home Interpreter Various forms of communication in preschool age. Forms of development of children's communication

Various forms of communication in preschool age. Forms of development of children's communication

According to our experimental data, within five years (from 2 to 7) after the need for communication with a peer arises in preschoolers, their communicative activity changes noticeably in all the parameters considered. These changes can proceed smoothly, but sometimes there are qualitative shifts in them, as if "breaks". There are two such "breaks" in the development of children's communication with peers. The first occurs "at about 4 years, the second - about 6 years. Externally, the first "break" is manifested in a sharp change in the hierarchy of needs and the place of communication in the whole system of the child's life. If by the time of its occurrence and during the first two years after that ( 2-4 d) it occupies a modest place (fourth, after the need for active functioning, communication with adults and impressions), then in four-year-old children this need is put forward in first place (see chapter three). peer (R. I. Derevyanko, 1983).The development of individual parameters of this sphere in preschool children is characterized by the fact that significant changes occur in all (or almost all) of them at this time (see Table 24).

The second "fracture", less clearly expressed than the first, occurs in six-year-old children. Its external manifestations are relatively clearly defined selectivity in relationships with peers and the emergence of friendship between children. This moment in the development of communication of preschoolers is also accompanied by significant changes in the entire structure of their communicative activity.

On the basis of the foregoing, we consider it possible to assume the existence of three stages in the development of communicative activity that has already become, as a result of which we can discuss three forms of communication between preschoolers and peers that successively replace each other over the course of five years of the life of preschoolers "(2-7 years). This is evidenced by our studies that revealed that the above parameters of communication between preschoolers and peers are structured in a peculiar way, forming three special forms of communication. salient features(see Table 25).

Emotionally-practical form of communication between children and peers (2-4 years of a child's life). The 3rd and 4th years of a child's life is the time of the existence of the simplest form of their communicative interaction, the stage of consolidating and strengthening the processes that occurred in babies in the 2nd year of life.

Table 25 Genesis of forms of communication with peers in children 2-7 years old

Forms of communication	Communication form options
Approximate date of appearance in ontogeny (age of children, years)	Place in the system of general life	The content of the need for communication	Leading motive in communication	The main means of communication are reaping)	The value of the form of communication in the development of the psyche
(leading component underlined)
Emotional-practical		Yields to the child's desire for objective activity, for communication with an adult, for new impressions and active functioning	Companionship of a peer in pranks, etc. Self-expression Seeking the benevolent attention of a peer	Personal-business (emotional discharge) Business	Expressive-mimic Object actions Speech (at the beginning of the stage -.5%, at the end - 75% of all contacts)	Development of ideas about one's capabilities Development of emotions, initiative
Situational business		A peer becomes a preferred partner compared to an adult	Peer cooperation Peer recognition of the child's progress Seeking kind attention	Business Personal Cognitive	Situational speech (85% of contacts) Expressive-mimic means	development of self-awareness (perceptions of one’s capabilities, the emergence of relative self-esteem) development of initiative development of creativity development of curiosity
Extra-situational business	6-7	» » + game with rules	Cooperation Respect Friendly attention Empathy, mutual understanding	Business Personal Cognitive	speech	Development of self-awareness Formation of readiness for school Mastering the rules and norms of relationships Forming selective relationships

them together or alternately, supported and strengthened the general fun. Children enjoy the very process of action with toys.

The dominant position within the framework of the early form of communication with a peer is occupied by a business motive. But, it can be called so only with big reservations. The kids don't do anything. They appreciate in a friend the readiness to have fun and play pranks together. In the business motive of the described form, one more feature stands out: each participant in the interaction, first of all, is concerned with drawing attention to himself and getting an assessment of his actions. Being a typical feature of all peers, this feature leads to the fact that they listen little to their partner, trying to demonstrate themselves to each other, and this desire coexists in children with interest in the affairs of their comrades.

At the age of 2-3 years and later, children are attracted by the process of joint actions: manipulation, construction of buildings, running away. The process includes for them and main goal practical activities. Interaction is reduced to Joint participation in the process, and the result often disappears from sight altogether.

The revealed features of the motives of communication: the focus of children on self-identification, the perception of another child without linking with own affairs, the superficial procedural nature of joint activities - determine the fuzziness of the image of a peer in a child. In a peer, only attitude towards oneself is perceived. Only a positive range is formed in the self-image. Only positive information penetrates into the self-image. The first form of communication between children still occupies a modest place in their life. They play alone for a long time, comment on their actions, think aloud about their future plans. The plot and roles in the games are poorly outlined, the plot is built in fragments, and interest is concentrated mainly on objects. Noisy, emotional activities with peers are short-lived episodes interspersed with deep and peaceful play side by side. The latter is interrupted by short, but important for children, observations of what others are doing, and by checking their response to the value of their own deeds; after which the children again disperse and plunge each into their own world.

When communicating, children use all the means that they have mastered in contact with adults. At 2-3 years old, they widely use expressive gestures, postures, facial expressions. The emotional brightness of the interaction of kids gives the leading importance to the expressive-mimic means of communication. Emotional expressions in the sphere of communication with peers are distinguished by increased strength, often they are simply excessive. The intensity of expression reflects the depth of the experiences of children, the general looseness of their state and mutual influence. A considerable place is also occupied by object-effective operations, especially in children with underdeveloped speech. Speech is poorly represented in the contacts of 2–3 year old children and is already noticeable in 3–4 year old children (5% and 75%, respectively). Most often, the words of children are accompanied by gestures, facial expressions, keeping a high degree situational, which is quite consistent with the essence of the first form of peer communication (situational in nature). Children 2-4 years old are not able to agree with each other. We have observed more than once how two children, clinging to one object, each pull it towards themselves and scream. They seem to be looking at each other, but without seeing or hearing their partner.

Within the framework of the genetically first form of communication between preschool children, two periods are distinguished between themselves: 2-3 and 3-4 years. Uniform in its fundamentals (the content of the need, the leading motives, etc.), the form of communication appears, as it were, in two guises in the initial and final periods of its development. More direct at the beginning, it loses this feature as objects are included in the interaction of children and their speech develops. The interaction of children from 2 to 4 years old needs constant and careful correction by adults.

The earliest genetic form of communication between children and peers (emotional-practical) does not repeat any of the forms of communication between preschoolers and adults. The child participates in it, owning many methods that he has learned in contacts with elders, but he is looking for something special, something that he can only get from his peers. However, it would be a mistake to underestimate the communication of children with each other. With peers, the child feels and behaves freely and on an equal footing, getting the opportunity to get an idea of \u200b\u200bhis strengths and weaknesses by comparing with a creature close to him. Hence his attention and interest in peers. But even more attractive is the willingness of a peer to join in the fun, where he tries his hand in every way, the opportunity to express his opinion about the abilities of the child.

Features of the first form of communication with peers contribute to the deployment of children's initiative; they favor a sharp expansion of the range of the baby's emotions - both positive and negative - due to the inclusion - the brightest, extreme expressions. Appeal of this kind helps the formation of the self-awareness of the baby and the formation of the foundations of his personality.

Situational-business form of communication between children and peers (4-6 years) most typical for preschool childhood. Around 4 years old at For children attending kindergarten day groups, their peers begin to overtake adults in their attractiveness and become the preferred partner. The role of communication with peers in children over 4 years of age increases markedly among all other types of child activity. This is due to the transformation of the leading activity of preschoolers - a role-playing game. 4-6 years - the era of its heyday. The plot acquires clarity, it highlights completed episodes that are closely related to each other. But the most important thing is that from the age of 4, a role-playing game becomes 159

truly collective.

The communication of peers in a collective game has two types: it is the communication of characters (reacted relationships) and the communication of performers (relations of playmakers). Both species are intertwined; their level determines the ability of children to develop a meaningful presentation with a variety of episodes; repetition of games exercises children in establishing role-playing and real relationships. Consequently, communication with peers after 4 years rises in its significance and occupies a higher place in the hierarchy of other types of children's activities than it was at the previous stage.

Contacting with peers within the framework of the second genetic form of communication, preschoolers seek to establish business cooperation among themselves. This orientation is the main content of their communicative need. First of all, we emphasize the difference between cooperation and complicity. During emotional-practical communication, the children acted side by side, rarely and superficially touching each other. We have designated such contacts with the term "participation". With situational business communication preschoolers are busy with a common task, they are closely cooperating, and although each one does something individually, children still try to coordinate actions to achieve a common goal. We called these contacts cooperation. The transition from complicity to cooperation is a noticeable progress in the second area of communicative activity. Of course, the cooperation of children with each other differs from that with adults: there the participation of the elder gave a purposeful character. joint activities; here the main meaning is shifted from the result to the process, and nevertheless, the plot-role-playing collective game loses the aimlessness of procedural manipulations and therefore fills the children's contacts with visible content.

The need for gaming cooperation is objectified in the business motives of children's communication. With regard to the second genetic form of peer communication, we consider it possible, albeit with reservations, to write about the case. All the main reasons for addressing each other arise in children in the course of their studies: games, domestic work etc. Questions, answers, explanations, ironic remarks, ridicule testify to the attention of preschoolers to the skills and actions of their comrades and even more to their desire to draw attention to themselves.

The business qualities of the child himself and his comrades, which serve as the reason for their appeals to each other, are extremely situational. “Now and here” is what the child takes into account. As at the previous level, within the framework of situational business communication, the child eagerly strives to become an object of interest and evaluation of his comrades. He sensitively catches in their glances and facial expressions signs of attitude towards himself, not having time to carefully look at the partners themselves. This reaches a maximum brightness of 160

and takes the form of a specific phenomenon of the "invisible mirror". But peer's invisibility preschool age quite special - it is combined with a jealous and partial interest in everything that he does. In the 5th year of life, children constantly asked us about the successes of their comrades; gave advice on who to take on the next experience; were asked to hide their mistakes and failures from their peers.

Usually preschoolers have a special demeanor. It is sometimes called competitiveness or competitiveness. We see its root in the child's desire to learn the best about himself at the level of situational business communication. This is due to the second most important content for children of this age, the need to communicate with a peer - in recognition and respect.

To communicate with each other, preschoolers use all three categories of means: expressive, pictorial and sign. Children talk to each other a lot, about one and a half times more than with adults, but their speech is still very situational. The emotional coloring of all contacts still prevails, the ease of transition from one emotion to another, often with the opposite sign. The diversity, richness and even the very imperfection of the means of communication eloquently testify to the preservation of that emancipation and ease in relations, which was outlined at the end of the 1st year of children's lives.

The lag of preschoolers in the transition to situational business communication has a noticeable adverse effect on their mental development. Children have a hard time with their rejection from the group. Those who are "not accepted" into the game, either sadly close up, or try to interfere with their peers. This state of the child is caused by the inability to carry out the leading activity of his age - the game, and the need for it at this age stage takes highest place in the hierarchy of needs.

The situational-business form of peer communication is the main kind of communicative interaction for preschool childhood. It is characterized by the need for cooperation and recognition, which is realized in a collective role-playing game. This need is objectified in business motives, which have a pronounced situational character and focus on self-knowledge and self-esteem. Situational and business communication of peers favors the development of the foundations of personality and self-awareness, as well as curiosity, courage, optimism, activity, creativity and originality in the very beginning. broad sense this word. Trouble in the sphere of communication with peers interferes with these most important processes: children become passive, withdrawn, and behave unfriendly. The formation of a situational-business form of communication requires the care of adults, and especially in cases of delayed development, poverty of content. Influencing a group of peers, adults are sometimes more successful and faster than in individual

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work with the child, to help the overall mental development of children.

Extra-situational - business form of communication between children and peers (6-7 years). AT at the very end of preschool age, some children develop new form communication, which we called extra-situational business. It is seen in few children. But at the same time, the trend towards its development is outlined quite clearly and the elements of the emerging contour emerge clearly in all older preschoolers. And the very logic of the movement of children from one form of communication to another predicts the transformation of peer contacts precisely in the direction of off-situational business relationships. The number of extra-situational contacts in children is steadily growing (at the age of 4-6, they already account for about 50% of all peer interactions). The separation of communication with peers from joint subject-practical activity also increases.

The main desire that prompts preschoolers to the most difficult contacts of this period of childhood is the thirst for cooperation. As in the previous stage, cooperation is of a practical nature - it unfolds against the background of children's joint play activities. But the game itself changes a lot. Representations with a plot and roles are being replaced by more and more conditional schemes. Games with rules, according to J. Piaget and D. B. Elkonin, serve as exercises for older preschoolers in relations with other people: they help them to realize their duties, which act here in the form of universal rules; come to an understanding of the norms of morality, the comprehensive requirements of justice, the obligations that each person has to all others and to himself. While retaining their ease, optionality, games with rules acquire purposefulness and effectiveness. The harmonious architectonics of new games creates a strong need to agree, plan things, reveals the child's ability for business cooperation in complicated circumstances. In all these cases, cooperation, while remaining practical and keeping in touch with real deeds children, acquires an extra-situational character. This is what distinguishes the content of the communicative need within the framework of the third genetic form of communication.

The properties for which a preschooler turns to his comrades are mainly their business qualities. Contacts are born in a collective game and are projected into it. But the leading motive at this stage of peer communication is noticeably modified. His main transformation is connected with overcoming situationality. The activities of children lose their excessive grounding - they turn, as it were, into a specific case more general rule. At the same time, the situational nature of the qualities that encourage the child to communicate - both his own and those of others - is softened.

The experience of different meetings with a peer is strung on a single rod. In many respects, an out-of-situation stable

your image of a comrade. Attachment arises between older preschoolers, the first sprouts of friendship between peers appear - the ability to see in a partner his best qualities, to tell other people about them with fervor, convincing them of the merits of his friend.

The development of children's ideas about their peers has a second. side - clarification of the image of I; moreover, children achieve the greatest accuracy in realizing their practical skills (I. G. Dimitrov, 1979).

Of course, contacts between children aged 6-7 are by no means limited to business considerations. Preschoolers talk on both cognitive and personal topics; business motives are far from the only reasons for communication. But our data give reason to believe that business motives still retain their leading position. This consideration determined the name of the extra-situational-business form of communication of older preschoolers. The extra-situational-business form occupies a central place in the hierarchy of various types of children's activity for the same reasons as the previous one: due to its significance for the leading activity of children.

The most important function of social inheritance, or appropriation, of socio-historical experience requires communication not only with elders: children of the same age create the opportunity for the child to learn the patterns of human actions and deeds taught by the elders, to practice their reproduction, to look from the outside how v learned the same lesson another child. Thus, one more important function of contacts of peers in their general mental development becomes clear. The loss experienced by isolated children, who do not have sufficient quantity and quality of contacts with their peers, is also very clearly highlighted.

Within the framework of non-situational business communication, preschoolers use all three categories of means, but the leading place undoubtedly belongs to speech. Children's conversations lose their confinement to momentary affairs. - Establishing extra-situational business contacts of children is an important part of their preparation for school and alleviates the coming difficulties of adolescence, when the position in the peer group becomes dominant for the child's well-being.

The main highway for the formation of comradely ties with peers is the formation of a subjective attitude towards them, i.e. the ability to see in them an equal personality, a person with the same feelings and thoughts, and a constant readiness to act for the good of a comrade, thinking about their own interests only in the second place.

The highest form of communication of preschoolers is extra-situational-business. Tendencies towards its appearance are observed in all kindergarten students. But it acquires completeness in about 10-15% of older preschoolers.

Communication affects all the achievements of preschool age: the development of the cognitive sphere and the formation of the foundations of a child's worldview; on the occurrence of arbitrary behavior, the ability to act in accordance with the rules; for the formation of a personal

During preschool age, the form of communication with peers changes. A. G. Ruzskaya identifies several forms of communication with peers.

Children aged 2–4 years are characterized by emotionally practical communication. The content of communication with peers acts as a desire for complicity in joint practical exercises(actions with toys, manipulations, dressing up, crawling, running away).

This form of communication contributes to the deployment of children's initiative, since communication with peers implies equality; favors a sharp expansion of the range of emotions - both positive and negative; communication contributes to the formation of self-awareness through the opportunity to see their capabilities. The main means of communication are locomotion or expressive expressive movements. Contacts are extremely situational.

The situationally businesslike form of communication with peers is typical for children aged 4–6. A peer in his attractiveness at this age begins to overtake an adult and becomes a preferred communication partner. This is due to a change in the leading activity, says A. G. Ruzskaya. A role-playing game is being formed, where the child models human relations. This requires the cooperation of several partners. The content of communication is business cooperation. In situational business communication, preschoolers are engaged in a common business that requires coordination in achieving the goal, fulfilling the role. There are two types of relationships in the game: real and role-playing. Children clearly distinguish between these two types of relationships. The difference between such cooperation and adult cooperation is that for preschoolers, it is not the result that is important, but the process. Interactions are situational.

The main content of their communicative need is the desire to gain recognition and respect from their peers. The desire to attract a peer and sensitivity to his attitude towards himself acquire maximum brightness at this time. These relationships act in the form of an "invisible mirror". In a peer at this time, the preschooler sees himself (his attitude towards himself) and sees only the positive; later he begins to see his peer, but only his shortcomings. The child constantly compares himself with his peer, is closely interested in everything that his peer does. Among the means of communication at this stage, speech begins to predominate - children talk a lot with each other, but their speech remains situational.

Out-of-situation - a business form of communication develops by 6-7 years. This turning point is externally manifested in the appearance of selective attachments, friendship and the emergence of more stable and deeper relationships between children. Appeals to a peer at this age are increasingly becoming extra-situational. Children tell each other about the events of their lives, discuss plans for joint activities, their own and other people's actions. In games, the rules of the game come first. Conflicts often arise from non-compliance with the rules. More and more contacts are made at the level of real relationships and less and less - at the level of role-playing ones. The image of a peer becomes more stable, independent of the situation, the circumstances of the interaction.

A huge role, according to M. I. Lisina, is played by the influence of an adult. When children communicate with each other, he helps to see a person equal to themselves in the same age, to respect him. Communication, like any other activity, ends with a certain result. The result of communication can be considered as its product. Among them, an important place is occupied by relationships and the image of oneself.

In this way:
Communication in preschool age determines the arbitrariness of behavior, self-awareness.
conditions successful development communication are the development of a role-playing game, features of the cognitive sphere (overcoming egocentrism) and the formation of arbitrary behavior, the ability to mediate one's behavior by certain norms and rules.
At preschool age, two extra-situational forms of communication with an adult are formed: extra-situational cognitive and extra-situational personal.
From about 4 years old, a peer becomes a more preferred communication partner than an adult. At preschool age, popular and unpopular children can be distinguished in the peer group, which differ in different sociometric status. Throughout the preschool age, A. G. Ruzskaya distinguishes situationally business and non-situation business forms of communication with peers.

1.1.

In his work "Problems in the ontogeny of communication" M.I. Lisina gives the following definition of the concept of communication. Communication is the interaction of two or more people aimed at harmonizing and combining their efforts in order to establish relationships and achieve a common result.

At preschool age, other children begin to occupy an increasing place in a child's life. If at the end early age the need for communication with peers is only taking shape, then for a preschooler it is already becoming one of the main ones.

Communication between preschoolers and peers has a number of significant features that qualitatively distinguish it from communication with adults.

The first and most important distinguishing feature is the wide variety of communicative actions and their extremely wide range. In communication with peers, one can observe many actions and appeals that are practically never found in contacts with adults. The child argues with a peer, imposes his will, calms, demands, orders, deceives, regrets, etc. It is in communication with other children that such complex forms of behavior as pretense, the desire to pretend, express resentment, coquetry, and fantasizing first appear.

The second striking feature of peer communication is its extremely vivid emotional richness. The increased emotionality and looseness of contacts between preschoolers distinguishes them from interaction with adults. Actions addressed to peers are characterized by a significantly higher affective orientation. In communication with peers, a child has 9-10 times more expressive-mimic manifestations, expressing a variety of emotional states - from violent indignation to violent joy, from tenderness and sympathy to anger.

Third specific feature contacts of children lies in their non-standard and unregulated nature. If in communication with an adult, even the smallest children adhere to certain generally accepted norms of behavior, then when interacting with a peer, preschoolers use the most unexpected actions and movements. These movements are characterized by a special looseness, irregularity, lack of any patterns: children jump, take bizarre poses, grimace, mimic each other, come up with new words and sound combinations, compose various fables, etc. Such freedom suggests that the society of peers helps the child to show his original beginning. Naturally, with age, children's contacts are more and more subject to generally accepted rules of conduct. However, the lack of regulation and looseness of communication, the use of unpredictable and non-standard means, remain a hallmark of children's communication until the end of preschool age.

Another feature of peer communication is the predominance of initiative actions over reciprocal ones. This is especially evident in the impossibility to continue and develop the dialogue, which falls apart due to the lack of responsible activity of the partner. For a child, his own action or statement is much more important, and in most cases he does not support the initiative of a peer. Sensitivity to the influences of a partner is significantly less in the sphere of communication with other children than with adults.

Thus, the listed features reflect the specifics of children's contacts throughout the entire preschool age. However, the content of communication will change significantly from three to six to seven years.

At preschool age, the importance of communication with peers increases significantly, during which the preschooler implements the norms and values learned mainly by communicating with adults. A peer is a partner in joint activities, whose benevolent attention, respect and recognition becomes important for a preschooler. There are three main types of motives for communication between preschoolers and their peers.

▪ business motive, under the influence of which a peer encourages the child to communicate as a partner in practical interaction, children experience positive emotions from the very process of joint activities;

▪ personal motive, acting in the phenomenon of the "invisible mirror", i.e. the child sees in the behavior of a peer attitude towards himself and practically ignores everything else in him;

▪ cognitive motive, under the influence of which there is communication with a peer as with a being equal to the child, which can be used for the purpose of cognition and self-knowledge.

At preschool age, all three types of motives operate: the position of leaders at 3-4 years old is occupied by business motives with clearly defined personal ones; 4-5 years - business and personal, cognitive, with an almost equal position of business and personal and with a close interweaving of personal and cognitive; at 6-7 years old - business and personal.

In the studies of M.I. Lisina and A.G. Ruzskaya singled out the essential features of the communication of a preschooler with peers, which qualitatively distinguish him from communication with an adult.

▪ a wide variety of communicative actions and their wide range, which is determined by the rich functional composition of peer communication and a wide variety of communicative tasks;

▪ strong emotional saturation, which is expressed in a large number of expressive-mimic manifestations and affective orientation of actions in relation to a peer;

▪ non-standard and non-regulated communication of children, characterized by a special looseness, irregularity, actions, their lack of any patterns, the use of unpredictable and non-standard means of communication;

▪ the predominance of initiative actions over response ones, which manifests itself in the impossibility to continue and develop the dialogue, which breaks up due to the partner's lack of response activity and often causes conflicts, protests, and resentment.

There are three forms of communication between preschoolers and peers: emotional-practical, situational-business and out-of-situation-business.

communication of children with peers is typical for children from two to four years. The child expects from a peer complicity in their amusements and craves self-expression. It is necessary and sufficient for him that a peer joins his pranks and, acting together or alternately with him, supports and enhances the general fun. Each participant in such emotional and practical communication is primarily concerned with drawing attention to himself and getting an emotional response from his partner. In a peer, children perceive only the attitude towards themselves, but they do not notice him (his actions, desires, moods), as a rule. Emotional-practical communication is extremely situational - both in its content and in the means of implementation. It entirely depends on the specific environment in which the interaction takes place, and on the practical actions of the partner. At this stage, children's communication is not yet connected with their objective actions and is separated from them. The main means of communication for children are locomotion or expressive-mimic movements.

develops around the age of four and remains most typical until the age of six. At this time, the role-playing game becomes collective - children prefer to play together, and not alone. Communication with others in a role-playing game unfolds, as it were, at two levels: at the level of role-playing relationships and at the level of real ones, i.e. that exist outside of the story being played. Business cooperation becomes the main content of children's communication in the middle of preschool age. In situational business communication, preschoolers are busy with a common cause, they must coordinate their actions and take into account the activity of their partner in order to achieve a common result. This kind of interaction was called cooperation.

At the end of preschool age, many children develop off-situational business form communication. The number of extra-situational contacts is growing significantly. At this age, “pure communication” becomes possible, not mediated by objects and actions with them. Children can talk for quite a long time without performing any practical actions. Between older preschoolers, there is an ability to see in a partner not only his situational manifestations, but also some extra-situational, psychological aspects of his existence - desires, preferences, moods. By the end of preschool age, stable selective attachments arise between children, the first shoots of friendship appear. Preschoolers "gather" in small groups (2-3 people each) and show a clear preference for their friends. Throughout preschool age, the process of differentiation in the children's team is growing: some children become popular, others are rejected.

Thus, at preschool age there are significant changes in the content, motives and means of communication with adults and peers, among which the transition to extra-situational forms and the predominance of speech means are common. All factors that contribute to the communication of a preschooler with adults and peers in the form of joint activities, verbal communication or only mental communication are the strongest stimulators of his mental development.

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Features of communication with peers and its development in preschool age

At preschool age, other children begin to occupy an increasing place in a child's life. If at the end of an early age the need for communication with peers is only taking shape, then for a preschooler it is already becoming one of the main ones.

Communication between preschoolers and peers has a number of significant features that qualitatively distinguish it from communication with adults.

The third specific feature of children's contacts is their non-standard and unregulated nature. If in communication with an adult, even the smallest children adhere to certain generally accepted norms of behavior, then when interacting with a peer, preschoolers use the most unexpected actions and movements. These movements are characterized by a special looseness, irregularity, lack of any patterns: children jump, take bizarre poses, grimace, mimic each other, come up with new words and sound combinations, compose various fables, etc. Such freedom suggests that the society of peers helps the child to show his original beginning. Naturally, with age, children's contacts are more and more subject to generally accepted rules of conduct. However, the lack of regulation and looseness of communication, the use of unpredictable and non-standard means, remain a hallmark of children's communication until the end of preschool age.

▪ personal motive, acting in the phenomenon of the "invisible mirror", i.e. the child sees in the behavior of a peer attitude towards himself and practically ignores everything else in him;

▪ cognitive motive, under the influence of which there is communication with a peer as with a being equal to the child, which can be used for the purpose of cognition and self-knowledge.

▪ a wide variety of communicative actions and their wide range, which is determined by the rich functional composition of peer communication and a wide variety of communicative tasks;

▪ strong emotional saturation, which is expressed in a large number of expressive-mimic manifestations and affective orientation of actions in relation to a peer;

There are three forms of communication between preschoolers and peers: emotional-practical, situational-business and out-of-situation-business.

Emotional-practical formcommunication of children with peers is typical for children from two to four years. The child expects from a peer complicity in their amusements and craves self-expression. It is necessary and sufficient for him that a peer joins his pranks and, acting together or alternately with him, supports and enhances the general fun. Each participant in such emotional and practical communication is primarily concerned with drawing attention to himself and getting an emotional response from his partner. In a peer, children perceive only the attitude towards themselves, but they do not notice him (his actions, desires, moods), as a rule. Emotional-practical communication is extremely situational - both in its content and in the means of implementation. It entirely depends on the specific environment in which the interaction takes place, and on the practical actions of the partner. At this stage, children's communication is not yet connected with their objective actions and is separated from them. The main means of communication for children are locomotion or expressive-mimic movements.

Situational-business form of communicationdevelops around the age of four and remains most typical until the age of six. At this time, the role-playing game becomes collective - children prefer to play together, and not alone. Communication with others in a role-playing game unfolds, as it were, at two levels: at the level of role-playing relationships and at the level of real ones, i.e. that exist outside of the story being played. Business cooperation becomes the main content of children's communication in the middle of preschool age. In situational business communication, preschoolers are busy with a common cause, they must coordinate their actions and take into account the activity of their partner in order to achieve a common result. This kind of interaction was called cooperation.

At the end of preschool age, many children developoff-situational business formcommunication. The number of extra-situational contacts is growing significantly. At this age, “pure communication” becomes possible, not mediated by objects and actions with them. Children can talk for quite a long time without performing any practical actions. Between older preschoolers, there is an ability to see in a partner not only his situational manifestations, but also some extra-situational, psychological aspects of his existence - desires, preferences, moods. By the end of preschool age, stable selective attachments arise between children, the first shoots of friendship appear. Preschoolers "gather" in small groups (2-3 people each) and show a clear preference for their friends. Throughout preschool age, the process of differentiation in the children's team is growing: some children become popular, others are rejected.

In working with preschoolers, one should focus not only on the content of mental development indicators within the framework of norms, but strive for their optimal formation. At the same time, it should be noted that the mere presence and communication or its quantitative indicators are not enough. What should be the communication different stages preschool childhood, investigated in the works. M. I. Lisin, who identified four qualitatively different and ontogenetically consistent forms of communication between preschoolers and adults. Their characteristics are given in Table 2.

. table 2

. Forms of communication between a child and an adult at preschool age (for. MILisina)

Form of communication	Indicators of forms of communication between a child and an adult
	The place of communication in the child's life system		Leading motive of communication	The main means of union	The value of the form of communication in the overall development of the psyche

Situational-personal (from 2 months)	ensures the survival and satisfaction of the primary needs of the child	need for the kind attention of adults	personal (an adult attracts a child as a central object of cognition and activity; a source of affection and attention, not related to the actions of the child)	expressive-mimic operations	General activation of the child's psyche, the formation of perceptual actions, preparation for mastering grasping
Situational business (from 6 months)	Provides joint with adults subject activity	In the benevolent attention of an adult and cooperation with him	Business (an adult attracts as a partner in the game, a role model, experimentation, assistant, organizer, participant in a joint substantive activity	operations	Development of objective activity, preparation for mastering speech, the 1st stage of the development of active speech

extra-situational-cognitive (3-4 years)	Provides joint with adults and independent activity child with acquaintance peace with the world physical objects	benevolent attention to- cooperation and respect	Informative (adult at- Wabble like an era- dit, source knowledge about out of situation objects (which not in the environment no) as a partner discussions causes of phenomena in the physical	Speech operations	Primary penetration into essence phenomena, the development of visual thinking
extra-situational-personal (5-6 years)	Provides theoretical and practical knowledge child the world of social	in benevolent cooperation and respect, spivere-residence and mutually understanding adult	personal (an adult attracts as a person, possesses knowledge, skills, social moral strict and kind elder	Speech operations	promotion moral values societies transition to discursive thinking; formation readiness for

Conclusion on the development of forms of communication between a preschooler and an adult:

In research. MI Lisina identified four qualitatively different and ontogenetically consistent forms of communication between preschoolers and adults;

The forms of communication between preschoolers and adults differ from each other in terms of the place of communication in the life of the child, the content of the communicative need, the motive and means of communication, the significance for the mental and personal development child

During preschool childhood, the following forms of communication consistently change: situational-personal, situational-business, out-of-situation-cognitive, out-of-situation-personal

3 Model of optimal communication between a teacher and a child

Of paramount importance in the emergence and development of communication in children are the influences of an adult, ahead of whose initiative brings the child's activity to a higher level. Without the constant support of an adult, the development of communication in a preschooler slows down, which leads to various psychological disorders and difficulties.

The normal development of preschooler communication has a distinct positive effect on accelerating the overall development of children.

In one of the experiments, an adult caressed, stroked, smiled, spoke every day for 7-8 minutes. sweet words To babies aged 2-4 months, compared with others, these children showed better developed attention and interest in the otochyuyuchy.

In addition, the optimization of communication of a preschooler ensures the elimination of the causes of other difficulties in his mental development, primarily in the field of:

a) speech (due to the activation of the need to understand the speech of an adult);

b) personality (overcoming shyness, anxiety);

in) various kinds activities

Communication, by definition, involves the high activity of its participants, the interaction of partners. The conditions for the effectiveness of pedagogical communication are called: personal relationships (Bodalev. O. O, Kovalev V. O. G) warm, intimate, expressive attitude of the educator (Ko-tirlo. V. K), positive, warm, emotionally colored attitude (Kulachkivska. S. E); dialogic communication with a dominant on the interlocutor (Florensky A. T. O). At the heart of these characteristics are the relations of equality that develop between partners in communication splkuvanni.

Does the child act as a partner for an educator or another adult? in the installation of the universality of the possibilities of each person, in benevolence and mutual understanding. This aspect of the relationship of the child with the social environment is necessary in unity with the other, such that the emphasis is on differences in the positions of the educator and pupil. The latter is predominantly taken into account in practice, which leads to a decrease in the independence, initiative, and creativity of the child. Educational influences, focused on dialogic communication, are able to stimulate the child's creativity, are just beginning to be developed and do not have a wide practical application.

Creating an atmosphere of goodwill, openness, emotional elation, joy in communication between a preschooler and an adult depends on the content of contacts that is adequate to the level of communicative development of child wattle.

S. V. Kornitska offers three programs of interaction between an adult and a child, according to the age of the latter. The child's acceptance of the program turns out to be in a minimum of distractions and manifestations of unwillingness to contact, as well as in the most active interacting activities.

I program:. Please adult, expresses his benevolent attention to the child, smile, touch and stroking, rocking. An adult takes the child in his arms, on his knees, accompanies the actions with affectionate gentle words containing the approval of the child. Babies are most satisfied with this program.

II program: communication mediated by a toy or a set of toys. The joint action of an adult and a child on toys with the provision of initiative of the child. For young children

III program: verbal communication. An adult talks to a child, recites poetry, pronounces prose texts, carefully looking at the child. Conversations on various topics with support and encouragement initiative. IVI children. For preschool children (3-6 years), provides a better emotional mood and high activity of children in interacting activities.

If a child does not perceive the program appropriate for his age, then his communicative need is beyond the age indicators of communication. It is necessary to establish an advance or lag in the development of communicative needs and select an adequate program of communication.

Conclusion on the model of optimal communication between a preschooler and an adult:

Of paramount importance in the emergence and development of communication in children are the influences of an adult, ahead of whose initiative brings the child's activity to a higher level;

The normal development of a preschooler's communication accelerates the course of his general development;

Optimization of adult communication of a preschooler ensures the elimination of the causes of other difficulties in mental development;

The general condition for optimizing communication with a preschooler is the creation by adults of an atmosphere of goodwill, openness, emotional elation, joy;

An adult must control the course of development of communication of a preschooler, establishing an advance or lag in the development of his communication needs and selecting an adequate program of communication with the child.

4 The role of expressive means in communication between a child and an adult

The communication that is most favorable for the development of the personality of children of middle and older preschool age is against the background of a positive, warm, emotionally colored attitude of the educator towards the child (according to C, there are skiyu fists).

Positive results were obtained by an experiment in which educators were taught to express emotions, and children adequately understand them.

In the course of this experiment, educators had a conversation about the meaning of expression in the process of communication, as well as special training in ways to express their emotions.

The formation of an understanding of expressive means in children was carried out by the following methods:

a) identification of various emotions by their image in the form of a portrait, plot pictures;

b) descriptions by children of the portrait of the educator depicted in the figure;

c) the child transmits the ways of expressing positive and negative feelings characteristic of the educator

In the course of communication, the adult clearly showed interest in the work of the child, his attachment to it, encouragement of actions, used smiles, meek conversation

CONCLUSION on the role of expressive means in communication between a child and an adult:

The child lacks the ability to recognize and decipher the expressive-mimic means of communication used by adults, and requires special training for this;

The understanding of the expressive means of communication by the child occurs on the condition that the adult clearly shows interest in the work of the child, his attachment to it, encouragement of actions, uses laughter, affectionate conversations.

Elena Yasnitskaya
Features of communication of preschool children 6–7 years old. Forms of communication by M. I. Lisina

Features of communication of preschool children 6-7 years old. Forms of communication M. AND. Lisina.

Features of communication in preschool children of 6-7 years. Forms of communication M. I. Lisina.

annotation: The article deals with features of contact of preschool children with their peers and adults during the shift forms of communication. Described ways to work with preschoolers for their successful personal development.

Keywords: communication, communicative activity, extra-situational-cognitive form of communication, extra-situational-personal form of communication.

Key words: communication, communicative activities, visitation-cognitive form of communication, visitation-personal form of communication.

Abstract: the article discusses the features of the contact of the preschool children with their peers and adults in the period of changing forms of communication.Describes how to work with preschool children for their successful personal development.

Federal state standard preschool education highlights one of educational areas– social and communicative development of the child preschool age as a priority in his life. Modern child strive for self-assertion and personalization in society, but it is very important to cultivate socially significant qualities in him and teach him to adapt quickly and flexibly in society, to help through culture and ways of communication enter social life. Before preschool new education Problems: not easy to organize social development preschoolers and teach children when entering society interact with other people with a focus on moral values societies.

Research conducted under the direction of M.I. Lisina showed that during the first seven years of a child's life, his communicative contacts with adults and peers change qualitatively. These qualitative steps of M.I. Lisina called forms of communication. AT preschool age four in succession forms of communication child with an adult

Situational-personal form of communication occurs in ontogeny first in 0.2. An essential feature of situational-personal communication- Satisfaction of the child's need for the benevolent attention of adults.

Situational business form of communication appears in the ontogeny of the second and exists in children from 0; 06 to 3; characterized by object-manipulative activity children. Main reasons for contacts children with adults are now connected with their common cause - practical cooperation, and therefore in a central place among all motives communication a business motive emerges. The child is unusually interested in what and how the adult does with things, and the elders are now revealed to the children precisely from this side.

Extra-situational-cognitive communication manifests itself in older preschool age. Formation extra-situational-cognitive communication plays an important role in mental development preschooler. Here, for the first time, he enters into theoretical, mental cooperation with adults. His spiritual life acquires special saturation and fulfillment. The irreverent attitude of an adult towards new child's abilities, suspicions of deceit deeply hurt, cause resentment, resistance.

Extra-situational business form of communication between children and peers(6–7 years old)- this is a thirst for cooperation, which is practical, business-like, unfolds against the backdrop of joint gaming activities. However, the game changes noticeably. Games with a plot and roles colored by fantasy are being replaced by games with rules. In this regard, it is important to note one of the key positions of pedagogical work in kindergarten- its humanization associated with the recognition of the uniqueness of the child's personality, the realization of his interests and self-esteem. .

AT different situations interactions in which children show hostility towards peers, adults should use not punishment, but a positive assessment of a friendly attitude towards each other. Behavior observation children in the peer group gives positive examples to identify representations preschoolers about what it means to be kind. Placing children in a situation of moral choice makes it possible to judge their capabilities follow your steps ethical standards reflecting the relationship to peers. One-to-One Conversations Reveal Views children about kindness. effective method formation goodwill towards peers is the setting children in specially created situations of moral choice. For example, holding Good Deeds Day in kindergarten.

Extra-situational-personal form of communication appears in children at the end of preschool childhood(5–7 years old): it is connected with their mastery of the system of human relations. For the first time, life opens up to them with this special side, before them rise new tasks: to master the rules of behavior in the world of people, to comprehend the laws of interconnection in this field of activity, to learn to control one's actions and actions. Adult in the eyes preschooler- the embodiment of the image of how to behave. In solving new problems, reliance on the model of adult behavior and its assessment becomes the basis for children to assimilate moral norms, understanding their duty and responsibility to others. .

AT preschool age in children four in succession forms of communication.

Extra-situational-personal communication represents a high level of communicative activity. Children with extra-situational personality disorder form of communication capable of empathy managing your behavior.

Bibliography:

1. Kopeasheva Ulmeken Gimranovna. Communication of a preschool child with adults and peers//Step into pedagogical science/Article in the conference proceedings. – 2013.- p. 26-29.

2. Lisina M. I. Development communication with peers [Text] // Preschool / M. AND. Lisina. - 2009. - No. 3. - P. 22.

3. Lisina M. I. Problems of ontogenesis communication. M: "Pedagogy"-1986.- from 144.

4. Starostina N. V. Essential characteristics of concepts « communication» and "pedagogical communication» // Proceedings of the Penza State Pedagogical University. V. G. Belinsky. - 2007.- No. 7 - p. 237-241.

5. Trubaychuk L. V. Social and communicative development preschool children// Bulletin of the Chelyabinsk State Pedagogical University. - 2015. - No. 6 - from 85-91.

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