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

Features of communication between older preschoolers and their peers, its influence on the development of the child's personality. Analysis of the problem in the psychological and pedagogical literature. Formation of personal qualities in a preschooler. Self-esteem of the child, awareness of the requirements for him.

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Introduction

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. 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 he who, back in the 1930s, drew the attention of child psychologists to a peer as an important factor and a necessary conditional social and psychological development of a child, contributing to the destruction of egocentrism. 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 proposal. Communication - this is a very important component of a child's life and how much he masters the ways of communication, his success in the process of growing up will depend on this.

According to S.L. Rubinstein "... the first of the first conditions of a person's life is another person. The relationship to another person, to people is the main fabric of human life, its core. The "heart" of a person is all woven from his relationship to other people; the main content of the mental, inner life of a person. Attitude towards another is the center of the spiritual and moral development of a person and largely determines the moral value of a person.

The conceptual foundations for developing the problem of communication are related to the works of: V.M. Bekhtereva, L.S. Vygotsky, S.L. Rubinstein, A.N. Leontiev, M.I. Lisina, G.M. Andreeva B. Spock, spouses H. and M. Harlau, A. Kimpinski, W. Hartap, B. Coates, J. Piaget and other domestic and foreign psychologists who considered communication as an important condition for the mental development of a person, his socialization and individualization, personality formation.

Next, we define the following:

Targetwork: the study of the features of communication of children of senior preschool age with peers.

An objectresearch: communication of preschoolers.

Itemresearch: the process of communication of children of senior preschool age with peers.

Hypothesis: we assume that in children of older preschool age, communication does not acquire the features of out-of-situation, stable electoral preferences do not develop.

Tasksresearch:

· theoretical consideration of the problem in the psychological and pedagogical literature.

study of the concept of personality.

study of the concept of communication.

Investigate the influence of communication on the development of the personality of a child of senior preschool age.

MMethodsAndresearch:

theoretical analysis of psychological and pedagogical literature;

methods of mass collection of material (conversations, observations);

experimental work;

testing.

communication preschooler peer personal

1. Psychological and pedagogical foundations of the influence of communication with peers on the development of the personality of a child of senior preschool age

1.1 Characteristics of personality development

Preschool age, occupying a period of time from three to six years on the scale of the physical development of the child, makes a great contribution to the mental development of the child. Over the years, the child acquires much of what remains with him for a long time, determining his personality and subsequent intellectual development.

From the point of view of the formation of a child as a person, preschool age can be divided into three parts. The first refers to the age of three or four years and mainly with the strengthening of emotional self-regulation. The second covers the age from four to five years and concerns moral self-realization, and the third refers to the age of about six years and includes the formation of business personal qualities of the child.

At preschool age, children begin to be guided in their behavior, in the assessments given to themselves and other people, by certain moral standards. They form more or less stable moral ideas, as well as the ability for moral self-regulation.

The sources of moral ideas of children are adults who are involved in their education and upbringing, as well as peers. Moral experience from adults to children is transmitted and assimilated in the process of communication, observation and imitation, through a system of rewards and punishments. Communication plays a special role in the development of the personality of a preschooler. Knowing the history and content of interpersonal contacts of a child at preschool age, we can understand a lot in his development as a person. Communication is associated with the satisfaction of the need of the same name, which manifests itself quite early. Its expression is the child's desire to know himself and other people, to evaluate and self-esteem. A careful consideration of how communication develops in ontogenesis, what character it takes on when a child is included in various types of joint activities with other people, helps to better understand the possibilities that open up with age for personality development.

In preschool childhood, as in infancy and early childhood, one of the main roles in the personal development of the child is still played by the mother. The nature of her communication with the child directly affects the formation of certain personal qualities and types of behavior in him. The desire for approval from the mother becomes one of the incentives for behavior for a preschool child. Significant importance for the development of the child is acquired by the assessments that are given to him and his behavior by close adults.

One of the first children to assimilate the norms and rules of the so-called "everyday" behavior, cultural and hygienic norms, as well as norms related to the attitude to one's duties, observing the daily routine, handling animals and things. The last of the moral norms to be assimilated are those relating to the treatment of people. They are the most complex and difficult for children to understand, and following them in practice is given to children with great difficulty. Role-playing games with rules, common in older preschool age, are of positive importance for the assimilation of such rules. It is in them that the representation, observation and assimilation of rules, their transformation into habitual forms of knowledge takes place. At first, children follow the assimilated norms and rules of behavior by imitation (younger preschool age), then they begin to become more aware of the essence of the rules and norms themselves (senior preschool age). They not only fulfill them, but carefully monitor that other children next to them follow the same rules and norms. In the behavior of children at preschool age, there comes a period when it goes beyond the framework of cognitive self-regulation and is transferred to the management of social actions and actions. In other words, along with the intellectual, personal and moral self-regulation arises. Moral norms of behavior become habitual, acquire stability, lose their situational character. By the end of preschool childhood, most children develop a certain moral position, which they adhere to more or less consistently.

Quite early in a child, a quality arises that plays a very significant role in his further personal destiny, giving rise to many other individually useful qualities. The desire for recognition and approval from the people around. From this quality, as from a common root, with normal upbringing, the need to achieve success, aspiration, a sense of self-confidence, and many others are independent. It is also associated with the formation of such important personality traits as responsibility and a sense of duty.

At a preschool age, a child also develops personal qualities associated with relationships with people. This is, first of all, attention to a person, to his worries, troubles, experiences and failures. Many preschool children show empathy and concern for people, not only in play situations, but also in real life.

An older preschooler is in many cases able to explain his actions, using certain qualitative categories for this. This means that he has formed the principles of moral self-awareness and moral self-regulation of behavior. True, due to the special responsiveness of children of this age to the judgments, opinions and actions of other people, the external manifestations of the corresponding personal qualities do not seem to be sufficiently stable.

At the senior preschool age, communication motives are further developed, by virtue of which the child seeks to establish and expand contacts with people around him. Noting that in addition to the natural curiosity of preschool children, the approval of adults in older preschool childhood adds new motives for communication. Business motives are understood as motives that encourage a person to communicate with people in order to solve a personal problem - motives associated with internal problems that concern the child (he did well or badly, how others treat him, how his deeds and actions are evaluated. These communication motives are joined by the motives of learning, acquiring knowledge, skills and abilities.They replace the natural curiosity that is characteristic of an earlier age.By the older preschool age, most children develop an internal, motivational-personal readiness for learning, which is the central link in the general psychological readiness for the transition to the next age.

The desire to earn praise and approval from adults, to establish and maintain good relations with people is one of the most significant motives for interpersonal behavior in older preschool age for a child. Another equally important motive is the desire for self-affirmation. In the role-playing games of children, it is realized in the fact that the child seeks to take on the main role, to lead others, is not afraid to enter the competition and strives to win it at all costs. Along with motives of this type, prosocial motives begin to play a significant role in the behavior of preschool children: empathy, the desire to help another person, and some others.

Preschool age is characterized by the fact that at this age children attach great importance to the assessments given to them by adults. The child does not expect such an assessment, but actively seeks it himself, strives to receive praise, tries very hard to deserve it. All this indicates that the child has already entered a period of development that is sensitive for the formation and strengthening of his motivation to achieve success and a number of other vitally useful personal qualities that in the future will have to ensure the success of his educational, professional and other activities.

How does the development of motivation to achieve success proceed in practice, and what stages does a child go through in preschool childhood along this path?

In the beginning - this refers to the younger preschool age - children learn to distinguish tasks according to their degree of difficulty. Then, when this goal is achieved, they begin to judge their capabilities, and both are usually interconnected. The ability to accurately determine the degree of difficulty of the problem being solved corrects the child's ability to correctly assess his capabilities. Until the age of three or four, children are probably not yet fully able to assess the outcome of their activities as success or failure. But their independent search and selection of tasks of varying degrees of difficulty leaves no doubt that even at this age, children are able to distinguish between gradations of complexity of the tasks they choose, practically solving them in an ascending or descending sequence of arrangement according to the degree of difficulty.

Many children already at an early age mark their successes or failures in activities with appropriate emotional reactions to them. Most children of this age simply state the result achieved; some perceive success and failure, respectively, with positive and negative emotions. In the same age group, the first manifestations of self-esteem are observed, and mainly only after success in activity. The child not only rejoices in success, but shows a peculiar sense of pride, deliberately and expressively demonstrating his merits. However, even such elementary self-evaluative reactions at this age are still extremely rare.

At about 3.5 years old, children can already observe mass reactions to success and failure, obviously related to self-esteem. The child perceives the corresponding results of activity as depending on his abilities, and the result of his own activity is correlated with his personal capabilities and self-esteem. The data obtained in one of the psychological experiments suggests that three-year-old children have the simplest idea of their own capabilities. However, the division of their abilities and the efforts made, the elucidation of the cause-and-effect relationships between each of these factors and the results of activities for children of this age is still practically inaccessible.

Children of four years of age can already assess their capabilities more realistically. The corresponding ideas that arise in the child, being differentiated, initially play on a scale that is given by information about successes and failures in solving problems of varying degrees of complexity, and information about the sustainability of successes. In young children, information about sustainability seems to be of great importance when they achieve success, i.e. about the gradual and regular growth of success in solving problems of the same type. Correlating his successes and failures with the results of similar activities of others, the child learns to correctly assess his own capabilities.

Further, in the process of the individual development of the child, an idea of the efforts being made is formed, after which the idea of abilities arises and is concretized. However, the task of identifying and understanding all these factors as the reasons for the results achieved - successes and failures in activities - is probably still inaccessible to a child at the age of 4-5 years. "Ability" as a concept and as the cause of one's own successes and failures is recognized by a child from about 6 years of age.

Four-five-year-old children are not yet able to perceive and draw certain conclusions about themselves on the basis of information about the success of their activities, regardless of whether this information is qualitative or quantitative. They are not able to correct their actions and judgments based on information received from other people.

A direct relationship between the difficulty of the problem being solved and the response to success is also observed starting at about 4.5 years of age. On the contrary, the first signs of a similar inverse relationship between the difficulty of a task and the reaction to failure are not observed at this age. Three-four-year-old children do not yet see a positive relationship between the difficulty of a task and the attractiveness of success. The same can be said about six-year-olds.

Summarizing the results of relevant studies and presenting them in terms of age, it can be argued that children's understanding of the relationship that exists between the cause and the achieved result is found already at the age of four or five years, and the efforts made begin to be considered as a possible cause earlier than abilities. By the age of five or six, children can already see the reason for the result achieved both in their abilities and in the efforts they make, but most often one of the explanations - from the side of abilities or efforts - dominates over the other.

By this age, a certain subordination of motives arises, thanks to which children learn to act on the basis of qualitatively higher, significant motives, subordinating their actions to them and resisting momentary desires that contradict the main motives of behavior.

The ability for self-awareness in a child of older preschool age, unlike children of an earlier age, goes beyond the present time and concerns the assessment of both past and future deeds. The child perceives and evaluates what happened to him in the past, tries to think about what will happen in the future. This is evidenced by children's questions such as: "What was I like when I was little?" or "What will I be when I grow up?" Thinking about the future, preschool children strive to become people endowed with certain valuable qualities: kind, courageous, smart, etc.

1.2 Formation of personal qualities in a preschool child

The basic, or basic, personality traits are those that, starting to take shape in early childhood, are quickly fixed and form a stable individuality of the century, defined through the concept of a social type, or personality character. These are fundamental personality traits, dominant motives and needs, other properties by which a person can be recognized many years later. Such qualities differ from other personal properties of a person in that their origins go back to infancy and early age, and the prerequisites for formation are formed in that period of a child’s life, when he did not yet speak. The vital stability of these qualities is explained by the fact that in the initial period of data formation, the child's brain is still immature, and its ability to differentiate stimuli is not sufficiently developed.

Basic personality traits are different from others. Such personal qualities include, for example, extraversion and introversion, anxiety and emotionality, and others. They are formed and consolidated in a child at preschool age, under the conditions of a complex interaction of many factors: the genotype and the environment, consciousness and the unconscious, conditioned reflex learning, imitation, and a number of others.

The self-esteem of the child, the awareness of the requirements placed on him, appear by about three or four years on the basis of comparing himself with other people. On the threshold of the school there is a threshold level of self-awareness and volitional regulation of behavior. It is characterized by the formation in the child of his "internal position" - a fairly stable system of relations with himself, with people, with the world around him. "The emergence of such a neoplasm," writes L.I. Bozhovich, "becomes a turning point throughout the entire ontogenetic development of the child." In the future, the child's internal position becomes the starting point for the emergence and development of many other personality traits, in particular strong-willed ones, in which his independence, perseverance, independence and purposefulness are manifested.

Awareness of oneself as an individual comes to a child at the age of about two years. At this time, children recognize their faces in the mirror and in the photograph, call their own name. Up to seven years, the child characterizes himself mainly from the outside, without separating his inner world from the description of behavior.

The emerging self-awareness, when it reaches a sufficiently high level, leads to the appearance in children of a tendency to introspection, to taking responsibility for what happens to them and around them. There is a pronounced desire of the child in any situation to do everything possible in order to achieve the goal. The process of personality development and improvement of the child's behavior on the basis of direct imitation of other people, especially adults and peers, becomes very noticeable at preschool age. It can be said that this age is a sensitive period in the development of a personality based on imitation, accompanied by the consolidation of observed forms of behavior, initially in the form of external imitative reactions, and in the form of demonstrated personality traits. Being initially one of the mechanisms of learning, imitation can then become a stable and useful quality of the child's personality, "which consists in the constant readiness to see in people, reproduce and assimilate it. True, imitation at this age does not have special ethical selectivity, so children with equal ease can learn both good and bad patterns of behavior.

At the senior preschool age, the child learns to interact with other people in joint activities with them, learns the elementary rules and norms of group behavior, which allows him to get along well with people in the future, to establish normal business and personal relationships with them.

In children, starting from about the age of three, there is a clear desire for independence. Being unable to realize it in the conditions of the difficult, inaccessible life of adults, children are usually content with defending their independence in the game. According to the hypothesis that was proposed by D.B. Konin, children's play arises precisely due to the existence of such a need in a child. In times distant from us, as well as among children from modern society, brought up in conditions where life itself encouraged them to be independent from early childhood, children's games arose much less frequently, in the conditions of the latest European civilization. The emergence and further development of games led to the identification of childhood as a preparatory period of life. Modern toys are substitutes for those items that a child must meet in real life as he grows up.

By the middle preschool age, many children develop the ability and ability to correctly evaluate themselves, their successes, personal qualities, not only in play, but also in other activities: learning, work and communication. This should be considered as another step towards normal schooling in the future, since from preschool education the child constantly has to be assessed in various activities, and if his self-assessment turned out to be inadequate, then self-improvement in this type of activity is usually delayed.

A special role in planning and predicting the results of a child's personal development is played by the idea that children of different ages perceive and evaluate their parents, who is a good role model and at the same time evokes a positive attitude towards themselves and is capable of exerting the strongest influence on his psychology and behavior. Some studies have found that children between the ages of three and eight years experience noticeable parental influence, with some differences between boys and girls. Thus, in girls, the psychological influence of parents begins to be felt earlier and lasts longer than in boys. This time period covers years from eight years. As for boys, they are significantly less under the influence of parents in the period of time from five years, i.e. three years less.

Let's sum up some results: what does a child acquire in the process of his development during preschool childhood?

At this age, in children, internal mental actions and operations are distinguished and formalized intellectually. They concern the solution of not only cognitive, but also personal problems. We can say that at this time the child has an inner personal life, and first in the cognitive area, and then in the emotional and motivational area. Development in both directions goes through its stages, from figurativeness to symbolism. Imagery is understood as the ability of a child to create images, change them, arbitrarily operate with them, and symbolism is the ability to use sign systems, perform sign operations and actions: mathematical, linguistic, logical and others.

Here, at preschool age, the creative process originates, expressed in the ability to transform the surrounding reality, to create something new. Creative abilities in children are manifested in constructive games, in technical and artistic creativity. During this period of time, the existing inclinations to special abilities receive primary development. Attention to them in preschool childhood is a prerequisite for the accelerated development of abilities and a stable, creative attitude of the child to reality.

In cognitive processes, there is a synthesis of external and internal actions that are combined into a single intellectual activity. In perception, this synthesis is represented by perceptual actions, in attention - by the ability to manage and control the internal and external plans of action, in memory - by the combination of external and internal structuring of the material during its memorization and reproduction.

At the same time, the process of forming the speech of the means of communication is being completed, which prepares a fertile ground for the activation of education and, consequently, for the development of the Rebbe as a person. In the process of education; conducted on a speech basis, elementary moral norms and rules of cultural behavior are mastered. Being assimilated and becoming characteristic features of the child's personality, these norms and rules begin to control his behavior, turning actions into arbitrary morally regulated actions. Diverse relationships arise between the child and the surrounding people, which are based on various motives, both business and personal. By the end of early childhood, the child develops and consolidates many useful human qualities, including business ones. All this together forms the individuality of the child and makes him a personality different from other children, not only in the intellectual, but in the motivational and moral sense. The pinnacle of a child's personal development in preschool childhood is personal self-consciousness, which includes awareness of one's own personal qualities, abilities, reasons for success and failure.

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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 Russian 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 relationships 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, think about his own behavior, manage himself - and this, in essence, begins real education - 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 circle 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 to 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 education.

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 received 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 the 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 Annex 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, there are some changes 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 secondary specialized education, with less than 10 years of teaching experience, who are divorced or unmarried and who do not have their own children. Insufficient level of education, little work experience and age up to 35 years old 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.

We divided the subjects 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.

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

APPLICATION

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, and at the same time 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 qualities of the personality 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 a 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 experiences, 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 senior preschool age, on the basis of emerging moral feelings, self-esteem, the beginnings of a sense of duty, justice, respect for people, as well as 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 formation of 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 leading 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. He explains with concrete examples 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 nature, 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 60s and early 70s, 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, spiritual 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. Among these factors, the features of family upbringing, patterns of aggressive behavior that a child observes on a TV screen or from peers, the level of emotional stress and frustration, etc. are usually distinguished. 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 feature 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 the child, within the framework of the theory of cultural and historical development, is understood by Vygotsky as the process of appropriation by children of the socio-historical experience accumulated by previous generations. Extracting this experience is possible when communicating with elders. At the same time, communication plays a decisive role not only in enriching the content of children's consciousness, but also determines its structure.

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: 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.

2. Developmental activities with children and their parents aimed at the education of the floor the vital qualities of a child in the process of intercourse with peers and adults

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.

The game "NEEDLE AND THREAD"

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 raise their hands, by virtue of imitation. 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 slightly larger than the palm (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 individual 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 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, is 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, and 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

The child's communication 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, while 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.

APPLICATION

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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Personal development can be considered in different aspects:
- the content of the inner world: emotions and motives of behavior, self-awareness and self-esteem, will and self-regulation of actions;
- structuring the inner world, determining value orientations, highlighting the main motives and subordinating secondary ones to them (creating a hierarchy of motives).

Personal development is a single and holistic process, a change in content leads to a change in structure.

The achievements of an early age allow the child to become a small member of human society. Significantly increase his capabilities and increase the demands on him from others. His interests go beyond narrowly personal experience. He observes the relationships and activities of adults and seeks to imitate them, masters the main activities - play, learning, work. He acts together with his peers, learns to coordinate his interests and ideas with them. He learns patterns of behavior not only from close adults, but also from children, from books and cartoons. This complex of influences and various activities form the personality of a preschooler. Knowledge of the world, communication, relationships with others awaken and develop new motives, aspirations of the child, his emotional sphere. And the development of will, self-regulation of actions and hierarchical subordination of desires make motives effective. The behavior of the child becomes personal, more independent of momentary circumstances.

The development of feelings in preschool age is associated with the expansion of the circle of communication and activity. They show sympathy and sympathy for their loved ones, empathize if someone is sick, want to do something nice: “Grandma, let me tell you a multi-color. You didn’t look, you can’t get up.” They develop attachment to peers, a sense of friendship, they are outraged by greed, injustice, if someone offended another.

Experiences are connected not only with the personal interests of the child, but also with the interests of comrades, however, they themselves are unfair to unsympathetic peers. The assimilation of norms of behavior and assessment by adults and peers also cause new experiences: joy, pride from praise and grief, shame, if they do not do it right. Teasing comrades can bring to tears. In cognitive activity, intellectual emotions appear: they notice funny, humor. Compared to early childhood, preschoolers' feelings become more stable and influence behavior to a greater extent. On the basis of sympathy, empathy, ideal images appear that the child actively imitates. Toddlers imitate outward mannerisms and actions, while older preschoolers may imitate attitudes and personality traits. So, if a child has become naughty, a fairy tale can be a more effective measure than punishment. The Nenets fairy tale "Cuckoo" so vividly shows the despair of disobedient children who were abandoned by their offended mother, that after reading for several days the children are extremely attentive to their mother and obedient. To the same extent, the fairy tale "Sister Alyonushka and brother Ivanushka" evokes deep sympathy for the heroes and noticeably changes the attitude of children towards their brothers and sisters. On the basis of empathy, there is a personal inclusion in the plot and a desire to adopt the qualities of a likeable hero:
And Ivan Tsarevich
It's like me.
I. Surikov

Children have an emotional reaction to the intonation and facial expressions of an adult, a kind of infection with emotions. So, if an adult periodically admires the Cheburashka toy and looks at it with emotion, you can expect that the children will be happy to play with it and even want to perform in the Cheburashka costume for the New Year. Many folk traditions are based on the mechanism of emotional contagion. In Kyrgyz folk pedagogy, every success in the life of a baby (40 days of life, cutting the first hair and nails, first shirt, first steps) is accompanied by such solemn rituals, wishes, treats that the children present will be imbued with love for the baby. This is how the attitude towards the child is conveyed, as to a great value.

There are typical cases when the anxiety of adults for one reason or another causes feelings of fear in children. They cause fear and special intimidation (for "educational" purposes). N. Nosov perfectly describes such situations in the stories "So they joked in the old days." At older preschool age, children are smart enough not to believe in the arrival of a wolf or an uncle with a bag. And yet it worries them.

Older children develop fear for others, for those they love. This is a special form of empathy. An older preschooler is characterized by the ability to control his emotions to some extent, not to cry over trifles. They can hold back even when upset. This is especially noticeable in those boys who were told that it was indecent for men to cry. During vaccinations in kindergarten, children proudly say that they did not cry, were not afraid at all, although, of course, they conquered fear.

So, the development of emotions is manifested in the fact that:
- experiences are caused by events outside the personal interests and personal experience of the child: empathy for close and literary characters;
- the palette of feelings is enriched with the development of activity and communication (pride, shame, humor, dignity, fear);
- children try to restrain, control their emotions;
- they are subject to emotional "infection".

The development of the motivational sphere is closely related to emotions. Sympathy, interest in the world of adults causes a motive to act like adults, to seek their favor. This motive generates many actions of children and forms game activity. In the game, the child feels like an adult. Along with this, a motive is formed to earn the recognition of peers. Children are very upset if they are not accepted into the game, but they still do not always succeed in changing their behavior under the influence of criticism from their comrades. In the process of communication, the motive of self-love, self-affirmation develops. It can manifest itself in whims, stubbornness, absurdity, claims for the main roles. But the same motive is manifested in healthy competitiveness, the desire to do better than others (run, draw, offer a game, etc.). In this case, the child shows maximum activity. To develop socially accepted forms of self-affirmation is the task of education.

The cognitive activity of the child is associated with the motive of curiosity, interest in knowledge. Educators use this motive effectively, for example, by promising to read a book as a reward for good deeds.

Demanding and evaluating actions create a motive to do the right thing. You can often hear requests from six-year-olds: look, did I cut it out correctly, do I succeed? They make comments to their comrades and even complain about them, trying to get them to do the right thing. This motif creates an assessment orientation and serves as an important indicator of school readiness.

Along with the development of a variety of motives, the most important achievement of the personal development of a preschooler is their structuring, subordination. A. N. Leontiev called the hierarchy of motives “knots of personality”. A child of 5-6 years old is able to endure unpleasant, uninteresting things for the sake of something important, pleasant, to be distracted from unimportant things. To part with a toy or a picture so that he is not considered a greedy person. Hold back tears so as not to be teased: "Little, little, a piece of lard." Have a quick meal or get dressed to be the first to take the swing, etc.

The subordination of motives is the most important mechanism for self-regulation of behavior. You can offer to learn how to behave well (quickly put away toys, do not drag out lunch, help each other get dressed) in order to arrange a long walk (in the field, to the “green theater of silence”). This is a task of self-control, and it is already within the power of preschoolers.

Thus, at preschool age, the main motives of human activity appear: the desire for knowledge, for self-affirmation, for recognition, and, most importantly, the desire to do the right thing. Motives are not always stable, not fully realized, but subordination, a hierarchy of motives is already taking shape, and the main one is the desire to do the right thing.

Development of communication. The source of the child's personal development is social experience, which in the process of communication is transmitted to adults in the form of standards, patterns of behavior. The content of the acquired experience and the degree of its generalization depend on the form of communication. Considering communication as the transfer of social experience, Soviet psychology studied mainly the communication of a child with an adult.

However, in recent decades, the enormous influence of communication with peers on the personal development of the child has been noticed. A. A. Royak studied children's conflicts, Ya. L. Kolominsky and his colleagues - the structure of the children's group, the status roles of children and the grounds for preferences.

G. Kraig describes the research of this problem. It turned out that communication with peers compensates children for the lack of parental love (A. Freud and S. Dan). The beneficial effect of communication with peers on the development of monkeys left without parents has been noticed (X. and M. Harlow). In the behavioral tradition, up to 50 indicators of communication among peers 4-5 years old were studied. It has been noticed that children on the street communicate more often with peers, and indoors - with adults, girls - more often with adults, boys - with children, infants - more often with adults, younger ones in the family - more often with peers, etc. (R. Hynd). These studies took into account the frequency and duration of contacts.

E. O. Smirnova in her work "The Development of the Child"24 shows the following. Communication with peers differs in functions and tasks. An adult always acts as a source of new information and assessments, a peer for a child can be an object of control, control, evaluation, comparison with himself, a partner in the game, etc. Communicating with a peer, the child argues with him, imposes his will, demands, reassures, deceives, regrets... Their communicative actions are more diverse.

Children's contacts are emotionally more saturated - from stormy joy and tenderness to a fight. They are non-standard and unregulated. A peer society helps everyone to show their originality and originality. Here, the child noticeably dominates initiative actions, while with adults, response actions, the child accepts and supports the initiative of an adult.

Communication with peers is a dynamic process. Appearing at an early age, the need for a peer becomes especially acute by the age of 4. Before that, children played side by side, but not together. Peers were needed to report on their game, to boast of fiction, to assert themselves: “I cook pancakes!” - "And my ate, we're going for a walk!". The child expects complicity from a comrade and craves self-affirmation.

The fracture is observed at 4 years. Children move on to a role-playing game, and it is impossible without comrades. Without a patient you are not a doctor, without a daughter you are not a mother. The partner in the game is the basis of the plot, and children are drawn to their peers. In the game, they distinguish two plans of relationships: plot and real. Moving from one plane to another, they change the intonation and content of speech. This is no longer just complicity, this is business cooperation. The child expects recognition of his successes and respect for himself from his comrades. There is rivalry and competition. They try to hide mistakes and failures from their comrades, to emphasize successes to them: “Me too!”.

Regretfully, we have to state that economic transformations in society also affect children's relationships. Increasingly, one can see how a child, waving an expensive attractive toy, shouts: “Well, who will play with me!”. And the relationship of children is built on a sense of dependence, and not on cooperation and personal respect.

The experience of the first relationship with other people equal to the child is the foundation for further personality building.

Communication develops self-awareness and self-esteem of the child. Of course, this is due to the assessment of his behavior by an adult, with encouragement, censure, a change in attitude. Answering the question “what can you do?”, the preschooler names such actions that are verbally evaluated by educators or parents. This is usually related to the content of the classes. The attitude of peers to the child depends on the evaluation of his adults.

Younger children evaluate themselves as a whole positively even for such qualities, the meaning of which they do not understand.

Older preschoolers begin to make their own judgments about peers based on the experience of playing together. They realize their strengths and weaknesses on the basis of discussions in the family and in the garden of the actions of their peers and literary characters. Moral patterns and norms of behavior become standards for evaluating oneself and others. In an experiment with children, we first clarified the assessments of the actions of Pinocchio (kind) and Karabas Barabas (greedy), and then they offered everyone to share toys: themselves and other children. All children wanted to be like Pinocchio. The adult also praised the child, who separated all the good toys for himself: “Well done, you acted like Pinocchio.” And then the kid transferred the toys selected for himself to the toys intended for other children. The image has become the basis of objective self-assessment and a means of self-regulation of behavior.

The ability to compare oneself with others the child masters only by the end of preschool age. Along with this, the ability to deliberately use the attitude of others and demonstrate their qualities to them, which is typical for the crisis of seven years, may also appear.

Self-awareness and self-esteem are the basis for further personal development.

Will development. Preschool age is the period of the emergence of the will, that is, the conscious control of one's behavior, one's external, and then internal (mental) actions. In the development of the will, three interrelated aspects can be distinguished: the development of purposefulness of actions, the isolation of goals and motives, and the increase in the regulatory role of speech in the performance of actions.

The purposefulness of actions is observed in infancy, when the child stubbornly tries to get the object, asks for it. This is not yet volitional behavior, since the goal is set by the object itself, and not by the child. Internal purposefulness in accordance with ideas and interests appears towards the end of an early age, but the child cannot yet be distracted from extraneous stimuli, he forgets the goal. The ability to keep the target appears in preschool age. This is easiest to do when the goal and motive are the same (get a toy to play with). It is more difficult if the goal requires effort (remove toys), and the motive (get praise) does not evoke strong emotions. Interestingly, reinforcing motive in younger children may not improve but disorganize behavior. So, if we promise to give a bright toy for a quick cleaning and the baby sees this toy, he will not be able to clean, he will ask for a toy. She will even cry, unable to distract herself and earn a reward with “honest work”. The reaction is determined by the strongest stimulus.

The ability to control one's behavior is associated with such actions when the goal and motive do not coincide. For example, N. I. Nepomnyashchaya suggested that children make paper rugs (goal) as a gift for kids, to please them (motive). As the study showed, children in such cases need a figurative support of the motive. This may be an adult who offered to give a gift. And even a box in which rugs will be carried. But without a figurative support, without an adult and without a box, children cannot simply paint stripes and make rugs for a long time.

The situation changes significantly if a boring action is given a playful motive. Not just put the toys away, but put them on the shelves "so that they all watch TV." Not just to collect scattered scraps of paper, but to collect "grass for a ladybug."

With the leading game activity, the game motive easily organizes the behavior of preschoolers, tasks will be completed quickly and carefully.

E. O. Smirnova distinguishes between will and arbitrariness in the behavior of the child. Will is associated with the development of motives and their subordination, arbitrariness is defined as awareness of one's behavior, self-regulation. In the process of interaction with an adult, cultural means and patterns of action become the child's own means. One of these means is the planning of actions in speech. At first, the adult plans, and the child follows his “step-by-step” instructions. Then they plan together what they will do first, what - then. Next, the adult asks what the child will do and in what order.

By the age of 5-6, the child's planning of his own actions in loud speech was noticed. At first, this is observed in the game (they discuss the sequence of the plot), in visual activity, and later - in labor assignments. But truly planning actions in speech, and even more so in the mind, is fixed already at school age as a means of self-regulation of behavior. The preschooler creates rules for himself and fulfills them consciously, mainly in the game, where he strives to do "as it happens."

The formation of will can be conditionally expressed by the scheme:
I want - I can - I know how to do it.

That is, motives - the ability to self-regulation - a conscious plan and method of action. These components of volitional action are most easily assimilated under the condition that the adult is emotionally involved in the activity shared with the child. The meaning and motives of the activity are transmitted through emotional infection and adult explanations.

The adult is not an average abstract carrier of patterns. Its influence is carried out in the course of the development of forms of communication with the child through joint activities and common experiences. Introduction to the new cultural content does not happen immediately, not all at once. It can be divided into three stages.
1. An adult demonstrates a new action or attitude, vividly expresses his interest, “infects” the child.
2. The child begins to notice the actions and attitudes of the adult and opens up the possibility of his own actions: he tries to do the same, joins the game with his role, maintains a conversation, etc. At the same time, the adult reduces his activity, as if giving way to the child.
3. An adult stimulates the child's actions with approval, attention, help, and then the subject of their joint actions becomes the motive of the child's own actions.

So children become lovers of helping their mother with cleaning, helping their father with work in the country, lovers of reading, chess, etc. Everywhere one can see the general mechanism of initiation through infection - discovery - stimulation. At the same time, in childhood, stimulation should be maintained for a long time. Without the interested attention of adults, the activity of children is significantly reduced.

Temperaments of children. In the tradition of IP Pavlov, temperament is associated with the type of nervous system. The type is created by a peculiar combination of strength, balance and mobility of nervous processes.

The strength of the excitation process is manifested as long-term performance, long crying and the ability to adequately respond to strong irritations (for example, a shout, a sharp remark).

The strength of the inhibitory process can be seen in sound sleep, the ability to be distracted and not notice extraneous noises, sounds, to play with concentration.

Balance manifests itself as an equivalent ability to be active and restrain one's activity, to slow down an unapproved reaction (do not take, do not run, go and do what is necessary).

Unbalance as a weakness of the inhibitory process causes the child's hyperactivity, sharp crying, poor sleep, and weakness of inhibitory reflexes.

Mobility is the speed and ease of transitions from excitation to inhibition and vice versa. In children, this is the ease of awakening and the ease of falling asleep, the ease of getting used to new conditions, new comrades.

The opposite quality - the inertia of the nervous system - is necessary to preserve the acquired experience and habits, but the predominance of inertia manifests itself as a certain protractedness of processes and states: crying is long and monotonous, sleep is strong and prolonged, protracted sleepy states (already got up, but still dozing), difficulties in getting used to to new people.

Weakness of the nervous system manifests itself in children as a fear of strong stimuli (noisy games, loud music), as fatigue, drowsiness and at the same time poor sleep, awakening from weak stimuli, plaintive crying.

Temperamental features of children become noticeable by the age of 3, when they develop the main types of conditioned inhibition.

An interesting method for determining the temperament of children aged 5-7 years was proposed by the Leningrad psychologist Yu. A. Samarin25. In an individual experiment, children are offered to put cubes on a spatula - as many as possible - and carry them to the end of the room and back, as much as they can not drop. Dropped - try again. Dones - can you do even more? And so on until saturation. The time and the number of cubes brought are noted.

Taken into account:
1) performance (time of participation);
2) vegetative reactions (blushes, turns pale, sighs, cries);
3) verbal reactions (aggressive, distracting, demobilizing);
4) effectiveness (number of cubes).

It turned out that while the cubes (1-2-3) are successfully conveyed, the children's behavior differs little. But when difficulties begin and the cubes crumble, children discover clear temperamental features.

Choleric quickly learn the skill, convey four dice and try to convey more. But when the cubes crumble many times, the child blushes, blames everyone (“the cubes are bad”, “the spatula is crooked”, “you are looking at me and I scattered it”), can drop everything and burst into tears. It is characteristic that as the excitement progresses, coordination of movements is disturbed, their accuracy decreases, and the skill worsens. Calming action is needed.

Sanguine people also quickly master the skill, but the difficulties, when the cubes crumble, amuse them at first (“Oh, I, Uncle Fedor, dropped it again!”), Then they cause distracting reactions (“And I played a rooster on the Christmas tree!”). But the child can pull himself together, organize his movements and succeed. It is important that distractions do not take the child away from the goal.

Phlegmatic people act for a very long time, with concentration, without being distracted, without talking, they only sigh, sometimes turn pale. It is characteristic that they do not immediately master the skill, they cannot carry four cubes for a long time, but, having conveyed four, they easily cope with five and even carry six cubes, which others could not. It is important that the first failures do not frighten the child.

Melancholics, according to Yu. A. Samarin, are rare among children, weakness of the nervous system is more often the result of diseases and adverse living conditions. In the experiment, melancholics were distinguished by demobilizing verbal reactions: “Better other children”, “I won’t succeed”, “I can’t”, etc. Additional motivations were required for them to join the game.

However, the properties of temperament are revealed gradually. Correlations between the properties of the nervous system are not formed immediately. Only in adolescence do all the properties of temperament correlate with each other, that is, the type of the nervous system is more clearly expressed. In children, mental manifestations are more dependent on their functional state in a particular situation.

So, what features characterize personal development in preschool age? The circle of communication, the breadth of knowledge of the child is expanding, and at the same time, emotions and motives of behavior are enriched. Experiences and aspirations go beyond the momentary situation, become more and more generalized, stable, personal. The preschooler is characterized by empathy, sympathy, humor, acute curiosity. Feelings are becoming deeper (including fears), and only by the age of 6 - conscious and to some extent controlled, restrained.

Mental activity (cognition, experiences, actions) is mutually related to the maturation of the cerebral cortex, strengthening the role of the second signaling system in the regulation of higher nervous activity.

At the same time, the personality is not only enriched with new feelings and desires, but also structured. The value orientations of the child become more stable, the leading motives of activity appear, while other aspirations occupy a subordinate position. At the same time, purpose and motive are separated. For the sake of something (listen to a fairy tale), a child does something (removes toys), refusing something (from playing).

The mechanism of subordination, the hierarchy of motives is the most important personal acquisition of a preschooler. On its basis, the will develops, self-regulation of behavior, the ability to avoid conflicts in communication.

The desire to maintain positive relationships, to receive affection, praise remains the main motive for behavior in childhood. On this basis, by the age of 6, the motive to do the right thing, to earn a positive assessment from an adult, becomes the leading one.

Personal qualities are formed in the process of communication not only with adults, but also with peers. Communicative actions with peers are richer, more diverse, the child in them is more initiative, original, expresses himself more vividly. The older the preschooler, the more this type of communication affects self-awareness and self-esteem. However, the leading factor in personal development is the adult, his behavior, requirements, attitude towards the child.

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

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

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

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

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

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

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

Game therapy of communication

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

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

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

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

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

Features of communication

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

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

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

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

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

Game therapy of communication

Features of communication

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

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

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

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

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

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

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

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

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

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

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

Game therapy of communication

Features of communication

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

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

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

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

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

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

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

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

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

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

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

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

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

An adult during this period should reasonably correct such communication.

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

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

Game therapy of communication

Features of communication

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

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

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

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

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

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

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

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

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

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

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

Game therapy of communication

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

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

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

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

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

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

3) the presence of arbitrariness, volitional behavior;

4) with the formation of the vanity of communication.

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

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

Game and communication

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

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

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

2. Cognitive and emotional ego is overcome
centrism:

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

Game therapy of communication

3. Arbitrariness of behavior develops:

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

4. Mental actions develop:

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

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

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

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

1) sociality of motives;

2) the sociality of the structure.

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

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

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

Features of communication

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

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

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

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

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

Game therapy of communication

Features of communication

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

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

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

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

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

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

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

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

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

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

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

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Introduction

Next, we define the following:

Targetwork: the study of the features of communication of children of senior preschool age with peers.

An objectresearch: communication of preschoolers.

Itemresearch: the process of communication of children of senior preschool age with peers.

Hypothesis: we assume that in children of older preschool age, communication does not acquire the features of out-of-situation, stable electoral preferences do not develop.

Tasksresearch:

· theoretical consideration of the problem in the psychological and pedagogical literature.

study of the concept of personality.

study of the concept of communication.

Investigate the influence of communication on the development of the personality of a child of senior preschool age.

MMethodsAndresearch:

theoretical analysis of psychological and pedagogical literature;

methods of mass collection of material (conversations, observations);

experimental work;

testing.

1. Psychological and pedagogical foundations of the influence of communication with peers on the development of the personality of a child of senior preschool age

1.1 Characteristics of personality development

At preschool age, children begin to be guided in their behavior, in the assessments given to themselves and other people, by certain moral standards. They form more or less stable moral ideas, as well as the ability for moral self-regulation.

How does the development of motivation to achieve success proceed in practice, and what stages does a child go through in preschool childhood along this path?

By this age, a certain subordination of motives arises, thanks to which children learn to act on the basis of qualitatively higher, significant motives, subordinating their actions to them and resisting momentary desires that contradict the main motives of behavior.

1.2 Formation of personal qualities in a preschool child

At the senior preschool age, the child learns to interact with other people in joint activities with them, learns the elementary rules and norms of group behavior, which allows him to get along well with people in the future, to establish normal business and personal relationships with them.

Let's sum up some results: what does a child acquire in the process of his development during preschool childhood?

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