considered by many authors. In the definition of communication by B.D. Parygin, many of its aspects are accumulated, acting simultaneously as sides of a complex and multifaceted process. "Communication is the interaction of individuals both as an information process, and as the attitude of people to each other and as a process of their mutual influence on each other, and as a process of their experience and mutual understanding of each other." The allocation of such a function of communication as influence legitimately follows from the above relationship between communication and attitude. The author believes that this relationship also provides meaningful influence.
M.I. Lisina believes that communication is a process of interaction between people, aimed at harmonizing and combining their energies in order to achieve a common result; At the same time, it must be taken into account that the concept of communication is not equivalent to the concept of joint activity of people, communication usually constitutes only one side of such activity. For acts of communication, two features are specific: the fact that their subject is another person - a partner, and that both participants are active in the process of communication, and each of them alternately becomes either an object or a subject of activity.
It is in the course of joint activity that the author notes that a person, due to its process, has a need to turn to a partner. Activity gives an initial stimulus to communication and largely determines the content of the latter - those communicative acts that are performed by the participants in the activity in relation to each other [ibid., SP]. Speaking about the role of communication in the mental development of a child, M.I. Lisina clarifies that the need for children to be recognized and supported is their need for communication itself, because only as a result of this activity can they receive an assessment of their personality from others and realize their desire for community with other people [ibid., p. 17].
Platonov K.K. highlighted the degree of impact of communication, which allows us to approach the issue of its organization. "Verbal communication is the most significant factor in anthropogenesis and personality formation in its ontogenesis".
From the versatility of the concept of communication, three aspects stand out most in the light of which it is considered: the first is its relationship with attitude; the second is the specificity of it as an activity; the third - from an ideological point of view, the most significant, formative function of communication, its influence on the development of the individual.
V.N. Myasishchev clearly distinguished the concepts of relationship and communication, determined the place of each of them as producing and derivative: “relationship is the internal personal basis of interaction, and the latter is the realization or consequence and expression of the first”. He goes on to elaborate on their relationship. “Communication expresses the relationship of a person with their various activity, selectivity, positive or negative character. Communication is due to vital necessity, but its nature, activity, dimensions, are determined by the attitude.
A.G. Kovalev highlights the external and internal characteristics of these concepts: “communication is a visible, observable, external connection. Attitude and relationship are aspects of communication... Relationships are realized in communication and through communication. At the same time, the relationship imposes a seal on communication, it serves as a kind of content for the latter.
Ya.L. Kolominsky distinguishes communication and attitude as, respectively, the external and internal sides of interpersonal interaction: “the external, visible side is the process of communication as a series of verbal or non-verbal actions; internal, invisible - need, motives, interests, feelings - everything that makes people communicate and why they do it. In the center of the considered definitions, the interdependence of communication and attitude is highlighted. Apparently, communication is a channel through which the content of social relations influences the interpersonal relations of individuals. Therefore, in this relationship, communication can be considered the initial carrier of content, and attitude can be considered its product. At the same time, individuals bring their own content and interpersonal relationships into communication, changes in which under the influence of social norms do not occur immediately, but gradually. Thus, the relationship between communication and relationships reflects the content basis and sources of this phenomenon.
Theoretical foundations for studying the personality of a teacher
In recent years, in connection with the development of scientific and technological progress, in no profession does a person’s personality, his character, beliefs, morality, attitude towards other people have such decisive importance as in the profession of a teacher.
“The force that encourages each pupil to look at himself, to think about his own behavior, to control himself - and from this, in essence, real education begins - is the personality of the teacher, his ideological convictions, the richness of his spiritual life," wrote V. .A. Sukhomlinsky.
The current state of the problem of education and upbringing of a creative personality puts teachers in front of the need for active self-development, effective organization of the educational process, improvement of pedagogical skills, psychologization of pedagogical interaction with children, children's team.
The actualization of the problem of education and upbringing of a creative personality puts teachers before the need to restructure their thinking, effectively organize developmental and nurturing education, master specific pedagogical techniques of the educational process, and the psychology of pedagogical interaction with children.
The humanistic idea of cooperation between a teacher and a pupil, their co-creation form the basis for the development of pedagogical thought. Progressive pedagogy, personified by the names of Ya.A.Komensky, L.N.Tolstoy, A.Disterweg and others, consistently developed ideas and principles of pedagogical cooperation. Even Y.A. Komensky showed that his attitude to learning, the need for it depends on the well-being of the child. And this attitude is mediated by the teacher. He wrote that if the teachers were affable and affectionate, they would not repel children from themselves with their harsh treatment, but would attract them with their paternal disposition, manners and words; ... if through them they communicate with their parents, in a word, if teachers treat their pupils with love, then they will easily win their hearts so that it will be more pleasant for children to stay in kindergarten than at home.
A. Diesterweg believed that the most important phenomenon in the school, the most instructive example to observe, the most living example for the student is the teacher himself ... His personality wins him respect, influence, strength. Everywhere the value of a school is equal to the value of its teacher.
S.T. Shatsky wrote about the importance of the correct relationship between the teacher and children in the educational process and the pedagogical management of these relationships. He believed that a teacher should be able to "read the expressions on the faces of students" in order to know and take into account their experiences, be able to captivate, interest pupils.
A teacher is first and foremost an educator. He should be interested in absolutely everything from the life of children: behavior in the classroom, change, outside the school, health, friendship with comrades and relationships in the family, moral development and social activity, the formation of convictions and character. The wider the range of interests, common affairs, the deeper the influence of the teacher on the children's team. And, on the contrary, the desire to limit it only to issues of academic performance and discipline inevitably formalizes relations, narrows this influence.
The teacher should see in each of the children a personality, in difficult times be able to come to the rescue, support with a kind word and advice.
The professional culture of communication of a teacher is a socially significant indicator of his abilities, skills to carry out his relationships with other people, a measure of his ability and ability to perceive, understand, assimilate, convey the content of thoughts, feelings, aspirations in the process of solving the specific tasks of teaching and education set by pedagogical activity.
The most important sign of a teacher's professionalism is his ability, using certain forms and methods of training and education, to express his personal (special) attitude towards each of them.
The ability to understand children, correctly evaluate their actions, the ability to adequately respond to their behavior, choose a system of upbringing methods that best suit their individual characteristics is an indicator of the professionalism of a teacher.
Naturally, the teacher will be able to master the entire arsenal of flexible means of an individual approach to pedagogical activity if his communication becomes at the same time a constant process of knowing the interests, tastes, and character of his students.
The personal qualities of the teacher, communication style, techniques and methods of transferring knowledge, organizing children for their perception determine the formation of their interest in knowledge. The skill of the teacher is manifested not only in the choice of means of presenting the material, but also in the ability to outline the style of communication with children.
The art of communication is formed throughout life under the influence of various factors: life experience, self-improvement, various forms of learning.
Genuine education presupposes moral maturity, benevolence, close spiritual contacts with children.
The teacher's tool is his own personality, and this "tool" should always be tuned to the child. The decisive significance of the teacher's own personal influence on the development of the personality of children was noted by progressive Russian teachers of the pre-revolutionary period.
As a result of the interpenetration of the professional and individual personality traits of the teacher, a special education is formed - the educational position of the individual.
The educator is, firstly, a professional role, which consists in taking full responsibility for the conditions, nature and prospects for the development of the personality of another person, and secondly, this is the person who is the bearer of this role.
The personality of the teacher will become close and interesting to children in the case of development, formation and disclosure of their own nature, appropriation and creation of cultural objects, gaining a circle of significant others, manifesting themselves in front of themselves.
A person is "included" in another person and through this involvement develops as a person. Development, therefore, takes place in the space of the individual's connections with other people.
Description of the empirical research program
The development of an empirical research program began with the formulation of a problem situation in which there is a clear relationship between the personality of the teacher and the relationship of children to each other. Having studied the various points of view of researchers on the relationship of teachers with students, educators with children, with the behavior of children in a peer group, we did not find studies on the following aspect of pedagogical communication: how do the personal qualities of a teacher, which make up his characterological features and personality orientation, affect the characteristics of relationships children?
Based on the information obtained and taking into account the practical observations of the author as first a kindergarten teacher, and then a practical psychologist of a preschool institution, we formulated the goal of the study, defined as the study of the relationship between the personal characteristics of the teacher and the nature of the relationship of children in a group of preschool educational institutions.
In accordance with this goal, the tasks of empirical research were set: 1. To study the characterological features, the orientation of the personality of kindergarten teachers. 2. Identify and explore the nature of relationships in a group of preschoolers. 3. Reveal the relationship of the personal parameters of the teacher with the characteristics of the relationship of children.
Problem solving predetermines several particular stages of achieving the goal:
Conduct a survey of educators in order to obtain information about experience, education, marital status, attitude towards the group and professional attitudes;
To designate characterological features, orientation and neurotic aspects of the response of the teacher's personality, influencing the relations of children;
Determine the parameters of the personality of educators, manifested in the style of leading a group of children;
To examine the teams of groups of older preschoolers using a set of methods aimed at determining relationships among peers, well-being in the kindergarten group.
When setting tasks, the object of the study was clarified: the relationship of preschoolers depending on the personal qualities of the teacher.
The subject of the study was the relationship between the characteristics of the personality of the teacher and the nature of the relationship of children of senior preschool age in a kindergarten.
The next step in the development of the program was the definition of methods and procedures for recording properties and phenomena essential for establishing the expected facts, i.e. preparation of research instruments. In parallel with the clarification of the basic concepts, a holistic preliminary analysis of the object was carried out, i.e. systematization of the available literature and practical information in this subject area in relation to this object, on the basis of which working hypotheses are formulated as reasonable assumptions about the structure of the processes and phenomena to be analyzed (descriptive hypotheses) and assumptions about relationships (Fig. 1) and interdependencies, determination of the studied phenomena (explanatory hypotheses).
The study of the influence of the personal characteristics of the teacher on the relationship of children of senior preschool age in the group of peers was carried out in the period from September 1996 to September 1999. Children, teachers, kindergartens of the city of Pskov took part in the study of this problem.
The empirical study consisted of two stages: preparatory and main. The preparatory stage consisted of planning and conducting a pilot study, the purpose of which was the selection and testing of methods and diagnostic techniques. It was attended by 12 teachers working with children of preschool age, 40 children aged 5-7 years.
The pilot study helped to determine the form and content of the questionnaire, to create a set of methods that, in our opinion, provide more complete information about personality parameters that are significant for the study, to select methods of mathematical analysis, and to designate the basis of experimental work.
The results obtained, the empirical data of the preparatory stage of the study made it possible to clarify the goal, objectives and hypothesis, to determine the size of a representative sample of the forthcoming work, to work out the procedure for collecting information, to establish the forms of questionnaires and registration forms, to modify psychodiagnostic methods.
The main stage of the study was carried out on the basis of ten children's preschool institutions in the city of Pskov.
The study involved: - 63 teachers of senior and preparatory groups aged 20 to 65 years, with teaching experience from 1 to 36 years; - 32 groups of children (18 preparatory and 14 senior), and at the time of the study in one of the groups there was only one teacher instead of two, working in shifts. The quantitative composition of the groups ranged from 11 to 27 children of senior preschool age (a total of 654 children, of which 336 were boys and 318 were girls).
Description and analysis of diagnostic data of personal characteristics of educators
To achieve the goal set in the work, a systematic analysis of data on teachers of preschool institutions in the city of Pskov was carried out, a group of which consisted of 63 people.
We determined the professional attitudes and formal characteristics of teachers using a questionnaire (see Appendix 2), as a result of which we obtained such data about the subjects as the level of education, marital status, having their own children, attitude towards the group in which they work at a given time, an opinion about the place in importance in the development of the child's personality of the processes of upbringing, development, training and correction.
This kind of association made it possible to compactly, in a convenient form, present the distribution of the studied population according to these characteristics. From this table it follows that 35 people, and this is 56% of the total number of respondents, have a teaching experience of 10 years or more. A little less, namely 28 people (44%) with less than 10 years of experience.
By age, there are more pronounced differences among the subjects: 38 of them are aged 35 years and older, which is 60% of the total number, and 25 teachers under the age of 35, which is 40% of the total number of subjects.
Teachers with experience of 10 years or more are represented in a relatively close ratio in terms of the “education” indicator: 16 people have a higher education (46%) and 19 teachers have a secondary specialized education (54%).
Teachers with an experience of less than 10 years in the amount of 7 people (24% of the number of subjects in this population) made up a group of teachers with higher education, and 22 people (76%) have a secondary - special education, which indicates a lower educational level of specialists with pedagogical experience up to 10 years old.
Teachers over 35 years of age were distributed according to the “education” indicator as follows: most of them (23 people) have specialized secondary education, which is 61% of the total number of representatives of this population; respectively, the remaining 15 teachers (39%) have higher education.
Teachers under 35 years old also in their majority (17 people - 68%) have secondary specialized education, and only 8 people, which accounted for 32%), with higher education.
From the data indicated in the table, it follows that teachers over middle age, with more than 10 years of teaching experience and having a secondary specialized education, predominate among the subjects.
Systematizing the results of the survey on other questions, we grouped them as follows: the attitude of teachers to the groups of children in which they work, depending on the teaching experience and the results of the ranking by teachers of the processes of formation of the child's personality.
In order to determine the attitude towards the group in which the educator works, we included question No. 5 in the questionnaire, namely: Name the group in which you would like to work. If the result does not match the answer to question No. 4 (“The group in which you work now”), dissatisfaction is stated or, as we indicate in the table, “I do not like the group in which I work”.
Sample 1 (see Appendix 3) consisted of 35 teachers with ten or more years of experience. The average age of the subjects was 42.7 years, the average teaching experience was 18.3 years. In the totality under consideration, 16 teachers have higher education and 19 have specialized secondary education. By marital status: 27 teachers are married (77%), three are not married (9%) and five are divorced (14%). All subjects have children.
According to the indicator “I like the group in which I work”, our attention is drawn to teachers with higher education (81%), 35 years and older (73%), married (70%) and having children (71%).
Teachers with less than ten years of experience, 28 people, were included in sample 2. The average age of the subjects was 30.2 years, the average teaching experience was 5.3 years. Compared with sample 1, some changes are noted both in terms of the level of education (8 people with higher education (28%) and 20 people (72%) with secondary specialized education) and marital status: married - 18 teachers (64%), 4 (14%) are divorced and 6 are single (22%), 19 teachers (68%) have children and 9 (32%) do not have children.
According to the indicator “I like the group in which I work”, here our attention is drawn to teachers with higher education (63%), aged 35 years and older (75%), married (55%) and having their own children (58%). Analyzing the results of the survey, we find certain patterns in the attitude of the educator to the group in which he works (Table 4).
A preliminary quantitative analysis of the data shows that the most dissatisfied with the group in which they work are educators with a secondary specialized education, with less than 10 years of teaching experience, divorced or unmarried and without children of their own. Insufficient level of education, little work experience and age up to 35 years can be the cause of job dissatisfaction, misunderstanding of the purpose of a preschool institution, awareness of the importance of the preschool period in human development, throwing in terms of finding one's place in life.
Questioning of teachers gave us the opportunity to study their attitude to the processes of development and formation of the child's personality, such as education, training, development and correction (see Appendix 4). At the beginning of the survey of educators, the definitions of the concepts to be ranked were clarified.
The subjects were divided into five groups, four of which include teachers united by age (up to 35 years; 35 years and older) and teaching experience (up to 10 years; 10 years and older) and one group, including teachers working in groups with low satisfaction of children with relationships (according to sociometric data), indicated in the table as “with unfavorable relationships of children in the group”. Such a distribution of respondents, in our opinion, allows us to obtain a completely representative picture of the issue under study.
Society is an institution that always produces an image of a person, the process of development of which is aimed at comprehending society, its objects and relations, historically developed forms and methods of communication with nature and the norms of human relationships. However, a child realizes himself when he becomes a person, a carrier of social and human activity as a result of its implementation.
In the preschool years, the psychological mechanisms of the personality are formed, new psychological qualities and forms of behavior, the self-concept, the system of qualities that ensure the psychological readiness of the child for school, the foundations of moral development are laid.
Conditions for the development of the personality of a preschool child
A person's personality is a complex formation, the process of development, formation and formation of which depends on many factors: biological, natural and social environment, upbringing and education, and the child's own activity.
From infancy, a person develops as a social being. The source and condition of this development is the social environment. With the help of people, through people, she constantly interacts with the surrounding reality. The interaction of the child with the environment, primarily with the social environment, the micro-environment, the assimilation of the culture of mankind play an important role in his mental development, his formation as a person.
Personality - a person who has reached a certain level of mental development, in which their own views on others have developed, a certain level of self-understanding, mental processes have acquired structures and properties
It arises as a result of cultural and social development.
At preschool age, the psychological qualities and mechanisms of the personality are formed, connections and relationships are established, which form the core of the personality. During this period, a stable inner world is formed, forms of behavior that give reason to consider the child as a person.
The influence of adults on the development of the personality of a preschooler
The conditions for the development of a preschooler differ significantly from the conditions of the previous age stage. The requirements of adults to his behavior are significantly increased. The central requirement is the observance of the obligatory for all rules of conduct, the norms of public morality. New opportunities for understanding the world contribute to the assimilation of the forms of relationships that exist between adults. The child joins in joint activities with peers, learns to coordinate his actions with them, to take into account their interests and opinions. All the time, its activity changes and becomes more complicated, puts forward new requirements for perception, thinking, memory, and the ability to organize one's behavior. All this gradually forms the personality of the child, and each personal property changes, expands the possibilities for education. The conditions of development and the development of the individual are interconnected.
The development of the child's personality covers such qualitative changes:
1) understanding by the child of the world around him, awareness of his place in it, which gives rise to new motives of behavior, under the influence of which she carries out her actions;
2) the development of feelings and will, ensuring the effectiveness of motives, the stability of behavior, its independence from external circumstances.
The main influence of adults on the development of the child's personality lies in the organization of his assimilation of moral norms that regulate the behavior of people in society. The behavior of people close to her affects the child most strongly. She imitates them, adopts their mannerisms, borrows their way of judging people, events, things. However, this influence is not limited to loved ones. A preschool child gets to know the life of adults by watching how they work, listening to stories, fairy tales, watching movies and the like. For her, the behavior of people who are respected, about whom they speak approvingly, authoritative peers, characters of fairy tales, cartoons, etc. the child is authoritative.
Adults play a leading role in the development of the child's personality, teach the child the rules of behavior that organize it in everyday affairs, set it up for positive actions. Making demands, evaluating actions, they require children to comply with the rules. Gradually, children begin to independently evaluate their actions based on their own ideas about what behavior adults and peers expect from them.
At a younger preschool age, children learn the rules regarding cultural and hygienic skills, adherence to the regimen, handling toys. Obeying the requirements of adults, they themselves try to master these rules. Often in a preschool institution, children turn to the teacher about violations of the rules of conduct by their peers. These statements are often a kind of request to confirm the rule and its binding on all. Sometimes they are an attempt to discover a new, unknown rule. In such a situation, children ask if it is possible to do this.
In middle and especially older preschool age, it is too important to master the rules of relationships with other children, since the complications in the activities of children give rise to the need to take into account the rights and interests of comrades. It is not easy for children to master such rules, they often apply them formally, without understanding the essence and features of a particular case. They are mastered through experience.
The closest social environment of the child is, as a rule, the family. For a long time, it significantly affects the formation of the personality of a growing person. The special significance of the family microenvironment is explained by the relative independence of the child, the dependence of life and well-being on the care and help of adults who bring her up. Such influences as the approval and disapproval of parents is the regulator and stimulus of the mental development of the child. The formation of certain properties of the child and his behavior depends on their character.
Education with the use of strict but contradictory requirements and prohibitions, according to psychiatrists, leads to neurosis, obsessive-compulsive states and psychosthenia in children. Attempts by adults to isolate a child from peers, depriving him of elementary independence, annoying edification and moralizing (with the aim of accustoming him to good, positive), insults, humiliation, ridicule and physical punishment for mistakes and failures, suggestion to the child of his weakness and inferiority.
In each family, a special individual relationship develops between a child and parents, despite certain common features. Depending on the use of influence methods by parents, their relationship with children is qualified as democratic and authoritarian.
By democratic form of family influence adults try to contact the child on an equal footing, trust her, respect her opinion, explain the rules adopted in the family, meaningfully answer children's questions, and the like.
The use of many restrictions on children includes authoritarian form of family influence. Parents-dictators care about the steadfastness of their own authority, the steady submission of children to their will, minimize communication in order to explain the rules of behavior, etc.
Children from democratic families often show an inclination and desire for creativity, initiative, leadership qualities, non-conformism (non-acceptance of opportunism), adequate emotionality in social relationships.
The psychological climate in the family, which is reflected in the nature of communication with children, the level of interest in them, their problems, care and attention to them, is an essential factor in the formation of the moral character of the child. The less affection, care and warmth a child receives, the slower it develops as a person, the more prone to passivity and apathy, the higher the likelihood of her developing a weak character. Friendly relations, a warm family atmosphere in which a child grows up, contribute to the formation of a sense of personal security, self-confidence, and optimism.
The composition of the family also influences the formation of the personality of a preschooler. A child, in whose upbringing, in addition to parents, grandparents are involved, is more capable of compassion, friendly, but less independent and stubborn, she lacks organizational skills.
The influence of relatives on the development of the child depends on how she treats them, evaluates them. The child's attachment to relatives is expressed in the desire to be near (especially when the child is sick or experiencing fears, frightened), to play with them, to give them a pleasant gift, in empathy with the joy and sadness of parents. Children realize these feelings in drawings and statements.
A special role in the child's family microenvironment belongs to the mother, since she is preferred by children of all age groups. Relationships with father, brother, sister, grandfather and grandmother are also important, often with distant relatives.
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 of the child with 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 to us relevant to consider the process of development of 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 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 a social relation 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 takes place, but their abilities develop, the formation of personality takes place.
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 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 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 between people, in which three interrelated components can be clearly distinguished - the mental reflection of the participants in the 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 unstable nature (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 requests (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 saturation 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 relation to 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 stormy 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 the speech communication of preschoolers, according to our data, there are 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 verbal 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 strict 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. - occur much more often 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 frightened), 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, control 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 word "communication" itself from the point of view of its etymology, you can see that it comes from the word "general". 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 both something that has just arisen, in the process of joint activity, and 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 a child, within the framework of the theory of cultural and historical development, is understood by Vygotsky as a 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 case of insufficiency of 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.
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Formation of the child's personality in communication Lisina Maya Ivanovna
B. The influence of communication on the development of PA in preschoolers
Preschoolers, of course, are still very young children, but in terms of their experience, independence, and complexity of their mental life, they are so much superior to infants and young children that, with regard to them, the question again arises with a completely special meaning of whether their cognitive activity depends on communication with surrounding people. In the laboratory team, he has long been engaged in the study of PA of preschoolers and the influence on it of children's communication with adults and with peers of D. B. Godovikov. One of her works involved 16 children from 4 to 5 and a half years old. Their PA was revealed in the game and in the situation with “problem boxes”. The children were shown three identical-looking objects, of which one actually differed from the others - its lid did not open in the usual way. The child's interest in such a "secret" and attempts to reveal it can be regarded as an analogue of creativity at the level of subject-effective thinking. Peculiarities of communicative activity were also revealed in children. It turned out that children who had differences in communication with adults also had different PA, which indicates their connections with each other. At the same time, it turned out that the intensity of communication was not associated with PA; mattered content communication, direction. If the adult approved the activity of the subjects, then PA increased: search activity unfolded more widely, under these conditions it more often ended with a solution to the problem.
In the dissertation of Kh. T. Bedelbayeva, it was established that preschool children have a selective attitude to visual influences emanating from a person, similar to that established in experiments with children under three years of age. Using drawings of people and various objects as an object of perception, Kh. T. Bedelbaeva found, firstly, an increased efficiency in the perception of “social” influences. So, when replacing two pictures in a set of postcards, children more often detected a change in the picture of a person (93% of cases) than an object (80%). In cases where children found a replacement of drawings in both categories, they more often indicated a change in the “social” category first of all (76% of cases). Second, the time it took for them to detect a replacement for the “social” impact was, on average, shorter than for the detection of the “non-social” one (7 s versus 11 s). And finally, in conflict situations, preschoolers showed a predominant orientation towards the “social” component of a complex impact, which also included the drawing of an object.
The connection of the phenomenon of selectivity with communication was subjected to experimental verification. Children with a low level of communication were selected (for preschoolers, this was the level of situational-business communication, while the most developed of them had an out-of-situation-personal form). The development of communication contributed to the increase in the PA of children, and in two different ways: first, it increased the child's attention to what served as the material of communication; secondly, communication increased children's attention to human behavior and increased the efficiency of their perception and discrimination of communication signals. In both cases, the effectiveness of teaching preschool children was noticeably increased and the subsequent transfer of the learned methods to new conditions was facilitated.
In 1980, T. D. Sartorius completed (under our supervision) an experimental study of the effect of communication on PA in preschool children. Let us briefly present its idea and results. The first part of the work of T. D. Sartorius is similar to the study of T. M. Zemlyanukhina. In ascertaining experiments, children compared indicators of communication with adults, communication with peers, and cognitive activity. Two groups of children were selected - 12 pupils of the daytime groups of the kindergarten and the same number of pupils of the preschool orphanage.
The study of the communicative activity of preschoolers showed that the attitude towards adults in children of both groups was approximately equally positive, but in kindergarten it was revealed much more intensively, using more effective techniques, and most importantly, much more complex and meaningful. This is evidenced by the fact that five children in the kindergarten had the highest - extra-situational-personal - form of communication, while in the orphanage this form was never registered, but three children showed primitive situational-business communication that was absent in their children. peers in kindergarten. In the sphere of communication with peers, the differences went in the same direction, but were even more pronounced. In accordance with our hypothesis, it was to be expected that objective activity, stimulated by the cognitive activity of children, should also be lower in the orphanage than in the kindergarten. And so it turned out.
Kindergarten pupils began examining objects 2.5 times faster, they were much more varied and intensive. Among the indicators studied by T. D. Sartorius are behavior parameters similar to speed, ergic and all other aspects of activity, identified by different authors who studied this phenomenon both in general and in its particular varieties: latent period, duration of the survey, the number of indicative and practical objective actions in 1 minute, the intensity of emotional manifestations, the number of statements. The indicators of PA were in a statistically significant direct relationship with the indicators of children's communication (for the sample as a whole, r = 0.865 with R< 0,01).
The second part of T. D. Sartorius' research included formative experiences. They were attended by 12 children aged 5–6 years, pupils of an orphanage with a low level of communication. The experiments were of a collective nature: 6 children participated in them at the same time, with whom an adult organized role-playing games. After 24 lessons, communication in all children increased significantly. The frequency of choosing the most difficult (non-situational-personal) contacts by children, attention to partners, emotional response to their influences, the number of statements addressed to them, and the total duration of the desired communication increased statistically reliably. At the same time, PA increased in all children.
Statistical processing showed reliable differences (Student's t-test) between the final and baseline measurements of PA in a number of important parameters. The children who completed the classes developed an acute curiosity, inquisitiveness, a desire to explore interesting phenomena by all means available to the child. Consequently, communication with peers specially organized by an adult, which proceeded with his participation, really had a positive impact on the PA of children.
Let's try to understand how the increase in the level of communication could have an impact on the PA of children. Recall that the situation of the formative lessons was very different from the situation of the control trials: in the classroom the child was in a group of peers and together with them participated in a role-playing game, while in the trials he was alone in the room and without familiar toys. Following D. B. Godovikova, we believe that the impact of communication with peers and adults on PA can only be explained through some deeper acquisitions of the child made in the classroom and become the common property of his personality, capable of manifesting itself in a variety of circumstances, in including the examination of new subjects. We tend to think that the child's personal acquisition was the development of his self-image and attitude towards himself. We judged changes in this area of the personality of the subjects by significant changes in their behavior in the classroom: they abandoned a passive-friendly position, they had an initiative aimed at demonstrating their skills and knowledge to their comrades; children clearly sought to arouse the interest of their peers and adults, to earn their approval. Finally, some children showed a willingness to reach common opinions and views with a peer group, which further increased their self-confidence. The changes in the personality of the subjects listed above are very close to the shifts described by A. I. Sylvester, who worked with preschoolers who underestimated their abilities, and sought from them a more optimistic view of their abilities. It can be assumed that similar processes also took place in the experiments of T. D. Sartorius. The games in the classroom were very successful (the experimenter monitored this) and brought great joy and satisfaction to each child. The children's self-confidence increased, the need for self-respect increased, courage and perseverance appeared in defending their interests. All of the above should have been found on the control samples exactly as they were: in increased curiosity, ingenuity, perseverance in unraveling the "secret".
Table 2.4
List of PA indicators for which statistically significant changes occurred after formative experiments in children (in conditional points, on average for the group)
* Differences are significant at R? 0,05.
** Differences are significant at R< 0,01.
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