The nature of communication of children with adults. General psychological characteristics of preschoolers

Communication affects all achievements to school age: development of the cognitive sphere and the formation of the foundations of the children's worldview; on arbitrary behavior, the ability to act in accordance with the rules; on the formation of personal.

Throughout preschool age, the form of communication with peers is changing. A. G. Ruzskaya allocates several forms of communicating with peers.

For children of 2-4 years, practical communication is characterized by emotionally. The content of communicating with peers acts in the form of a desire for complicity in joint practical training (actions with toys, manipulation, dressing up, climbing, running out).

This form of communication contributes to the deployment of the initiative of children, as communicating with peers involves equality; conducive to a sharp expansion of the range of emotions - and positive and negative; Communication contributes to the establishment of self-consciousness through the ability to see their capabilities. The main means of communication are locomotions or expressive expressive movements. Contacts are distinguished by extreme situability.

A situationally business form of communicating with peers is characteristic of children of 4-6 years. The peers in its attractiveness at this age begins to overtake the adult and becomes a preferred partner of communication. This is due to a change in leading activity, A. G. Ruzskaya believes. Forms a plot role-playing game where the child simulates human relationships. This requires the interaction of several partners. Content of communication - business cooperation. With a situationally business communication, preschoolers are engaged in a common matter that requires coordination in achieving the goal, the fulfillment of the role. In the game you can highlight two types of relationships: real and role-playing. Children distinguish these two types of relationships. The difference between such cooperation from adult cooperation is that no result is important for preschoolers, but the process. The interactions are situational.

The main content of their communicative need is the desire to obtain recognition and respect of the peer. The desire to attract peers and sensitivity to its attitude to themselves acquire the maximum brightness at this time. These relationships are in the form of an "invisible mirror." In the peer at that time, the preschooler sees himself (his attitude towards himself) and sees only positive; Later he begins to conceive and peers, but only its flaws. The child constantly compares himself with his peer, intently interests everything that the peers does. Among the means of communication at this stage, speech - children speak a lot with each other, but their speech remains situational.

Immediate - the business form of communication is formed by 6-7 years. This fracture is externally manifested in the emergence of electoral attachments, friendship and the emergence of more sustainable and deep relations between children. Appeals to peers at this age increasingly acquires an incoming character. Children tell each other about the events of their lives, discuss plans for joint activities, their own and other people's actions. In the game on the forefront, the rules of the game are. Conflicts often arise because of non-compliance with the rules. More and more contacts are carried out at the level of real relationships and less and less - at the level of role-playing. The image of peers becomes more stable, independent of the situation, the circumstances of the interaction.

A huge role, M. I. Lisin, believes the impact of an adult. When communicating children among themselves, he helps to see in the peer equal to them by himself, respect him. Communication, like any other activity, is completed by a certain result. The result of communication can be viewed as its product. Among them, the relationship and the image of themselves occupy an important place.

In this way:

Communication B. preschool age Determines, arbitrariness of behavior, self-consciousness.
The conditions for the successful development of communication are the development of the plot role-playing game, the features of the cognitive sphere (overcoming egocentrism) and the formation of arbitrary behavior, the ability to mediate their behavior defined standards and rules.
In preschool age, two incoming forms of communication with adults are formed: the introductively cognitive and incoming personality.
Approximately 4 years, the peers becomes a more preferred partner for communication than adult. In preschool age, popular and unpopular children can be distinguished in the peer group, which differ in different sociometric status. During preschool age, A. G. Ruzskaya allocates situationally business and incoming business forms of communicating with peers.

Preschool age is the period during which colossal enrichment and streamlining of sensual child experience occur, mastering specific human forms of perception and thinking, the rapid development of imagination, formation arbitrary attention and semantic memory.

All mental functions are developing with the immediate perception of the speech of an adult, it stimulates and deepens the development. For preschool children, the following forms of communication are characterized by the following forms of communication: situationally personal, situational-business, incoming and informative and incoming personality. Under the form of communication, communicative activities have in mind at a certain stage of its development, characterized by several parameters.

Such consider:

the occurrence of this form of communication;

the place she takes the child's life;

leading motives that encourage the baby to communicate with adults;

The main means of communication with which is carried out

communication with other people.

The first form of communication is situational personality. It is characteristic of the children of the first year of life. The motive of communication is personal. Communication occurs with the help of expressive-mimic agents that the baby is intensively mastered during the year. Communication function performs a range of revitalization. At this age, communication is leading activities. It determines the adaptation of the baby towards the circumstances of his life and ultimately survival.

With further development, this form of communication is replaced by a situational-business, which unfolds in the process of jointly with adult manipulative actions and satisfies the new need of the baby - in collaboration. The child is not good attention. He needs an adult to be attributed to what the baby is doing and participated in this process. Business motives are performing to the fore. And the adult is considered by the child as an expert, sample, assistant, participant and organizer of joint action. Expressive facilities are complemented by subject. The child expresses his desire to cooperate by the postures, gestures. Communication is brightly emotionally painted, but not only positive emotions. Children can express his insult, anger, if the behavior of the adult does not suit them. The spectrum of positive experiences is enriched.

The situational business form of communication is preserved up to 3 years, prohibiting against the background of practical interaction with adults, it is included in the subject activity. Children increases the need to cooperate with adults, they require complicity in their actions. In the course of cooperation, the child receives benevolent attention, and complicity in practical actions. Comments and a sample of an adult, thanks to personal contact, acquire special importance when assimilating the right actions with objects. Children move from non-specific, primitive manipulations to increasingly specific, and then to cultural and fixed actions with objects. Both of these forms of communication are situational character, that is, confined to this place and time.

In the younger preschool age there is an incoming and cognitive form of communication. It is included in collaborative activities, but no longer in practical, but informative. Development development, improving ways to satisfy it encourage child to put more and more sophisticated questions. But it cannot solve such problems yourself. The path to understanding the phenomena, complex problems - communication with adults. The master becomes a cognitive motive. And the adult now performs in the new quality as an erudite, an "encyclopedist", which is able to answer any question, inform the necessary information. Cooperation acquires an incoming - theoretical "character", since problems not necessarily related to this situation are discussed. Preschoolers have a need to respect the adult, which determines the enhanced pending of children and their sensitivity to the estimates of the elders. Preschoolers seek respect, discussing important, serious problems of cognitive nature. The main communicative means becomes a speech that ensures incoming communication and allows you to transfer and get the most substantive information.

By the end of the preschool age, the highest form of communication with adults - incoming personality. It is similar to situational personality, but unlike the latter - incoming, which determines the indigenous difference in the possibility, the nature of contacts with the elders and their influence on the mental development of children.

The main motive of communication becomes personal. An adult appears in front of the preschooler in the completeness of its features, giving, life experience. It is not just an individual, but a particular historical social person, a member of society. He gets his own independent existence in the child's eyes. Therefore, for the preschooler, such details of the life of adults are acquired, which do not concern them, but allow you to recreate the full image of this person. In conversations, topics are predominant about animals, nature and subjects, but about life, adult work, their relationships. Communication has a "theoretical" nature and included in cognitive activities. The child focuses on the social environment, on the "People's World", not objects. The need arises not just in friendly attention, but in mutual understanding and empathy. Children is important to know how to do how to do it right. They agree to correct the errors, change their point of view or attitude to the issues discussed in order to achieve unity of opinions with adults. The coincidence of his position with the position of an adult acts for a child proof of its correctness.

Each form of communication contributes to the mental development of the child. The situational personality stimulates the formation of perceptual actions of various systems and analyzers and the reaction of grabbing. Situationally business communication leads to a transition from individual actions to objective activities and the development of speech. The incoming and informative communication helps the preschoolers immeasurably expand the framework of the world accessible to knowledge, trace the relationship of phenomena, to disclose some causal relations and other relations between objects. The incoming personality form of communication introduces a child to the world of social relations and allows you to take an adequate place in it. The child comprehends the meaning of the relationship between people, assimilates the moral norms and values, the rules of social interaction. The most important meaning of this form is that the child learns about adult as a teacher and assimilates the idea of \u200b\u200bitself as a student, so new knowledge is most successfully acquired.

The practice of communication with children organized by adults enriches and transforms their communicative needs. The impact of an adult and its leading initiative to establish and maintain contacts with the child has the most important for communication.

Subitative communication with the educator becomes an important factor in the full development and formation of a child as a person. Thanks to communicating with adults, the children form moral feelings and moral performances. The composition of cultural behavior habits is significantly enriched: children are mastering the rules of behavior in public places in different situations of communication. The development and formation of speech culture, singularities with peers continues. In the processes of communication in children, communicative skills and skills are developed, knowledge of others and about their own "I," by comparing itself with peers and adults.

A large place in all age groups is occupied by the formation of a culture of communication. Children are taught to call adults by name and patronymic, on "you", while talking not to lower your head, look in the face of the interlocutor, talking without a scream, but it is loud enough for the interlocutor to hear; Do not interfere in the conversation of adults, be sociable and friendly.

The educator teaches children to listen and correctly understand the thought expressed by the interlocutor; To formulate their own judgment, correctly express its means of language; Following the thoughts of the interlocutor to change the topic of speech interaction; maintain a certain emotional tone and so on.

Thus, for children under 7 years old, 3 forms of communication are characterized by: situationally personality (early age), situationally business (junior age), incoming-cognitive and incoming personality (senior age). Communication of children with adults is an important stage in the development of a preschooler. It contributes to the formation of a child as a person, affects the formation and development of all mental processes, as well as communicative skills. In addition, chatting a child of preschool age with adults contributes to its preparation for adult life.

In the process of joint activities, other types of interaction, people exchange cognitive, appraisal information (thoughts, feelings, impressions), which gives them the opportunity to harmonize, implement, control, adjust their actions, satisfy the personal need for each other. This is the essence of communication - a multifaceted process, one of the activities of the child, thanks to which he learns the world and himself in it, acquires social experience, develops and approved as a person.

The most characteristic feature of communication is the disclosure of the subjective world of one person for another. Such activities are extremely important for a child who begins to discover a complex and diverse world. She has to look for answers to many questions, overcome various problems, for which there is not enough personal opportunities, encourages her all the time to appeal to adults and peers.

Features of the communication of the child with adults

The motives of the child's communication are due to its basic needs, primarily the needs in new impressions (cognitive), active activities (business), recognition and support (personal).

Cognitive motifs of communication Generated by the need for new impressions, which encourages him to handle questions to adults. Business motifs communication There are in the process of meeting the needs of the child in active activities, as a result of the awareness of the need for adults. Personal motifs They constitute the essence of the communication of the child and adult. Unlike cognitive and business, which play a service role and mediate the achievement by the child of remote, finite motives, personal motives are finally satisfied in communication. Communication of a child with adults is one of the decisive factors of its development. It cannot live and develop outside by practical and speech communication with adults. Its first specifically human objects arise in joint actions with adults.

Outside communication cannot be formed in a child specifically human object activity. Communication in the form of joint activities, language or mental communication is a prerequisite for the development of a person in society. In the nearest social environment of man, the social group of its direct communication is the public group to which it belongs. For a child of preschool age, parents and educators enter the circle of its intimate communication.

All factors that contribute to the communication of the child with adults better stimulate his mental development, isolation from them - inhibits it. The role of communication in the development of a person is due to the fact that its specific types of mental and practical activities Form after birth. They arise and develop during their lives as a result of their assimilation in communicating with carriers of social and historical experience of mankind - adults.

Communication causes a child's mental life. She focuses special attention to communicative means providing effective communication: Newborn - intonation, middle and older preschool children - on the phonemes. The change in the communicative stimulus (the inclusion in the sphere of communication) activates the attitude towards him of children. Features of general livelihoods at certain stages of childhood determine their selective attitude towards various objects of communication.

In communication, the adult supports and encourages the cognitive initiative of children, contributes to their emotional involvement of the surrounding world. The positive experience of relationships with adults increases the interest of children to the environment, diversifies the techniques of its surveys, activity and perseverance in solving problems.

For a preschooler, an adult is particularly authoritative, decisive effect on his mental development. Among the most important adult people for the preschooler is Mom. He often communicates with her, shares his impressions, she is best listening to her. Your whims as a kind of means of establishing contacts with adults, children most often address mothers and grandmothers. The next majority for the baby is the educator of the preschool institution that communicates with it. According to research, 52% of pupils of preschool institutions prefer to communicate mom, 13% to the educator, 10% - dad.

Communication with adults is one of the main factors of the mental development of the child, since it ensures its engagement to the socio-historical experience of mankind. The organization is sufficient in terms of quantity and adequate to the content of communication is an important condition for the correct education of children in any age period.

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"Novosibirski pedagogical College №1 them. A.S. Makarenko "

Abstract on the topic:

"Features of communication of preschoolers with adults"

year 2009

Plan

Introduction

Paragraph 1. Significance of an adult for a child

Paragraph 2. Features of the child's communication with adults

Conclusion

Bibliography

Introduction

Communication is a link between people, contributes to finding and transmitting common between them (or maybe). Moreover, this common can be like something that has arisen, just in the process of joint activity, and knowledge transmitted through many centuries. The development of a child largely depends on communicating with adults, which affects not only mental, but also, in the early stages, physical development Child. From the point of view of psychology (for example, A.A. Leontiev), communication is understood as the process of establishing and maintaining targeted, direct or mediated contact with those or other means of contact between people, one way or another connected between themselves in psychological terms. A simpler definition is given by M.I.Lysina: Communication is the interaction of two or more people aimed at harmonizing and combining efforts to establish relationships and achieve a general result. The mental development of the child begins with communication. This is the first type of social activity that arises in ontogenesis and thanks to which the child gets the information necessary for its individual development. Only into communication with adult people, the child can get the social and historical experience of mankind. The first years of the child's life are the period of the most intense and moral development, when the foundation of physical, mental and moral health is laid. From what conditions it will leak, the future of the child depends largely. L.S. Vygotsky believed that the attitude of the child to the world is a dependent and derivative value from the most immediate and concrete relationships to an adult person. If a person had been from the birth of devoid of communication, he would never have become a civilized, culturally and morally developed citizen, would be checked until the end of life, to remain semi-liberate, only outwardly, anatoma is a physiologically resembling a person. The child develops in the process of communication, acquires mental and behavioral qualities.

The preschooler cannot read the answers to all of his questions in the book, so it is so important to communicate with adults, thanks to him a preschooler reveal the world for himself and knows all the best and negative, which is humanity.

Paragraph1. Eventie Communication of a child with adults

One of the most important and original for the psychology of Idea L.S. Vygotsky is that the source of mental development is not inside the child, but in his relationship with adults. Communication with adults acts as external factorpromoting development, but not as its source and the beginning. The attitude of an adult to the child facilitates understanding of social norms, reinforces the appropriate behavior and helps the child to submit to social influences. Mental development is considered as the process of gradual socialization-adaptation of a child to external social conditions.

According to the position of L.S. Vygotsky, the social world and the surrounding adults do not oppose the child and do not rebuild its nature, but are an organically necessary condition for His human development. The child can not live and develop out of society, it is originally included in public relations, and what younger childThe more social being he is.

Such an understanding of the process of mental development nominates the role of communication with adults on the fore. The process of interiorization (the formation of structures human psyche Thanks to the assimilation of the structures of external social activity) of external funds were considered by L.S. Vygotsky and his followers, regardless of the nature of the relationship and the interaction of the child with adults. Adult performed as an abstract and formal carrier of signs, touch standards, intellectual operations, rules of behavior, i.e. As an intermediary between a child and culture, but not like a living concrete person.

Domestic psychologist M.I. Lisina considers the child's communication with adults as a peculiar activity, the subject of which is another person. Like any other activity, communication is aimed at meeting the special need. The need for communicating cannot be reduced to other human needs (for example, in food, in impressions, safe, in activity, etc.). Psychological essence Communication needs are to strive for the knowledge of oneself and other people. Such knowledge includes two ways or aspects.

The first way is that a person strives to learn and evaluate his individual qualities and abilities (which he can know how, knows).

It can only do it with other people. The first way of knowledge involves a suspended, an objective analysis of individual qualities - their detection, evaluation and comparison of the path of knowledge of themselves and the other is to combine, in admission to other people. Having survived a certain relationship with another person (love, friendship, respect), we seem to penetrate his essence, and here the desire for knowledge is satisfied by the connection, admission. In such a connection, new knowledge is not acquired, but it is in a relationship with another person aware of themselves, reveals and understands others in all their integrity and uniqueness and in this sense will know others.

Communication every time it has certain motives for which it occurs. In a broad sense, a man is a motive for communication, and for a child - an adult. M.I. Lysina was allocated three groups of qualities and three categories of communication motifs - business, educational and personal.

Business motifs are expressed in the ability to cooperate, to the game, to the general activity. In conversation with the child, an adult acts as a partner as a participant in joint activities. The child is important as an adult knows how to play, what it has interesting items that he can show, etc.

Cognitive motifs arise in the process of meeting the need for new impressions, in knowing new. Adult acts as a source new information And at the same time as a listener who can understand and evaluate the judgments and questions of the child. Personal motifs are characteristic only for communication as independent view Activities, in this case, communication is encouraged by the person himself, his personality. These can be individual personal qualities, and there may be a relationship with another person as a holistic person.

Business and informative communication motifs are included in another activity (practical or informative) and play an official role in it. Communication is only part of the wide interaction of the child and adult.

In babies, communication with adults plays a starting role in the development of response to important stimuli. M.I. Lisina writes that the baby begins to respond to the voice of the mother (adult) earlier than other primary stimuli. Without such contact with adults, there is a slowdown in other reactions to auditory and visual stimuli. Psychological studies show that the child's communication with adults is the main and decisive condition for the formation of all psychological abilities and the qualities of the child: thinking, speech, self-esteem, emotional sphere, imagination. The level of future child's abilities, its nature, its future depends on the number and quality of communication. The identity of the child, his interests, understanding itself, his consciousness and self-consciousness may occur only in relations with adults. Without love, attention and understanding of close adults, a child cannot become a full-fledged person. It is clear what attention and understanding he can get, above all, in the family. When people communicate, with each other, an externally visible surface picture of their communication - who says, who looks like, etc. But there is an inner picture, very important - interpersonal relationship, that is, what encourages one person to reach another. When a child asks a question, it is impossible to say exactly what was the motive for this issue. He can ask a question in order to pay attention or really he is interested in the subject of which he asks or a child wants to show his knowledge before peers. If the child complains about the behavior of another child, how to react to it, the adult does not have an accurate answer, see, Motivation is unknown.

The identity of the child, his interests, understanding itself, his consciousness and self-consciousness may occur only in relations with adults. Without love, attention and understanding of close adults, a child cannot become a full-fledged person. Such attention is a child may, first of all, get in the family. Family for a child becomes the first, with whom it begins to communicate, it is there that the foundations of communication are laid there, which in the future the child will develop.

The child is not born with the need for communication. It develops in the process of communicating with parents, when parents talk to him, lacquer. It is their children in the first months of their lives.

Throughout childhood, four different forms of communication appear and develop, which can be judged on the nature of the occurrence of the child's mental development. An important task is the ability to correctly determine and correctly develop one or another form of communication, respectively, the age and individual possibilities of the baby.

Paragraph 2.. FOmINE OF COMMUNICATIONchild with adults

The first form of a child's communication with adults was named a situational personality that proceeds from one to six months of life. At first, this communication looks like an answer to the impact of an adult, then the child begins to move actively, attracting attention, even when an adult swears, the child is rejoicing because it is attention to the child, the concern to it. The need for adult is the first and basic need for communication - remains for life. Envelopes of all important qualities (the development of the person, active, active attitude towards the surrounding, interest in subjects, the ability to see, hear, perceive the world, self-confidence, etc.) appear in communicating mother with a baby. The baby does not distinguish individual adult qualities. For him, the main level of knowledge and skills of an adult, his social and property situation, how he looks and what is dressed. The kid attracts an adult personality his attitude towards him. The means of communication for this form is the exchange of views, smiles, scrawls and children's walkings, a tender conversation of an adult and are exclusively expressive - a faithful character. During this period, the infancy of the infant with adults flows out of any other activity and itself is the leading activity of the child. For situationally personal communication, the need for attention and goodwill, personal motives and expressiveness are characterized by the Mimic Means.

The next form of a child's communication with adults is a situational business - and a related need for business cooperation. An adult becomes the necessary and interesting child in itself, but by the fact that he has different items and he knows how to do something with them. Subjects are added to the expression-free - effective - children actively enjoy gestures, pose, expressive movements. But the subject of the child itself is not interesting, he is wondering how this subject can be used. This happens for two reasons. First, for the child, the adult remains the center of preferences, which is why it gives the attractiveness of those subjects to which touches. These items become necessary and preferred because they are in the hands of an adult. Secondly, the adult shows children how to play these toys. In order for children to start playing with toys, an adult must first show and tell you what you can with them and how to play. Only after that the game of children becomes meaningful and meaningful. Such joint games are business communication or cooperation of the child with adults. The need to cooperate is the main for situational business communication. It is characterized by the need for cooperation, business motives and subjectual means of communication. In such communication, the child seizes subject actions, learns to use household objects (spoon, fork, pot, shaking, dress, wash, play with a toy, etc.). Also, the activity and independence of the child begin to appear. It becomes a subject of its activity and an independent partner for communication. The first words appear, because in order to ask for an adult item, the child needs to be called it. Moreover, this task is to say this or that word - puts in front of the child, only an adult. So in collaboration with adults about objects arises and the main thing is to communicate, thinking, speech.

The next form of a child's communication with adults is the incoming communication that is, the communication of which is out of the perceived situation. Intoitimate communication becomes possible only due to the fact that the child takes on an active speech. Such communication imposes new requirements for the behavior of an adult, he needs to talk, telling the preschooler about what he did not see and does not know, expand his idea of \u200b\u200bthe world. There are two forms of incoming communication - cognitive and - personal. For the incoming and educational communication of the child with adults, it is characteristic: good speech possession, which allows you to talk with adults about things that are not in a specific situation; Cognitive motives of communication, curiosity, the desire to explain the world, which manifests itself in children's issues; The need to respect the adult, which is expressed in resentment for comments and negative evaluations. The child needs a serious, respectful attitude to his issues, interests and action. The need for respect, in recognition becoming the main need that prompts the child to communicate often tells children how to behave and what needs to be done and children choose to obey, or not to obey, but by six years, the rules of conduct, human relationship, quality, acts are interested in themselves Children. It is important for them to understand the requirements of adults, to establish yourself in their right. This is the beginning of the incoming personality form of communication of the most complex and higher in preschool age. It is characteristic of: the need for mutual understanding and empathy; Personal motives; Speech tools for communication. In incompatiently personal communication is important for the development of the child's personality. First, he is consciously standards and legal behavior and begins to consciously follow them in his actions and actions. Secondly, through Personal Communication, children learn to see themselves from the part, which is a prerequisite for conscious management of their behavior. Thirdly, in personal communication, children learn to distinguish between the roles of different adults and in accordance with this in different ways to build their relationships in communicating with them. Communication involves reciprocity and mutuality. In the process of communication there are certain relationships. On the nature of the relationship of the child with others, it depends largely, which personal qualities are formed by him, they can be pleasant, trustful, interested, indifferent, calm, restless, etc. It is an adult to become the first child's interlocutor and from how the adults will communicate in many ways will depend on how the child will develop. If an adult, fulfilling his child care responsibilities, makes it "dry" limited to several words, then the child will not be able to fully satisfy his need for communication. The child who asks questions and does not receive answers to them, which seeks to know the world around but does not find support and help loses interest in knowledge and such a child in the future it is very difficult to study at school. An adult should help the formation of all types of communication, thereby helping the formation of the child's personality. Communicating an adult must say all the time the truth as the child remembers everything and in the future "non-stagnation" of information can greatly undermine the child's confidence in an adult, which in the future will lead to the fact that all the words said adults the child will question.

Conclusion

The life of everyone normal man permeated with contacts with other people. The need for communication is one of the most important human needs. The most severe experiences of a person are associated with loneliness, rejection, not clear people. The most joyful and bright feelings of a person is experiencing in understanding by others, love, friendship all this gives rise to intimacy and connectedness with others. Only in communicating and in relations with other people, a person can understand and feel himself, to find his place in the world. Communication is always mutual, mutual activity involving the oncoming focus of partners. Any act cannot be considered communication (even if it recalls the external signs of interaction), if the subject is the body, deprived of the ability of perception or response mental activity.

An adult sometimes it seems that the mental development of the child occurs as if by itself, but it is not. Adults are not only a condition for creating normal life children, but sources, a mental development engine.

Numerous psychological research It is shown that the chatting of a child with adults is the main and decisive condition for the formation of all mental abilities and the qualities of the child.

It is an adult that opens the child with all the variety of emotions, speech, perception, etc. And if the adult does not explain the child that the snow is white, but the earth is black, then the child does not know this.

Bibliography

L.S. Vygotsky. Infant age // Cons. So.: In 6 Tm.: Pedagogy, 1982-1984.

O.E. Smirnova. Features of communication with preschoolers: Tutorial For stud. environments Pedag. studies. Institutions - M.: Publishing Center "Academy" .2000.

L.F. Obukhov, Doctor of Psychological Sciences. Children's (age) psychology. Tutorial. - M., Russian Pedagogical Agency. 1996 M.I. Lisin need for communication // Lisin M.I.The terminal ontogenesis of communication. - M.: Pedagogy, 1986 (in reducing)

Communication with adults at school age

The beginning of school age is determined by an important external circumstance - admission to school. To this period, the child has already achieved a lot in interpersonal relationship: It is focused on family-related relationships; He has the skills of self-control; may submit itself to circumstances - i.e. It has a solid foundation for building relationships with adults and peers. A significant achievement in the development of the personality is the predominance of the motive "I must" over "I want". He has enough developed reflective abilities that he now uses to acquire new knowledge and skills. In addition, educational activities require a child of new achievements in the development of speech, attention, memory, imagination and thinking, and also creates new conditions for personal development.

The school makes new demands on the child with regard to communication - it becomes a "school of social relations." Opening different styles, he tries them, and then choose some of them.

As before, to understand the significance of communication with adults for the child of this age, consider what happens with the child if it deprives a full contact with adults. The parishioners and Tolstoy conducted a comprehensive study of children from shit on several parameters and revealed the following:

the level of intelligence: children from blowing lower rates of verbal intelligence; Of all subtests, the worst figures were visual-shaped, which is due to the inability to present an integral image of an event;

motivational preferences: 93% of children were tied up with their studies (cf. 53% of children from ordinary families wrote about universal problems). In addition, statements prevailed, reflecting the demands of teachers and educators. This suggests that the behavior of these children is determined by the peculiarities of communication with adults: the most important thing for them is the desire to earn approval, attention and teacher's praise. Another feature is the expression of his wishes in the subjunctive tilt ("I would like ...") - so-called. The symptom of alienation of desires, talking about unfavorable personal development. Another projective technique used to diagnose the motivational sphere was Nyutten "I want, I can ...") the children were dominated by the motives associated with today's day and the closest future. Their motives are more uniformly and are less related to self;

formation of self-consciousness and image I (Method "I, what I seem to myself"): These studies have shown that children from the blows there is an approval I am through the device (CP. Active opposition to the situation in children from ordinary families); Recognition of the need for power over yourself (cf. desire for independence); Their self-esteem is negative (cf. with a complex character of self-esteem - the child can consider itself both good and at the same time bad). The last fact is explained by the fact that children from ordinary families assimilate 2 different levels of relations to their adults. Parents on the one hand certainly love them, and on the other hand, it is objectively assessed in specific situations. Children from the blows are deprived of such unconditional lovewhich is reflected on their self-esteem;

love for yourself and self-identity: as mentioned above, self-identity is a sense of constancy of his I, and also, as far as a person appreciates and accepts himself. A negative or not pronounced feeling I in children from the blows is explained by both the ambiguity of your past and, more and more, the lack of one loving adult. Many replacing adults with different behavior and with a different emotional relationship do not contribute to the formation of a sense of constancy of their self-relief;

communication with adults: Children from blowing literally "liput" to adults showing positive attitude to them; They have destructive aggression (CP. Constructive aggression, which is a driving force with any development of new and changes); They are ready to fulfill any request; do our best to draw attention to what is connected with the unsatisfied need for communication;

the reaction to frustration (Rosenzweig test): these children prevail the extrapunitive reactions in the type of self-defense, which does not give them the opportunity to master the situation and find a constructive solution. This partially explains the subsequent failure and "dumping" of guilt on others.

Summarizing the above mentioned about the negative effects of the absence of full-fledged communication in children from the blows can be said that their Achilles fifth is a person who is reactive. If the values \u200b\u200bof the level of development of motor activity, intelligence indicators, features of thinking, etc. are approaching children from the usual family by the end of adolescence, the personal features of these children remain with them for all their lives.

Speaking with a person in this context, I mean the definition of Bogovich. Here the person is "a holistic psychological system arising in the human life process and performing a certain function in its relationship with the surrounding people." Improving on the basis of assimilation by man public forms Consciousness and behavior, the formation of a person frees a person from directly subordination to the environmental influence. This allows a person not only to adapt to them, but also consciously converting this environment and himself.

Features of communication of children from blowing with adults (many replacing adults, with different behavior and with a different emotional attitude; the lack of maternal heat, unconditional adoption and love and mn. Dr.) are the cause of the formation of a reactive type of personality. This is expressed in unsatisfied need for communication and, as a result, the desire to win the location and attention of adults; Updated in (or full) acceptance; orientation on the present and judgment of the prospects of the past and the future; distrust of people and dependencies; The narrowness and poverty of the content of motifs, etc.

Let us return to the definition of communication given by Leontiev. Communication, he writes, this is a targeted impact on the formation or change of a separate person in the process of collective or "individual", but socially mediated activities. The whole process of developing a child from the first days of life and until the end of adolescence passes under the influence of communication. Starting to communicate with one close adult, and then in the circle of communication, an increasing amount of both adults and peers, the child absorbs, analyzes, and then critically evaluates the luggage of knowledge accumulated by many generations of people. Without adopting this cultural and historical experience through communication in all his forms, a person loses its difference from other representatives of the animal world - i.e. Loses the ability to logical thinking, the gift of speech, creating instruments of labor and their use in the process of social relations. The man (here in the meaning of the developed new cortex of the brain and the frontal stakes as one of the important areas responsible for behavior) is given to us partly to solve the tasks with which we are faced in life. If we had to find a solution to the new problem every time, and not to use the experience of the accumulated centuries, then a person would hardly have achieved his current development.

Communication is the most important condition for the development of the child in the process of ontogenesis - the development of both internal (personal, emotional, motivational) and external (motor activity, the overall development status, etc.)

See "Children's Psychology" Ticket number 19, 21.

The role of communicating with peers in the mental development of the child of preschool age. Specificity and development of the forms of communication of the child with peers.

See "Children's Psychology" Ticket number 20.

Communication with peers in preschool age plays an important role in the development of children. If the need for a child preschooler in communicating or joint activities with peers is not satisfied, then it is not compensated for, causing heavier experiences, the state of extreme emotional disadvantaged.

A kindergarten group is the first social association of children, where friendly and conflict relationships are manifested, children who have difficulty communicating are distinguished. It is very important to help children develop the communicative skills and skills and skills in a timely manner, to raise their humane attitude towards each other; do everything you need to make children collected in the group in more short term, Create a team that will provide multiple forms of communication, will provide opportunities for the development of an individual as a person.

Communication with peers Children implement mainly in joint gameswho become a kind of social life for them. Therefore, the problem of forming a children's relationship cannot be considered outside the organization of meaningful gaming activities, which instills the skills of effective communication, develops a sense of community, teaches to properly express their thoughts and build dialogues, implements children's need for communication. The game is a leading activity in preschool age, so the problem of forming communication skills in children of younger preschool age with the help of the game is relevant.

A significant amount of experimental studies was devoted to the study of communication - concept M.I. Lisina. Approximately 4 years ago, the peers becomes a more preferred partner to communicate than adult. Communication with peer includes a number of specific features, among which wealth and diversity of communicative actions, emergency emotional saturation, non-standardity.

The development of communications with peers in preschool age is a number of stages.

2-4 years - peers is a partner for emotional and practical interaction, which is based on imitation and emotional infection of the child. The main communicative need is the need for peer complicity, which is expressed in parallel actions of children.

4-6 years - there is a need for situational business cooperation with peers. Cooperation, unlike complicity, implies the distribution of game roles and functions, and therefore the accounting of actions and the impact of the partner. The content of communication becomes joint activities.

6-7 years - Communication with peers acquires the progress of incompatibility - the content of communication distracts from a visual situation, the sustainable selective preferences between children begin to develop.

Similarly understand the ratio of these concepts and other authors (G.M. Andreeva, T.A. Repina, Ya.L. Kolominsky). The problem of the formation of communication of preschoolers with peers has always been the focus of attention of domestic and foreign psychologists and teachers, among them L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontyev, M.I. Lisina, V.S. Mukhina, S.Ya. Rubenstein, E.O. Smirnova, D.B. Elconin and others.

Through communication with the peer, the child is formed an adequate understanding of itself and its capabilities, self-esteem develops, personal qualities are formed. It is the peers that is an equal partner in the process of communication.

A kindergarten group is a socio-psychological structure, relations due to relevant reasons. Each child in the group does not occupy a certain position, it is closely related to the formation of the qualities of the child's personality. A kindergarten group is the earliest step social organization Children, where the child is formed first relations with peers, communicative abilities develop, actively forming an idea of \u200b\u200bitself and personality in general.

M.I. Lisin, developing the problem of communication of preschool children with peers, believes that the activities of communication corresponds to a special communicative need, consisting in the desire for the knowledge of themselves and the other. The main criteria for the formation of this need are:

Interest in the child;

Emotional response to his actions;

The desire to attract attention;

The desire to find out the assessment of their actions and actions in other children.

Children 5-6 years old as noted by M.I. Lisin, already know how to coordinate their actions with the participants of joint games, correlate their actions with public norms of behavior. Children form useful habits and such important human qualities as the joy of discovery, pride in achieving their small team, interest in the new business. All this child is studying in the process of communication.

Research E.O. Smirnova and V.G. Mobina have shown that during preschool age the attitude of the child to peer has a certain dynamics, which is associated with the development of the child's self-consciousness and includes three qualitatively peculiar stages:

1. In junior preschool age The peers is not yet significant for the child, although it allocates and objectively evaluates the subject qualities and possibilities.

2. In the middle preschool age The "I" of the child is determined through its specific qualities and opportunities and approves itself through opposition to the peer.

3. By 6 years The child begins to perceive himself and the other as a holistic person, not coordinated to individual qualities, thanks to which the personal attitude towards peers becomes possible.

Forms of communication of preschoolers with peers (2-7 years).

emotional-practicalthe form of communication of children with peers (2-4 years).

situational businessform of communication of children with peers (4-6 years)

putting-business Form of communication of children with peers (6-7 years).

In situationally business Contacting with peers, preschoolers seek to establish business cooperation among themselves. All major reasons for appeal to each other occur in children in the process of their occupations: games, fulfillment of household work and so on. Questions, answers, explanations, Ironic replicas, ridicule, testify to the attention of preschoolers to the skills and actions of comrades and even more about their desire to draw attention to themselves.

In a situational business communication, the child greedily seeks to become an object of interest and assessing his comrades. He is sensitive in their views and facial expressions of attitudes towards himself, not having time to fit well in the partners themselves. At the 5th year of life, children constantly ask about the successes of their comrades, give advice, asking to hide their missions and failures from peers. Typically, preschoolers are characteristic of a special behavior manner. It is sometimes called competitiveness or a tendency to competition, the need for communicating with peers - in recognition and respect.

For communicating, preschoolers use all three categories of funds: expressive, visual and iconic. The emotional color of all contacts is still dominant, ease of transition from other emotions to others, often with the opposite sign.

The situational and business form of peer communication is a kind of communicative interaction for precomploother childhood. It is characterized by the need for cooperation and recognition implemented in the collective plot-role-playing game.

Putting-business - There is a few children. The remoteness of communication with peers from joint subject-practical activity increases. The main desire to promote preschoolers to the most difficult contacts of this period of childhood - thirst for rivalry. Cooperation is practical - it is deployed in the form of joint gaming activities of children. Performances with the plot and roles come increasingly conventional schemes. Games with rules serve for senior preschoolers exercises in relations with other people; They help them to realize their duties, speaking here in the form of universal rules, approach the understanding of the norms of morality, commitments that a person has before all others and in front of him. It creates a harsh need to negotiate, plan affairs, reveals the ability of a child to business cooperation in the most complicated circumstances. Contacts are born in a collective game and are projected into it. But the leading motive at this stage of communicating peers is noticeably modified.

It is largely an incoming sustainable image of a comrade. Between the older preschoolers, attachment arises, the first friendship sprouts between peers - the ability to see his best qualities in the partner, with hotness about them to tell other people, convincing them in the virtues of their friend. Preschoolers talk about cognitive and personal topics; Business motifs are far from the only reasons for communication.

As part of the incoming business communication, preschoolers use all three categories of funds, but the leading place belongs speech.Conversations of children lose a deritment to momentary matters. The establishment of incoming and business contacts of children is an important part of their preparation for school and facilitates the future difficulties of adolescence when the position in the peer group acquires the dominant importance for the child's health, the ability to see in comrades equal to themselves personality, a person with the same feelings and thoughts, and constant The willingness to act for the benefit of the comrade, thinking about his own interests only in the second place.

Psychological characteristics of a child of early age.

Early age is divided into two periods:

the first year of life (infant age);

early age - from one to 3 years.

In domestic psychology, which is built on the basis of a cultural historical concept, the baby is considered as the maximum social being living in a unique social development situation. Communication and child relationship with mother is the main subject of infancy psychology.

At an early age, active mastering active speech occurs, which becomes the most important means of communication. In the framework of the subject activity, which is leading at this age, all major mental processes and new activities are developing: a procedural game, focus, independence, creative abilities, etc.

Psychological characteristics of young age (from 1 to 3 years)

Early age - Extremely important and responsible period of the psychic development of the child. This is the age when everything is for the first time , It's only begining - Speech, game, communication with peers, the first ideas about yourself, about others, about the world. In the first three years of life, the most important and fundamental human abilities are laid - cognitive activity, curiosity, self-confidence and confidence in other people, focusing and perseverance, imagination, etc. All of these abilities do not arise by themselves, but require the indispensable participation of an adult and appropriate age forms of activity.

The main factors for the development of the child are: Mastering walking, the development of objective activities and mastering the speech.

Mastering walking (strain) - This is the ability to break away from adults. A child from passive turns into active. He is improved by movement, the horizons expands, there is an intensive development of emotional (recognizes a new one) and the volitional sphere (overcomes obstacles). For example: the child climbs under the table: it hits the 1st time, and then does not do it. Therefore, do not hold back crawling and walking the child. Thanks to the transition to the vertical gait, the child gets the opportunity to see on and more around him. He is released hands for manipulating objects, for approximately research activities and design, creative work.

Communication and cooperation of the child with adults

At an early age, the content of the joint activity of the child and adult becomes the assimilation of cultural ways to use objects. An adult becomes a sample of human actions with objects. Such cooperation is no longer reduced to direct aid or to demonstrate objects. Now it is necessary for the adult complicity, simultaneous practical activities with it, performing the same thing.In the course of such cooperation, the child at the same time receives the attention of an adult, and its participation in the actions of the child and, the main thing - new, adequate ways of action with objects. Adult now not only gives the child in hand objects, but with the subject passmethod of action with him.

In collaborative activities with a child, an adult performs several functions:

an adult gives the child a sense of action with the subject, its social function;

organizes the actions and movements of the child, transmits him technique implementation;

it monitors the progress of the child's action.

Subject and its role in the development of the kid

The type of leading child activity - subject, it happens in it the development of all sides of the psyche and the identity of the child.

In the subject activity of the baby there is a development perceptionAnd the behavior and consciousness of children of this age is entirely determined by perception. So, the memory at an early age exists in the form of recognition, i.e. perception of familiar items. The thinking of the child up to 3 years is mainly direct in nature - the child establishes the relationship between perceived objects. It may only be attentive to what is in the field of his perception. All experiences of the child are also focused on perceived objects and phenomena.

Actions with objects are directed mainly to these properties as form and magnitude, It is these signs that are the main for the child. Color at the beginning of early childhood does not have much importance for the recognition of items (for example, a green cat remains a cat). It does not mean that the child does not distinguish colors. But, the color has not yet become a signcharacterizing the subject and does not define its recognition.

Of particular importance are actions that call correlative. These are actions with two or more objects in which it is necessary to take into account relate the properties of different objects - their shape, magnitude, hardness, location and not trying to arrange them in a definite order. Most toys (pyramids, simple cubes, liners, mother-in-law) suggest that correlate acts in accordance with their form or size. Initially, the baby can perform these actions only through practical samples, because it still does not know how to visually compare the magnitude and shape of the objects.

From external estimated actions kid goes toauditorium properties of objects. This ability is manifested in the fact that the child picks the necessary parts to the eye and performs the correct effect immediately, without preliminary practical samples.

On the third year Life folded representation The properties of things and these ideas are fixed for specific objects. To enrich the ideas of the child about the properties of objects, it is necessary that he gets acquainted in specific practical actions.

By early early age, the child has separate actions that can be considered manifestations thinking -baby detects communication between individual objects or phenomena - For example, pulls up the rope to bring the toy closer. The transition from the use of finished connections shown by adults to their independent establishment is an important step in the development of thinking. First, the establishment of such connections occurs by practical samples. It tries different ways to open the box, getting an attractive toy or receiving new impressions and as a result of his samples, accidentally gets the effect. Thinking a child, which is carried out in the form of external estimated actions, called vividly effective. The kids actively use visual-effective thinking to detect and discover the most diverse connections of things and phenomena of the surrounding world.

Cognitive activity and development of thinking at an early age manifests itself in emotional involvement in such experimentation, in perseverance and the pleasure that the child receives from its research activities. Such knowledge captures the baby and brings to him cognitive emotions - interest, curiosity, surprise, the joy of discovery.

Mastering speech - One of the main events in the development of an early child's child. The situation in which the speech arises, is not reduced to direct copying of speech sounds, and should represent subject cooperation of the child with adults. Each word should stand that it means, i.e. Its value, any subject. If there is no such subject, the first words may not appear, no matter how much mother talked to the child, and no matter how well he reproduced her words. In the event that the child plays passionately with the items, but prefers to do it alone, the active words of the child also delay.

The need and the need to speak suggests two main conditions:need to communicate with adults and the need for subjectwhich needs to be called. The first active words of the child appear in the second half of the second year of life. In the middle of the second year there is a "speech explosion"which manifests itself in a sharp increase in the dictionary and the increased interest of the child to speech. The third year of life is characterized by a sharply increasing speech activity of the child. Children can already listen and understand not only the speech facing them, but also listen to the words that are not addressed to them. They already understand the content of simple fairy tales and poems and love to listen to them in the performance of adults. They easily remember small poems and reproduce them with great accuracy. They are already trying to tell adults about their impressions and about those subjects that are absent in close proximity. This means that it is starting to separate from a visual situation and becomes an independent means of communication and thinking of a child.

All these achievements become possible due to the fact that the child is mastering grammar shape of speechwhich allows you to bind among themselves separate words. Passing the speech opens the opportunity arbitrary behavior of a child. The first step to arbitrary behavior is performing adult speech instructions. When performing speech instructions, the behavior of a child is determined not perceived by the situation, but the word of an adult. At the same time, the speech of an adult, even if the child understands her well, it does not immediately become a regulator of the child's behavior.

Mastering the Word and separation from a particular adult at an early age can be considered as the first stage in the development of the arbitraryness of the child, which occurs overcoming situitation and a new step is carried out to freedom from direct perception.

Birth game

The actions of a small child with objects is not a game. The separation of subject-practical and gaming activity occurs only at the end of early age. At first, the child plays exclusively with realistic toys and reproduces familiar actions with them (hairs a doll, puts it to sleep, feeds, rolling in a wheelchair, etc.) About 3 years, thanks to the development of subject action and speech, in the game of children appear game substitutionsWhen the new name of the familiar objects determines the method of their game use (the stick becomes a spoon or a calcination or a thermometer, etc.). However, the formation of gaming substitutions does not occur immediately and not in itself. It requires special admission to the game, it gives the beginning of a new activity - scene gamewhich becomes leading in preschool age.

Symbolic gaming replacements arising at the end of early age, open a huge scope for a child's fantasy and are the first manifestations of children's imagination.

The emergence of communication with peers - aboutchen an important acquisition of young age. The need for communicating with peers is developing on the third year of life and has very specific content. Communication of children with each other related to pronounced motor activity And brightly emotionally painted.

Communication of young children can be called emotional-practical interaction: immediacy, absence of substantive content; Digestion, emotional saturation, non-standard of communicative means, mirror reflection of actions and partner movements. Children demonstrate and reproduce each other with emotional-painted game action. They run, squeal, take bizarre poses, publish unexpected soundness, etc. The community of actions and emotional expressions gives them confidence and brings bright emotional experiences. Such interaction, gives the child a sense of its resemblance to another, equal to him by the Being, which causes stormy joy.

The development of communicating need with peers passes a number of stages.

At first, children have attention and interest in each other;

by the end of the second year of life, there is a desire to attract the attention of peer and demonstrate his successes;

on the third year of life, the sensitivity of children to the attitude of peer appears.

An adult helps the child to highlight the peer and see in it the same creature as he himself. Most effective way for this is organizationsubject interaction ChildrenWhen an adult attracts the attention of children to each other, emphasizes their community, their attractiveness, etc. Interest in toys, which is peculiar to the children of this age, prevents the child to "wonder" peers.

Crisis of 3 years

Serious success of a child in subject actions, in speech development, in the game and in other areas of its livelihoods achieved during early childhood, qualitatively change all his behavior. The tendency to independence, the desire to act independently of adults, is rapidly increasing towards the horse of early childhood. By the end of an early age, it finds its expression in the words "I myself", which are evidence crisis of 3 years.

Explicit symptoms of the crisis are negativism, stubbornness, self-wiring, lines, etc. These symptoms reflect significant changes in the relationship of the child to close adults and to itself. The child is psychologically separated from close adults, with whom he used to be inextricably linked, opposed to them in everything. The characteristic statements appear: "I myself", "I want," "I can", "I do". It is characteristic that it is during this period that many children begin to use the pronoun "I".

At a three-year-old age for children, the effective part of the activity becomes significant, and the fixation of their success adults. Accordingly, the subjective value of their own achievements increases, which causes new, affective forms of behavior: exaggeration of their advantages, attempts to devalue their failures. The main source of such an assessment is adult. Therefore, the baby begins to perceive the attitude of the adult with particular addiction.

The formation of such a system I, where the point of reference is the achievement, valued by others, marks the transition to preschool childhood.

See "Children's Psychology" Ticket number 22, 23.

Development of an early child child. Development crisis, its origin, manifestations and neoplasms.

See Ticket number 7.

See "Children's Psychology" Ticket number 25.

The neoplasms are formed during periods of crisis development, give the psychological picture of the crisis of three years:

1 . The most obvious symptom of the occurrence of the crisis is the emergence negativism In the behavior of the child. It should not be confused with ordinary disobedience. For negativism it is characteristic that all the behavior of the child goes against the fact that he is offered by adults.The child refuses to do anything just because he was asked about it. The negativism forces the child to do contrary to her wishes. In addition, the child always comes in advance to his own desire.

2. The next characteristic symptom of the crisis is stubbornness in behavior. If negativism should be distinguished from disobedience, the stubbornness should be distinguished with perseverance. Stubbornishness is such a reaction when the child insists on something not because it really wants, but because he demanded it. The motive of stubbornness is that the child connected itself to the initial decision - "he said so." In fact, the child requires the surrounding to be considered with him with a person.

3. Third symptom of crisis - stropiveness . The sling is directed against the rates of education established for the child, against it, which prevailed, the lifestyle. The answer is "Yes, well ...", with which the child usually answers everything that he is offered - his typical behavioral move. There is a challenge attitude towards the whole way of life, which has developed before.

4. Fourth Symptom - selfarily, selfie in the behavior of the child. It it is the trend towards independence. This moment should always be borne in mind when we hear the famous - "I myself!" He really wants to do everything himself and suppress this tendency, it means that it will obrace him for eternal dependence - first from Pope and Mom, then from peers and all others. Suppress this trend, it means to give rise to a child in doubt in our own forces and opportunities.

5. Fifth symptom of crisis - Protest - Riot. All in the behavior of the baby in some cases begins to wear a protesting character, which was not before. His behavior acquires the features of protest, as if he was fighting with the surrounding, is in a constant conflict with them. Frequent quarrels with parents become commonplace. This is connected with the following symptom.

6. Sixth Symptom - depreciation. For example, a child from a good, educated family begins to swear. He can say that she is "fool." The child tries to devalue literally everything: From the toys with whom he played to the parents who raise him.

7. The seventh symptom of crisis - desire for despotism . The child appears the desire to exercise despotic power towards others. "Mom should not leave the house, she must sit at home" - one of the possible statements of this kind. Child must get everything he requires; There is he will be what he wants. He seeks thousands of ways to show your power over othersHe all the time seeks to return to this state when every desire was fulfilled. In a family with several children, this symptom can be replaced by jealousy towards younger or elder.

If you summarize these symptoms given by LS.Vigotsky for the characteristics of the crisis of 3 years, then it can be argued that they act as a riot as a protest of a child requiring independence. From the little "Baby", which was worn in their arms, it turned into a challenge, stubborn, negative, jealous and despotic creature. All symptoms of the crisis rotate around the central axis "I". The child no longer wants to go hand over his hand with adults, he wants to walk on his own.

What are the consequences of the impact of these symptoms on a child? They affect all that for him is expensive and valuable, and therefore lead to strong and deep experiences. The child enters internal and external conflicts. Often, some neurotic reactions can be seen, for example, enuresis. Night fears, restless sleep, sometimes difficulties in speech (stuttering), so-called hypoculic seizures (the child shakes, rushes to the floor, knocks his legs and hands) - All this is the pointed features of negativism, stubbornness, depreciation and protest. Of course, such cases are not so frequent, but they may have a place and a doctor need to know about it.

What causes a child to such a crisis? One of them is the oppression of the child's need to act himself. It is no coincidence that there is most acute the crisis of too taught children or those who live in the conditions of authoritarian education, accompanied by strict penalties.

The development of children of this age is completed by the formation of such a central psychological neoplasm personality, as the "I" system, which includes not only generalized knowledge of itself, but also the attitude towards self-assessment.

Psychological aspects of the development of preschool children. Speech as determinant of psychological development.

See "Children's Psychology" Ticket number 24.

A person cannot live, work to satisfy his material and spiritual needs without communicating with other people. From the very birth, it comes into a variety of relations 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 its mental development in ontogenesis. Communication belongs to basic categories of psychological science.

In the works of domestic scientists L.S. Vygotsky, A.N. Leontyeva was put forward to the situation that, unlike animals, a person acquires the social and historical experience gained by previous generations. But for such a learning it is necessary to communicate a child with adultswho have already mastered this culture in one way or another and are able to convey to him the accumulated experience, to teach it methods of practical and mental activities developed by humanity. It has proven in their studies M.I. Lisin, TA Repina, D.B. Elconin and others.

The period from birth to school admission is, according to specialists of the whole world, the age of the most rapid physical and mental development of the child, the initial formation of physical and mental qualities, necessary for man throughout the subsequent life, qualities and properties that make it man.

Feature of this period, which distinguishes it from the other, subsequent stages of development, is that it ensures that general development that serves as the foundation of the acquisition in the future any special knowledge and skills and assimilation of various activities. Form not only the qualities and properties of the psyche of children who determine the overall nature of the behavior of the child, his attitude to the whole surrounding, but also those that are "bores" for the future and expressed in psychological neoplasmsachieved by the end of this age period. The main importance to the worldwide development of qualities specific for age are the main importance, since the unique conditions created by them will no longer repeat and the fact that it will be "implanially" here, it will be difficult to catch further or at all.

Personality is formed in the conditions of the specifically historical existence of a person, in activities (labor, training, etc.) The leading role in the formation of personality is played training and education,which are carried out in groups and teams.

The concept of "personality formation" is used in two senses.

the formation of the personality as its development, its process and the result is the subject of psychological study, whose task is to find out what is in stock, it is experimentally detected, it is found and what can be in a developing personality in the conditions of targeted educational impacts. This is the actual psychological approach to the formation of a person.

formation of personality as its purposeful education - "forming", "modeling", "Designing"; The pedagogical approach implies the need to find out what and how it should be formed in personality so that it meets socially determined requirements that society presents to it.

Pedagogical and psychological approaches to the formation of personality form a non-historical unity.

The structure of the personality, according to Freud, has three components:"It", "I" and "Just-I".

"It"- This is actually an unconscious, which includes depth attractions, motives and needs, acts in accordance with the so-called pleasure principle. "It" is a product inherited by man from animals of biological experience.

"I" - Consciousness, oriented on the principle of reality. "I" is, as a rule, self-awareness of a person, perception and assessment of their own personality and behavior.

"Just-I" - represented both on conscious and at the subconscious levels, is guided by ideal ideas - morality and values \u200b\u200badopted in society. "Ex-I" is the result of the exposure to society to the consciousness and subconscious of a person, adopting them the norms and values \u200b\u200bof public morality. The main sources of the formation of the "super-i" of the personality is the parents, teachers, educators, other people with whom this person entered long-term communication and personal contacts throughout life, as well as works of literature and art.

The basic need of manAccording to humanist personality theories - this self-actualization The desire for self-improvement and expression of oneself. Recognition of the dominant role of self-actualization relatives among themselves all representatives of this theoretical direction in the study of the psychology of the individual, despite significant discrepancies in their views.

In preschool age, psychological mechanisms of personality are developing, new connections and relationships are tied. According to A.N. Leontiev, these emerging new connections and relationships are established between the individual processes of the child's activities, and these relationships have a special nature. They have a social nature, can only be formed on the basis of life development in social conditions, i.e. Only in humans and only at a certain stage of development, arise and develop under the influence of education.

The life of any individual is a coherent system of processes. Some processes of activity are naturally replaced by others, alone becomes predominant (dominant), others - as if departed into the background. This manifests itself a natural change in the needs of the body, due to its biological organization, the natural cyclicality of his life.

This kind of change of needs and cyclicity of vital processes is clearly observed. w.baby . Back in the first year of life, the child's behavior begins to rebuild. The child absorbs human, socially developed ways of action with objects, assimilates the forms of human communication, begins to master the language. He has both new specific human needs, which are created by all the way his life from the very first days of existence. It is increasingly learning to respond to adult demands: to follow his instructions, obey the prohibition, understand the praise, promotion.

By 2-3.5 years The child does a huge path in this direction. He not only moves freely and correctly drawn with familiar and affordable objects, he says and deliberately guided by what sees and hears from adults, manifests a well-known initiative, independence, in a word, his behavior is already characterized by almost all psychological features that have a child And at the later levels of development. A.N. Leontyev points out that there is one important feature that qualitatively distinguishes the behavior of a child under the age of three years from the behavior of older children - the child of pre-school age is in the power of external impressions, so his very easy to attract something, but also easy and distract. It is very emotionally reacting to what is happening, but its emotions are unstable. If, for example, the child cried from grief, then it is very easy to console: for this, it is enough, for example, in return to the toy he lost, give him another or in general to take him.

The need for communicating with adults and peers determines the formation of a child's personality. Communication with adults is deployed on the basis of the increasing independence of the preschooler, expanding his acquaintance with the surrounding reality. At this age, the leading means of communication becomes. Younger preschoolers ask thousands of questions. Listening to the answers, the child demands that adult seriously treat him as a friend, a partner. Such cooperation got the name of cognitive communication. If the child does not meet such an attitude, he has negativism and stubbornness.

In preschool age Arises I. another form of communication - personalcharacterized by the fact that the child actively seeks to discuss with adult behavior and actions of other people and their own From the point of view of moral norms. But for conversations for these topics, a higher level of development of intelligence is required. For the sake of this form of communication, he refuses the partnership and becomes a student at the position, and the adult will assign the role of the teacher. Personal communication most effectively prepares a child for school training, where he will have to listen to an adult, which escaped everything that the teacher will say.

A significant role in the formation of the child is played the need for communicating with peers, in the circle of which he is from the first years of life. It is important that the baby will acquire a positive experience of cooperation, mutual understanding from the very beginning of stay in the preschool institution. On the third year the life of the relationship between children arise mainly based on their actions with objects, toys. TO senior pre-school age in joint activities Children are already mastering the following forms of cooperation: alternate and coordinate actions; jointly perform one operation; control the actions of the partner, correct its errors; help a partner, perform a part of his work; Accept the comments of the partner, correct their mistakes. In the process of joint activities, the guys acquire the experience of leadership by other children, submission experience.

Throughout preschool age, the child changes the character of imitation. If in the younger preschool age he imitates individual forms of the behavior of adults and peers, then in the middle preschool age, the child deliberately absorbs the samples of the norms of behavior.

The leading type of activity of the preschooler is the role-playing game.Children reflect various aspects of life, features of activity and relationships of adults, acquire and clarify their knowledge of the surrounding reality. In the game team, they have the need to regulate relationships with peers, the norms of moral behavior are developing, moral feelings appear. In the game, children are active, creatively transform the fact that they were perceived earlier, freer, better manage their behavior.

In preschool age in the activities of the child elements of labor appear. In labor, its moral qualities are formed, a sense of collectivism, respect for people. It is very important that he experienced positive feelings that stimulate the development of interest in labor. Through direct participation in it and in the process of observing the labor of adults, the preschooler meets with operations, instruments, types of labor, acquires skills and skills.

Big influence on mental development renders training.By the beginning of the preschool age, the mental development of the child reaches such a level determining the nature of the teachings of the preschooler, is its attitude to the requirements of an adult. By the end of the preschool age, the child aware of the learning task, mastering some means and methods of performing activities and can carry out self-control.

In research E.E. Kravtsova shown that the neoplasm of the preschool period of development is imagination. The author believes that in preschool age, three stages can be distinguished: a support for visibility, the use of past experience and a special internal position. The main property of imagination – ability to see the whole before parts. Preschoolers are more expedient to train in whole words and only, then move to the phonemetic analysis of already familiar words. When familiarizing with the beginning of mathematics, children spontaneously learn to first allocate its part from a set, deduct, and only then connect two parts to one whole, fold. It is possible to explain the facts obtained only to the specifics of the development of imagination, where the whole is perceived earlier than the parts.

The leading activity at this age is the directorial, figurative, plot-role-playing, game with the rules and again the director's game, but at a qualitatively new level of development. The plot role-playing game occupies a central place in preschool age.

Development of the intellectual sphere happens like B. everyday lifeIn the course of communication with adults, in the process of systematic education in classes, but also in didactic games in preschool institutions. This is a targeted impact of adults on the development of active mental activity of children. It includes a message of affordable knowledge of the world around the world, their systematization, formation of cognitive interests, intellectual skills and skills, the development of cognitive processes. The main tasks of the intellectual development of preschoolers are: Formation of the right ideas about the environment, about the simplest phenomena of nature and public life; development of cognitive mental processes - sensations, perceptions, memory, imagination, thinking, speech; development of curiosity and mental abilities; development of intellectual skills and skills; Formation of the simplest ways of mental activity. In didactic games, favorable conditions are created for the assimilation of children complex knowledge, skills and skills, for the formation of various abilities of children, develop targets, concentration, empathy, collectivism, friendship.

The moving forces of the development of the psyche of the preschooler are contradictions, which arise in connection with the development of a number of its needs.

need to communicatewith which the social experience is absorbed;

need for external impressions, resulting in the development of cognitive abilities;

the need for movements, leading to mastering the whole system of various skills and skills.

The development of leading social needs for preschool age is characterized by the fact that each of them acquires an independent value.

In preschool age, there is an intensive development of all cognitive mental processes under the influence of training and education. Preschool age - first stage Forming personality.

The role of gaming activities in the mental development of the child. Development of gaming activities in the early and preschool age of the child.

See "Children's Psychology" Ticket number 29.

In folk pedagogy, the game has long been used to raise and teach children. IN fun games, in songs and poemsaccompanied by a variety of movements and sounds, babies attract simplicity and ease of action, a combination of a familiar and unexpected combination, the atmosphere of joy from a joint game with adults. The very first adult games with children - "Hyperships", "Ladushka" and many others include environmental elements that combine verbal designation and simple character actions. At first it attracts bright emotional painting in them, the ability to run, jump, special tactile and vestibular sensations that arise at that moment when an adult brazing, shakes, throws the baby.

Together with these pleasant experiences in the life of the child gradually enter actions "Ponarosku" with a variety of objects and toys, a procedural game is bornwhich permeates the various types of activities of children. In modern pedagogy allocated: games-fun, didactic games, games with plot toys, dramatization games.

TO games-fun include folk: Speed \u200b\u200bgames ("Ladushka", "Forty", "We are going,", "Baran-Baran", etc.), Horovodnaya ("Caparaway", "Bubble", etc.), Moving games (Hyperships, Salza, "Third extra", "Rouh", etc.). All of them are brightly emotionally painted, include rhythmically repeated movements, combined with expressive sounds and words. In them, as a rule, the direct emotional contact of the participants of the game is carried out. The fun games include simulation games in which children with expressive movements and sounds depict animals, birds, insects, car, steam locomotive, etc.

Selection didactic games in A separate group is due to the fact that they are usually a concrete pedagogical task is set. For example, it can be games aimed at the development of mental actions, perception of form, colors, and the like. This includes games with matryoshki, pyramids, liners, board games - lotto, domino, mosaic, etc.

In games With plot toys children simulate various situationsreflecting your own child's life experience, the impressions received from observations of others, children's books and adult stories. Games with plot toys include processing Games I. dramatic games. In procedural (or displayed) games, children tend to reproduce various household situations (feeding, bathing, shopping, doctor, etc.).

IN dramatic games The episodes of fairy tales, stories, poems are played.

The value of the child's development is difficult to overestimate. Each contributes a certain contribution to its development and from this point of view performs the didactic function. Thus, in games-fun and moving games, an emotional sphere, a child's motor activity, the ability to coordinate their actions with the actions of partners are developing. Almost all games contribute to the development of attention, perception, thinking, imagination, speech. Scene games and dramatization games contribute to the social development of children. Depicting the interaction of the characters of the game, they learn to understand the feelings and states of others, empathize with them. Through its own experiences, the kid is developing moral norms; In the process of collective and joint games, learns to communicate with others, coordinate with them their desires and actions.

From said it follows that:

The elements of the game should be included in all types of teaching of the teacher with children;

The game should be the main form of organization of different types of childhood activities;

During the day, special time must be allocated for a variety of games.

Enabling game episodes and game functions in daily procedures (Washing, dressing, laying, feeding, coming and child care) makes them more attractive for kids, removes possible negative experiences, contributes to the establishment of a child's friendly relationship with a teacher, maintaining a favorable emotional atmosphere in the group. Game elements are also included in observation, child experimentation, household classes (table setting, maintain order in group premises and on the site, etc.).

At an early age, the basis of the formation of a person is the subject-gaming activity . Passing it is impossible to count on a full-fledged maturity. The game with the elements of the imaginary situation is preceded by the stages of the game of the baby: introductory and displayed.

In the first year Life toy for a child acts in the same capacity as any other item with which you can manipulate: the kid shifts it from place to place, knocks it, puts into various capacitances - studies its physical properties.

If the baby shows how to play, open the meaning of the story game, then at the end of the first year of life, he begins to absorb the gaming importance of items: feeds a doll, puts it to sleep. Initially, the child acts with a small number of toys, most often with those actions with which he demonstrated the adult.

In the second year Life Circle toys expands, there is a transfer of actions from one item to another, similar to it. For example, if a one-year-old kid puts to sleep only that doll, which Mom burned, then in a year and a half he begins to rock and bear, and a dog that is in his playing corner. In the second year of life, such a transfer is made only within the visual situation: if, for example, you ask the kid to give a doll with a candy, which is not on the table, he will most likely answer that it is not here, while the child of the third year will immediately find the wand at the time Or a ball and without thinking will say: "Here is a sweetie, eat."

In the second half of the second year Life expands the scope of the interaction of the child with the world around. The need for a child in joint activities with adults is growing. Watching the world of adults, the child highlights their actions. The experience gained in actions with toys and in everyday life gives the child the opportunity to display adult actions with objects in accordance with the appointment adopted in society (for example, the process of bathing, feeding). Thus, the action becomes conditional, and its result is imaginary. The child proceeds to the plot-disabled stage of the development of the game.

At the end of the second and over the third year Lifetime The range of action displayed in the game expands, it turns on an increasing number of items. Actions are gradually summarized and become conditional: the child shakes a doll for a while, and, believing that she is already sleeping, goes to another playing action - puts it on the bed. The child constantly compares its actions with the actions of an adult. At this stage of the development of gaming activities, another cardinal change of the game appears - the introduction of substitutions. Replacement occurs in a problem situation: what to do when the doll wants to eat, but there are no spoons? With the help of an adult, the child finds a suitable object.

By three years Children are already playing so freely that they can refuse the plot offered by the adult and unfold their own, dictated by the situation, but by the idea. The appearance of role-playing elements belongs to the same age.

Already on the third year life folds backgrounds of the plot-role gamewhich will develop intensively throughout preschool childhood.

The game is born as an objective gaming activity, passing the introductory and reference stages when the actions with objects are manipulative.

With the interest of a child aimed at obtaining a result from actions with the subject comes the stage of subject-gaming activity. The action becomes conditional, and its result is imaginary.

This means that the child proceeds to the plot-disabled stage of the development of the game. With the extensive presentation of the child about the life of adults there is a complication of the plot of the game, an imaginary situation is becoming increasing in games.

This is evidence of the emergence of the plot role.

The plot role-playing game has a social nature and is built on an increasing and more complicated presentation of a child about adult life. The plot-role-playing game always implies the creation of an imaginary situation that constitutes the plot. Plot - This is the sphere of reality, which is modeled by children in the game. Consequently, the selection of the plot always relies on certain knowledge. That is why throughout the preschool age the game in the "family" are loved ones for children, as they themselves are incorporated into such relationships, and therefore, they have the most complete performance about them.

The plot role-playing game is to reproduce the children of adults and relations between them. That is, in the game, the child simulates the world of adults, their relationship. One girl has a doll, she sews, washes and stroke; The other is large on the sofa, takes guests, makes a piggy bank, considers money. ... You buy a bright and beautiful house for a child, and he will make a prison from him; You make dolls for him, and it will build them in the ranks of the soldiers.

The plot role-playing game occurs on the border of early and preschool ages and reaches his heyday in the middle of preschool childhood. In addition to this type of game, the preschooler masters games with rules (didactic and mobile)which contribute to the intellectual development of the child, the improvement of the main movements and motor qualities. The game is essential in the child's life, has the same meaning as an adult has activities, work, service. What a child in the game, such in many ways it will be in work when it grows.