Ministry of Education and Science of the Russian Federation

federal state budget educational institution

higher professional education

"PETROZAVOD STATE UNIVERSITY" (PetrSU)

Institute of Pedagogy and Psychology

Department of Pedagogy and Psychology of Childhood

Specialty: Children practical psychologist

Course work

Interpersonal relationships of children in a different age group kindergarten

Work completed:

student of group 751, OZO

Kuzmina Galina Yurievna

Scientific adviser:

Semenova N.A.,

Senior Lecturer

Petrozavodsk

INTRODUCTION

CHAPTER 1: PECULIARITIES OF INTERPERSONAL RELATIONSHIPS OF CHILDREN IN A DIFFERENT AGE GROUP OF KINDERGARTEN

2 Features interpersonal relationships preschoolers

in a multi-age group

CHAPTER 2: EXPERIMENTAL WORK ON

DEVELOPMENT OF INTERPERSONAL RELATIONS IN A DIFFERENT AGE KINDERGARTEN

1 Organization and research methods

2 Study of interpersonal relationships in different age groups

2.1 Research methods

2.2 Analysis of research results

2.3 Conclusions

3 A cycle of classes on the development of interpersonal relationships in children of different age groups

4 The effectiveness of the training cycle for the development of interpersonal

relations of children in a group of different ages

4.2 Research methods

4.2 Analysis of research results

4.3 Conclusions

CONCLUSION

BIBLIOGRAPHY

children of different ages interpersonal

INTRODUCTION

The formation of a preschooler's personality takes place in his relations with people - not only adults, but also other children (L.S.Vygotsky, D.B. Elkonin, M.I. Lisina, etc.). The first experience of such relationships largely determines the nature of the child's self-awareness and his further social development. Important role in the development of the personality of a preschool child, the influence exerted on him by communication with other children plays. This role lies in the fact that it is in the conditions of communication with children that the child is constantly faced with the need to apply in practice the learned norms of behavior in relation to other people, to adapt these norms and rules to various specific situations. The need for communication develops on the basis of joint activities children in games, when performing labor orders etc. In the conditions of public preschool education, when a child is constantly with other children, enters into various contacts with them, it develops children's society, where the child acquires the first skills of behavior in a team, establishing relationships with others who are not mentors, but equal participants in joint life and activities.

Of particular interest are children's relationships different ages... The multi-age group of a kindergarten is a typical model of an integrative group, in which children of different physical and mental capabilities are united. It can be assumed that relationships between such different children have their own specifics and differ significantly from interpersonal relationships in a homogeneous group.

Different age groups were studied by such researchers as L.V. Bayborodova, A.G. Arushanova, V.V. Gerbova, A.N. Davidchuk, T.N. Doronova, T.A. Makeeva, V.G. Schur, S.G. Jacobson and others. In domestic pedagogy, the study is different age groups, as a rule, are reduced to the consideration of individual phenomena (Davidovich E.B., 1991; Doronova T.N., 1985, etc.) or to guidelines organization of educational sessions by age subgroups (Gerbova V.V., 2001, 2002). E.A. Vovchik-Blakitnaya (1988) studied the interactions of children of different ages in the conditions of artificially organized periodic communication of children. E.N. Gerasimova (2000) studied the difference in the interactions of children with experience multi-age communication and not having it. In the work of T.N. Doronova, V.G. Schur, Yakobson S.G. (1985) investigated the conditions for the formation of cooperative relationships between children of different ages. In the work of T.N. Doronova, V.G. Schur, Yakobson S.G. (1985) investigated the conditions for the formation of cooperative relationships between children of different ages.

In the practice of preschool education, there have always been groups of different ages. Many researchers evaluate groups and groups of different ages as the optimal model of the child's developmental environment. The attitude of parents and caregivers towards such groups is very contradictory. Some believe that different age groups provide Better conditions for general mental and moral development: "older children learn to help younger ones", "younger children, imitating the older ones, develop faster." According to others, in different ways age groups arises more problems: “The elders offend the kids”, “the kids interfere with the activities of the elders”, “it is difficult to organize the children”, etc. Recently, more and more cases of physical and moral violence (so-called hazing) have been observed not only in the army, but already at school. It is obvious that the possibilities of preventing this dangerous phenomenon may lie in the sphere of preschool education. Adequate organization of children's relationships in a group of different ages can act as a powerful resource for personal and social development child.

The relevance of the topic is determined by the social significance of the problem under consideration, which contrasts with its poor study. In the domestic literature, there are practically no studies specifically devoted to the psychological and pedagogical analysis of the relations of children in different age groups and their development. At the same time, the number of groups of different ages in kindergartens in last years growing steadily. Such groups appear for various reasons: because of the difficulties in completing kindergarten groups, for solving certain correctional-pedagogical or methodological problems, as groups with special organizational conditions, etc. This “demand” for groups of different ages stipulates an increase in the interest of psychological and pedagogical science in the diverse problems of the group of different ages.

Research object: interpersonal relationships.

Subject of research: the development of interpersonal relationships in a group of different ages.

Purpose of the research: to contribute to the development of interpersonal relationships of different age groups through the implementation of the developed cycle of classes.

Research objectives:

To analyze the psychological and pedagogical literature on the problem of the development of interpersonal relations in the age group.

Research hypothesis: it is assumed that a specially designed cycle of classes will contribute to the development of interpersonal relationships in children of different age groups, provided that play techniques are used and all children of the different age group participate.

CHAPTER 1: CHARACTERISTICS OF INTERPERSONAL RELATIONS IN A DIFFERENT AGE KINDERGARTEN GROUP

1 The problem of interpersonal relations

The need for communication in children appears early. With a smile, voice reactions, hand movements, the child expresses the joy of communicating with others. Relationships with other people arise and develop most intensively in childhood... The experience of this first relationship is the foundation for further development the personality of the child and largely determines the characteristics of a person's self-awareness, his attitude to the world, his behavior and well-being among people.

Based on the works of A.S. Makarenko, psychological research kindergarten groups on this issue began in the 30s by E.A. Arkin and A.S. Honored. Since the 1950s, many works on the problem of interpersonal relations have appeared in Soviet psychology, including the work of Ya.L. Kolominsky, L.V. Artemova and others.

In 1968 at the Institute of Preschool Education, a laboratory "Formation of the child's personality" was created. Great attention in the research of the laboratory, it was paid to study the features of communication in conditions play activities, the sphere where the interpersonal relationships of preschoolers are most clearly revealed (works by T.V. Antonova, T.A. Repina and L.A. Royak). The problem of the development of communication of preschoolers in play activity has been devoted to many studies conducted by such teachers and psychologists as O.S. Gazman, I.S. Cohn, B.F. Lomov, N.N. Mikhailov, S.L. Rubinstein, D.B. Elkonin et al. T.A. Repina paid special attention to the study of communication between boys and girls in different age groups of the kindergarten. The work of L.A. Royak is devoted to the study of children with special communication difficulties, which often lead to the isolation of such children from the collective. T.V. Antonova researched age-related manifestations communication. R.B. Sterkina carried out work to study the self-esteem of children before school age... It should be emphasized that the study of the interpersonal relations of children in most studies (especially foreign ones) is reduced to the study of the peculiarities of their communication and interaction. The concepts of "communication" and "attitude", as a rule, are not divorced, and the terms themselves are used synonymously. It seems to us that these concepts should be distinguished.

"In the concept of MI Lisina, communication acts as a special communicative activity aimed at the formation of relationships." Other authors, such as G.M. Andreeva, K.A. Abulkhanova-Slavskaya, T.A. Repin, J.L. Kolominsky. At the same time, relationships are not only the result of communication, but also its initial prerequisite, the motivator, causing this or that type of interaction. Relationships are not only formed, but also realized, manifested in the interaction of people. At the same time, the relationship to the other, in contrast to communication, does not always have outward manifestations... Attitude can also be manifested in the absence of communicative acts; it can also be experienced for an absent or even fictional, ideal character; it can exist at the level of consciousness or internal mental life(in the form of experiences, ideas, images, etc.). If communication is carried out in one form or another of interaction with the help of some external funds, then the attitude is an aspect of the inner, mental life, it is a characteristic of consciousness that does not imply fixed funds expressions. But in real life attitude towards another person is manifested, first of all, in actions aimed at him, including in communication. Thus, relationships can be viewed as internal psychological basis communication and interaction of people.

Modern teaching practice relies on psychological and pedagogical research, theoretically substantiating the essence and significance of the formation of communication in the development of the child preschool age... Numerous publications are based on the concept of activities developed by V.V. Davydov, A.N. Leontiev, A.V. Zaporozhets, D.B. Elkonin and others. Based on it, M.I. Lisina, T.A. Repin, A.G. Ruzskaya viewed communication as communication activities.

A number of studies note that the ability to communicate contributes to the mental development of a preschooler (A.V. Zaporozhets, M.I. Lisina, A.G. Ruzskaya), affects general level his activities (Z.M. Boguslavskaya, D.B. Elkonin), has great importance for the formation of neoplasms of preschool age and the development of the child's personality. Communication of a preschooler with peers contributes to the formation of many qualities of the child's psyche and personality: decentration (J. Piaget); speeches (A.G. Ruzkaya, A. Reinstein and others); moral self-regulation (S. G. Yakobson, V. M. Kholmogorova, etc.); self-awareness and self-esteem (A.V. Zaporozhets, A. K. Markova, M. I. Lisina); self-regulation and arbitrariness of behavior in the context of game activity (E.O.Smirnova, M.Ya. Mikhailenko, N.Ya. Korotkova, E E. Kravtsova, O V. Grebennikova, etc.).

Thus, in most studies (the works of T.V. Antonova, T.A. Repina and L.A. Royak, M.I. the study of the interpersonal relations of children is reduced to the study of the peculiarities of their communication and interaction. Note that the child's mental development is impossible outside of communication, during which the child appropriates cultural and historical experience. The problem of interpersonal relations in the multi-age group of the kindergarten is studied to this day, and is relevant.

1.2 Features of interpersonal relationships of preschoolers in a multi-age group

The age group of a kindergarten is a typical model of an integrative group, in which children who are different in their physical and mental capabilities, interests, knowledge, skills, etc. are united. It can be assumed that the relationship between such different children has their own specifics and differ significantly from interpersonal relations in a homogeneous group.

Psychological analysis relations between older and younger children can provide new approaches to the upbringing of such important personal qualities as tolerance, morality, the ability to reckon with others and cooperate with people who are unlike them, etc.

According to the psychological dictionary, an interpersonal relationship is understood as a subjectively experienced relationship between people, objectively manifested in the nature and methods of mutual influences of people in the course of joint activities and activities. It is a system of attitudes, orientations, expectations, stereotypes and other dispositions through which people perceive and evaluate each other.

Works by M.I. Lisina, E.O. Smirnova, V.M. Kholmogorova, V.G. Utrobina rely on the fact that the relationship to the other includes two opposite principles - the objective and the personal. The subject beginning reflects the assessment and significance of the specific qualities of another person: his knowledge, skills, capabilities, position in the group, etc. This attitude generates an assessment and cognition of the qualities of another, their use and comparison with their respective qualities. At the same time, another person can become an object of assessment or comparison with oneself, a means or an obstacle for self-affirmation or for fulfilling one's desires. The objective principle sets the boundaries of a person's own I, emphasizes its difference from others and isolation.

The personal beginning corresponds to an integral sense of oneself as a source of consciousness, one's own activity, one's will, one's experiences; it acts as the core of self-consciousness, in which the human self is unique, has no similarity, cannot be compared and evaluated. It corresponds to the equally direct and non-judgmental perception and experience of another person as an integral personality, which gives rise to an internal connection with him and various forms of involvement (empathy, cooperation, sympathy, etc.).

These two beginnings are necessary and complementary aspects of self-awareness, they are inherent in any interpersonal relationship. However, the degree of their severity and content can vary significantly.

This approach has been used in a number of experimental work, where the interpersonal relationships of children were studied. It formed the basis for the study of popular and unpopular preschoolers, aggressive, demonstrative, shy children, etc.

The results of these works have convincingly shown that the source of all problematic forms of attitudes towards a peer is the deficit of the personality and the dominance of the objective principle, when the other is perceived as an object of assessment or comparison with oneself, as an adversary or competitor.

With regard to the interaction of the senior and youngest child in the group of different ages, it can be noted that the object qualities of the younger (abilities, skills and abilities) are significantly inferior to the qualities of the older in comparison with the corresponding qualities of their peers. This circumstance reveals two possible options the development of children's relations, depending on the predominance of one or another beginning. On the one hand, the competitive position of older preschoolers decreases (since competition with the little ones does not make sense), therefore, empathy, help and support in relation to the younger ones can increase. In this case, the personal component of the relationship begins to dominate. On the other hand, the presence of younger children creates obvious and varied opportunities for older children to assert their superiority and increase their importance. This trend reflects the strengthening of the subject component of interpersonal relations in older children. Thus, the joint life of older and younger children becomes a kind of catalyst that enhances the manifestation of one or another beginning of interpersonal relations. These relationships can be based either on help, support for the younger ones, participation in their life (the predominance of the personal principle), or on their suppression, devaluation or ignoring (the predominance of the objective principle).

The most common approach to understanding the interpersonal relationships of preschoolers is sociometric. At the same time, interpersonal relationships are considered as the selective preferences of children in a peer group. In numerous studies (Ya.L. Kolominskiy, T.A. Repina, V.R. Kislovskaya, A.V. Krivchuk, V.S. the structuredness of the children's collective is increasing - some children are becoming more and more preferred by the majority in the group, others are increasingly taking the position of outcasts. The content and justification of the choices that children make varies from external qualities to personal characteristics. It was also found that the emotional well-being of children and the general attitude towards kindergarten largely depend on the nature of the child's relationship with peers. The main subject of these studies was the group of children, but not the personality. single child... Interpersonal relationships were considered and assessed mainly quantitatively (by the number of elections, their stability and validity). A peer acted as a subject of emotional, conscious or business assessment (T.A. Repina). The subjective image of another person, the child's idea of ​​a peer, the qualitative characteristics of other people remained outside the scope of these studies.

This gap was partially filled in studies of the sociocognitive direction, where interpersonal relationships were interpreted as an understanding of the qualities of other people and the ability to interpret and resolve conflict situations. In studies carried out on preschool children (R.A.Maksimova, G.A.Zolotnyakov, V.M.Senchenko, etc.) age features preschoolers' perception of other people, understanding of a person's emotional state, ways of solving problem situations, etc. The main subject of these studies was the child's perception, understanding and cognition of other people and the relationship between them, which was reflected in terms of “social intelligence” or “social cognition”. The attitude towards the other acquired a clear cognitive orientation: the other person was viewed as an object of cognition. It is characteristic that these studies were carried out in laboratory conditions outside the real context of communication and relationships of children. It was mainly the child's perception of images of other people or conflict situations that was analyzed, and not a real, practically-effective attitude towards them.

Significant amount experimental research was dedicated real contacts children and their influence on the formation of children's relationships. Among these studies, two main theoretical approaches can be distinguished:

the concept of activity mediation of interpersonal relations (A.V. Petrovsky);

the concept of the genesis of communication, where the relationship of children was considered as a product of communication activity (M.I. Lisina).

In the theory of activity mediation, the main subject of consideration is the group, the collective. At the same time, joint activity is a system-forming feature of the team. The group realizes its goal through a specific object of activity and thereby changes itself, its structure and the system of interpersonal relations. The nature and direction of these changes depend on the content of the activity and the values ​​adopted by the group. Joint activity from the point of view of this approach determines interpersonal relationships, since it generates them, affects their content and mediates the child's entry into the community. It is in joint activities and communication that interpersonal relationships are realized and transformed.

Studies of the psychological structure of joint activities of younger and older children (V.N. Avanesova, I.S.Demina, A.D. Kosheleva, A.N.Davidchuk), analysis of the results of properly organized inter-age interaction (V.G. Nechaeva, T. A. Markova, L.A. Pen'evskaya) lead to the conclusion about the mutual usefulness of such contacts. However, difficulties and problems arise. Sometimes, consciously or unconsciously, a senior, using his advantages (physical strength, dexterity, playing and everyday skills), takes possession of the best toys and roles. And in cases where the younger is not content with a passive role, conflicts arise. And an outwardly favorable picture can hide a position that has already become habitual - the elder imperiously and unconditionally commands the younger. Consciousness of permissiveness and rigidity, on the one hand, obedience and ingratiating themselves, on the other, are the direct consequences of such a distribution of positions, its immediate result.

The forms of participation of older and younger preschoolers are different. The older child can, firstly, show the younger how to complete this or that task, secondly, explain it additionally in words and, thirdly, control the baby's actions. As for the younger, he can use the work of the elder as a step-by-step model, and also borrow the ways and techniques of his work.

This interaction is beneficial for both ages. The younger one can see how the older one works, and in case of any difficulties, turn to him for help and try to repeat what was done. The child really sees what his older friend has mastered and what he himself can and should learn in the near future. It is no less useful to be able to observe the ways the elder works, especially those that the younger is just beginning to master (for example, new painting techniques, mixing colors on the palette, etc.)

Equally important for young children is showing and explaining an older child who can immediately help. Attention and control from the elder encourages the baby to achieve good execution assignments, overcome difficulties.

For older children, interaction with younger children is equally beneficial. First, showing and explaining to someone else the correct way of doing things is the best shape their awareness, deeper and more accurate understanding, as well as repetition and consolidation. Control over the work of another, in in this case the youngest child is a necessary prerequisite for the development of self-control. In addition, such an activity of the elder in relation to the younger has a serious educational effect, forming in the former in the former a sense of responsibility and involvement in the work of the other. Thus, we see that a certain interaction is beneficial for both age groups and has a multifaceted developmental influence.

Peculiarities educational process in the uneven age group:

a powerful zone of developing opportunities for its subjects is formed;

the specificity is determined by the presence of additional spheres of social interactions of the child - with children older and younger than himself.

Educational space a group of different ages makes it possible to:

freedom of choice of activity;

building dialogue relationships with children different ages;

freedom to choose your "niche" in communication.

However, practice has shown that such interaction does not arise by itself, since the real interest of children in such relationships is very different. Therefore, in order to achieve certain educational goals, it is necessary to specially organize this interaction.

More efficient way ensuring interaction is the organization of joint activities. Need in different forms interaction with a partner is generated in this case, both in younger and older children, by the logic of the activity itself. Organization of joint activities in the classroom is also of great educational value. It allows you to form the ability of children to unite efforts, to coordinate actions not only in the field of play, but also in the field of work and learning, to plan common and individual work, as well as the ability to subordinate private interests common goals... But the joint activity of children is a very complex process, its formation requires special pedagogical efforts.

According to the concept of the genesis of communication by M.I. Lisina's communication between a child and an adult and a peer has a common nature of need and a common "product", which is an image of oneself and another and interpersonal relationships. At the same time, communication with peers has its own specific characteristics, which have an important impact on personal development a child who cannot be replenished in communication with an adult (MI Lisina, AG Ruzskaya, LI Sylvester, EO Smirnova, etc.). Due to its emotional saturation, irregular relaxed nature, communication with equal partners creates favorable conditions for self-awareness, gaining initiative and independence.

The main components of joint activities are, on the one hand, common product, created on the basis of private products of the work of individual sections, and private products that form a common one and are the direct subject of efforts of each participant; on the other hand, interaction about a common product (definition of content and volume work ahead, its distribution among the participants), interaction with partners in the process of creating private products (coordination of actions, display, explanation, help, control, requirements, etc.)

The starting point of joint activity is considered to be a common product, formed by combining the efforts of individual participants and existing not only objectively, but also subjectively for each participant. For example, in the joint visual activity of preschoolers. First of all, it is necessary to show children the value of a common product: first, that the common product of their joint activity is needed by someone as a whole; second, that the overall product is much richer, more interesting and more attractive than any of its constituent parts; third - that the product is something qualitatively new in comparison with its individual parts. The upbringing of an attitude to a common product is carried out in the first lesson by including children in the functions of real helpers in a fairy tale plot. The next step in shaping an attitude towards a shared product is to show its clear advantages as a whole, compared to the small part that each child can do. In this lesson, the emphasis is not on the need for a common product for someone, but on the fact that together you can make more interesting work than alone. Further, a common product is created by combining the work of only two children (older and younger). At the same time, the teacher strives to show that such a common product is something qualitatively new in comparison with individual work everyone. Such forms of work contribute to the formation in children of a genuine interest in the results. common work, and also arouse interest in graphic activity, develop the ability to expressively convey the plot, enhance the artistic-figurative side of the drawing.

Psychological and pedagogical studies show the great influence of play on the formation of the motivational sphere of the child's personality. The most important thing in this process is the emergence of a subordination of motives, in which socially significant ones begin to take the leading place. Motives are the motivating forces of an individual's activity and behavior. The subject is encouraged to interact with a partner, i.e. becomes the motives of communication with him, it is precisely those qualities of the latter that reveal to the subject his own "I", contributes to his self-awareness (MI Lisina). V Russian psychology there are three categories of preschoolers' communication motives: business, cognitive and personal. The following age dynamics of the development of motives for communicating with peers in preschoolers is emerging. At each stage, all three motives are at work: the position of the leaders in two or three years is occupied by personal and business motives; at three or four years - business (cooperation in the game, common activity), as well as dominant personal (communication as an independent type of activity); in four or five - business and personal, with the dominance of the former; at five or six years old - business, personal, cognitive (learning new things), with an almost equal position; at six to seven years old - business and personal. In the play collective, the first traditions arise, their own "collective public opinion", which directs the actions of children, regulates relations between them, serves as a material for assessing their own behavior and the behavior of their comrades.

M.I. Lisina believed that the satisfaction of communication needs lies at the heart of the formation of interpersonal relationships and attachment. If the content of communication does not correspond to the level of the subject's communicative needs, then the attractiveness of the partner decreases, and vice versa, adequate satisfaction of basic communicative needs leads to a preference a specific person that satisfied these needs. The results of the experimental work carried out under her supervision showed that the most preferred were children who demonstrate benevolent attention to their partner - benevolence, responsiveness, sensitivity to peer influences. A study by O.O. Papir (under the guidance of T.A. Repina) discovered that popular children themselves have a heightened, pronounced need for communication and recognition, which they seek to satisfy.

With regard to the children's group T.A. Repin, the following structural units are distinguished:

Behavioral, it includes: communication, interaction in joint activities and the behavior of a group member addressed to another.

Emotional (interpersonal relationships). It includes business relationship(in the course of joint activities), evaluative (mutual assessment of children) and personal relationships proper. T.A. Repina suggests that preschoolers show the phenomenon of interconnection and interpenetration different kind relationships.

Cognitive (Gnostic). It includes the perception and understanding of each other by children (social perception), the result of which are mutual evaluations and self-esteem.

The question of the influence of children of different ages on the personal development of a child has been actively studied in a family context. The first age group of a child is his brothers and sisters, forming a special group of siblings, relations with whom provide a special experience that is completely different from the experience of interacting with an adult. One of the first to analyze the influence of relationships with siblings on the emergence of certain psychological traits character of the individual was undertaken by the founder of individual psychology A. Adler. He attributed the differences in the characters of siblings to a greater extent to the birth order of individuals. A. Adler saw the basis of relations between siblings in the "struggle for domination over others." From his point of view, the whole further life of a person is determined by experiences that are associated with the rivalry of siblings in childhood.

The main feature of interpersonal relationships is their emotional basis. "Therefore, interpersonal relationships can be viewed as a factor in the psychological" climate "of the group."

The psychological climate, in many respects, is formed due to the presence in the group of different-level statuses and the corresponding role sets. If in a group no one is actually the leader, then such a group is perceived as "gray", "without its own face." It is the leaders who determine the norms and values ​​of a given collective. Thanks to the leader in the group, warm, friendly relations, relations of support, mutual assistance, understanding and sympathy can be established. But a situation may arise when conflicts, rudeness, aggression, mutual ridicule and hostility are the norm in the team. Thus, changes in the psychological climate of the team are provided, on the one hand, by a change in personality in interpersonal relations, and on the other, by a change in the team as a whole, through the organization of its activities.

Many researchers evaluate groups and groups of different ages as the optimal model of the child's developmental environment.

If a preschooler interacts with classmates as a junior, then most often the imitation mechanism is triggered, while the child seems to be guided by the "zone of proximal development." If a child in interaction in a group is included as an elder, then the mechanism of "social maturation" is affected.

Thus, different age groups are additional opportunity for moral development, obtaining a more varied gaming experience, social interaction, natural speech, intellectual development... The age difference is only one of the conditions, a potential opportunity that can be realized, and can have negative opposite consequences.

3 Analysis of programs for the development of interpersonal relations

Such researchers as Smirnova E.O., Kholmogorova V.M., Lyutova E.K., Monina G.B., Klyueva N.V., Filippova Yu.V., worked on the creation of programs, classes for the development of interpersonal relations of preschoolers. Shcherbakova E.I. Kryukova S.V., Slobodyanik N.P. , Kosatkina Yu.V., Bychkova S.S., Chernetskaya L.V. Let's dwell on some of them in more detail.

In the manual of Lyutova E.K., Monina G.B. "Cheat Sheet for Parents: Psychocorrectional Work with Hyperactive, Aggressive, Anxious and Autistic Children", 2010 edition, as well as "Training effective interaction with Children ”, 2002 edition presents a series of games and exercises for children with hyperactivity, aggressiveness, as well as anxious and autistic children. Games are aimed at developing concentration of attention, developing the ability to control their actions (hyperactive children); for withdrawal muscle tension, increasing self-esteem, teaching children the ability to manage their behavior (anxious children); training in the skills of recognition and control of negative emotions, the formation of the ability to empathy, trust, sympathy, empathy ( aggressive children). With the help of this manual, you can select games for different categories of children, the age of children for using the game is indicated, which can be useful for a teacher of a different age group.

Book by N.V. Klyueva and Filippova Yu.V. "Communication. Children 5-7 years old ", 2006 edition is intended both for working with children who do not have special problems in communication, in order to further develop and improve their communication skills, and with those who, by virtue of their personality traits(conflict, aggressiveness, increased emotionality, isolation, shyness, impaired self-esteem) has difficulty communicating with peers and adults. It provides a series of games and exercises to normalize communication.

In the book of Shcherbakova E.I. "Formation of relationships between children 3-5 years old in the game", 1984 edition reveals some prerequisites, pedagogical conditions and means of forming positive relationships in the joint play activity of children of the fourth and fifth years of life. The method of studying the level of development of children's relations and their management in the playing group of peers are covered.

In the book of L.V. Chernetskaya. " Psychological games and trainings in kindergarten ", 2006 edition describes games aimed at forming group unity, fostering the sustainability of positive relationships, education moral feelings(benevolence, sympathy, mutual assistance).

V practical guide Kryukova S.V. and Slobodyanik N.P. “Surprised, angry, afraid, bragging and happy” presented psychological programs that help to solve the following tasks: development emotional sphere children, adaptation to new living conditions (in kindergarten and school). They are designed to work with children of preschool and primary school age. These programs were tested in groups of different ages in a kindergarten, where work with children is based on the method of Maria Montessori.

Thus, we came to the conclusion that in the available literature there are no programs for the development of interpersonal relationships in preschoolers, designed for a group of different ages. Therefore, the topic I have chosen is relevant.

CHAPTER 2. EXPERIMENTAL WORK ON DEVELOPMENT OF INTERPERSONAL RELATIONSHIPS OF CHILDREN IN A DIFFERENT AGE GROUP

1 Problem statement and research organization

The relevance of the study is the social significance of the problem of interpersonal relations of the age group, which contrasts with its poor study. In the domestic literature, there are practically no studies specifically devoted to the psychological and pedagogical analysis of the relations of children in different age groups and their development. At the same time, the number of groups of different ages in kindergartens has been steadily growing in recent years. Timely work on the development of interpersonal relationships in a group of different ages will be effective.

Purpose: to contribute to the development of interpersonal relationships of different age groups by implementing the developed cycle of classes.

Choose methods and techniques for the study of interpersonal relationships in a group of different ages.

Reveal the peculiarities of interpersonal relationships in a group of different ages.

To develop, implement and identify the effectiveness of the cycle of classes for the development of interpersonal relationships in children of different age groups.

The tasks set determined the course of the experimental work, which was carried out from October 2013 to February 2014.

Experimental work was carried out on the basis of the Municipal budgetary preschool institution "Kindergarten No. 41" Zarechensk in a preschool group of different ages.

The study involved 10 children aged 4 years 6 months to 7 years, including: 8 girls and 2 boys.

Table 1

List of children participating in experimental work

Child's name Age (at the beginning of the experiment) Anya S. 6 years 5 months (preparatory group for school) Lesha T. 5 years 7 months. (older group) Milena M. 6 years (preparatory group for school) Nastya K. 5 years 2 months. (older group) Natasha I. 4 years 7 months (middle group) Nika K. 5 years 3 months (older group) Pasha D. 5 years 2 months (older group) Rosa T. 4 years 11 months (middle group) Sonya M. 7 years (preparatory to school) Tanya T. 4 years 6 months. (middle group)

2 Study of interpersonal relationships in a different age group

Research methods.

Observation method.

Conversation method.

Method "Secret"

(children's version of the sociometric methodology by J. Moreno, T.A. Markova, L.A. Penievskaya, adapted by T.A. Repina)

The purpose of the methodology: the study and assessment of interpersonal relationships in the kindergarten group.

Switched on game moment to arouse more interest in the activity (the game is called "The Secret", an element of mystery was introduced into the task: to make gifts so that no one could see).

It made it easier to accept a task that in itself for little child is often of a conflicting nature - to give another one what he likes himself (in this experiment it was assured that not only he himself would make gifts, but other children would give him something).

The possibility of collusion was warned (children who passed the experiment were immediately isolated, since it is very difficult for preschoolers to keep a secret).

Especially record the latent period of the choice reaction, the confidence of the child's actions and how much he remembers his chosen ones in a few days (to distinguish random choices from non-random ones).

A possible negative effect was warned (for children who did not receive an option, the experimenter put pictures in the locker himself).

Preparation and conduct of the study: decals were prepared (colorful, subject), three for each child and six to eight spare (see Appendix 2). Before the experiment began, each child was told: “Now you and I will play interesting game... It's called The Secret. All the children of your group, in turn, will give each other gifts in secret. This must be done so that no one can see. I’ll give you three pictures, and you’ll give them to whoever you want, only one for each child. If you want, you can put it on for those children who are sick ”(the latter was said, by the way, so that children would not perceive this provision as mandatory).

Then the child was offered three pictures, and the experimenter asked which of the three he liked best, then of the remaining two. After that, the child was asked to "for a minute" let him look and on the back of each picture, next to the child's number on the group list, were put legend... After the child made his choice, he was asked: "Why did you first of all decide to present the picture ... (the name of the peer that the child uttered first is called)?" Then they said: “If you had many, many pictures and someone from the group didn’t have enough, who then would you not give the picture and why?” Then the child is asked: "What do you think, which of the children in your group can give you a picture?" The protocol records the following:

How the child accepts the task of gifting pictures to others;

The names of the children to whom he gave 1, 2, 3 elections;

Justification of the first choice;

Pending elections;

Play selection.

A few days later the child was asked: “Which of the children of the group did you give gifts when you played the game“ Secret ”?

Data processing: the number of general and mutual choices, the number of children who fell into the groups of “preferred”, “accepted”, “isolated”, and the level of well-being of relationships (BWL) in the group were counted.

The data obtained were entered into a socio-matrix. Was carried out comparative analysis elections and on the basis of the data, the status position of each child was determined, and all children were distributed according to conditional status categories:

“Preferred” - 6-7 elections;

“Accepted” - 3-5 elections;

“Unaccepted” - 1-2 choices;

“Isolated” - those who did not receive any choice.

Further, the level of well-being of relationships in the group was determined: the number of group members in favorable status categories (I, II) was correlated with the number of group members in unfavorable status categories (III, IV). The level of supportive relationships (FMP) is high with I + II> III + IV; average at I + II = III + IV (or slight discrepancy); low with a significant quantitative predominance of the number of group members who find themselves in unfavorable status categories. An important indicator BWL is also the "isolation index", i.e. the percentage of group members who find themselves in the IV status category (it should not exceed 15-20%). The emotional well-being or well-being of children in the system of personal relationships also depends on the number of mutual choices. Therefore, the reciprocity coefficient (KB) was determined by the formula: КВ = (Р1 / Р) 100%, where Р is the total number of choices made in the experiment, Р1 is the number of mutual choices.

Based on the determination of the status of each member of the group, a conclusion was made about the presence of microgroups in the team (if the KB is below 20%, then it is considered as a negative indicator). Separately, the coefficient of satisfaction with the relationship of each child individually (CS) was calculated - the percentage ratio of the number of children with mutual choices to the number of all children in the group. Based on this indicator, a conclusion was made about how satisfied the children are with their relationships. By defining percentage the number of peers to whom an individual child has mutual choices, to the number of children whom he himself has chosen, one can find out how satisfied each individual child is with his relationship.

When analyzing the motivation of sociometric choices, the following gradation of types of motivation is used: type - a general positive assessment of a peer, an emotionally positive attitude towards him ("he is good, I like him") type - the positive qualities of a child are distinguished: external; qualities that ensure the success of the activity; moral. type - interest in joint activities ("interesting three together", "building a garage and a house together", etc.) type - friendly relations ("he is my friend", "she is the best friend").

Since the sociometric matrix does not allow obtaining a sufficiently visual picture of relationships in the group, then in addition to it, a group sociogram is used to graphically represent the results - "target", which is a system of concentric circles, the number of which is equal to the number of status categories (ie 4). A vertical line from top to bottom through the center of the sociogram divides the target into two halves - the male and female hemispheres. The legend is selected and assigned to the concentrators. The central circle contains the "stars", the first circle the "preferred" ones, the second "neglected" ones, the third "isolated" ones. Symbolic images of children are connected by election lines. With the help of a sociogram - a target, one can judge not only who and what place occupies in the group, but also about what kind of relationships have developed between all members of the group.

"Pictures" technique

Purpose: identifying a way to resolve conflict situations, attitude towards a peer.

Here, children are invited to find a way out of an understood and familiar problem situation.

Children are offered four pictures with scenes from Everyday life children in kindergarten depicting the following situations:

A group of children does not accept their peer into the game.

The girl broke another girl's doll.

The boy took the girl's toy without asking.

A boy is demolishing a building of blocks from children.

(see Appendix 2)

Pictures depict children's interaction with peers, and each of them has an offended, suffering character. The child must understand the conflict between the children depicted in the picture and tell what he would do in the place of this offended character.

Thus, in this technique, the child must solve a certain problem related to the relationship of people or with the life of society.

In addition to the level of development of social intelligence, the "Pictures" method can provide rich material for the qualitative analysis of a child's relationship to a peer. This material can be obtained from the analysis of the content of children's answers when solving conflict situations. When solving a conflict situation, children usually give the following answer options:

Leaving the situation or complaining (run away, cry, complain to mom).

Aggressive decision (I will beat, call a policeman, hit on the head with a stick, etc.).

Verbal decision (I will explain that it is so bad that you cannot do this; I ask him to apologize).

A productive solution (wait for the others to finish playing; fix the doll, etc.).

In cases where more than half of the four responses are aggressive, we can say that the child is prone to aggressiveness. If most of the children's answers have a productive or verbal solution, we can talk about a prosperous, conflict-free relationship with a peer.

Observation method

Purpose: to study the characteristics of the relationship between children, the prevailing emotional background in the group.

This method is indispensable for the primary orientation in the reality of children's relationships. It allows you to describe a specific picture of the interaction of children, gives a lot of living, interesting facts reflecting the life of a child in natural conditions for him. When observing, it is necessary to pay attention to the following indicators of children's behavior:

Initiative - reflects the child's desire to attract the attention of a peer, to encourage joint activities, to express their attitude towards themselves and their actions, to share joy and grief.

Sensitivity to peer influences - reflects the child's desire and readiness to perceive his actions and respond to suggestions. Sensitivity is manifested in the child's actions in response to peer calls, in the alternation of initiatory and responsive actions, in the coordination of one's own actions with the actions of another, in the ability to notice the desire and mood of a peer and adapt to it.

The predominant emotional background - manifests itself in the emotional coloring of the child's interaction with peers: positive, neutral business and negative.

A protocol is set up for each subject, in which, according to the scheme below, the presence of these indicators and their degree of severity are noted.

Scales for evaluating parameters and indicators are in Appendix 3 (table 1).

Registration of children's behavior using this protocol will make it possible to more accurately determine the nature of the child's attitude towards peers. So, the absence or weakly expressed initiative (0-1 point) may indicate the underdevelopment of the need for communication with peers or the inability to find an approach to them. Medium and high levels of initiative (2-3 points) indicate a normal level of development of the need for communication.

Lack of sensitivity to peer influences, a kind of "communicative deafness" (0-1 points) speaks of the inability to see and hear another, which is a significant obstacle in the development of interpersonal relationships.

An important qualitative characteristic of communication is the prevailing emotional background. If the negative background is predominant (the child is constantly irritated, shouts, insults peers or even fights), the child requires special attention. If a positive background prevails or positive and negative emotions in relation to a peer are balanced, then this indicates a normal emotional mood in relation to a peer.

Observing, it is necessary not only to record the behavior of children according to the specified parameters, but also to notice and describe a vivid picture. child interaction... Specific statements, actions, quarrels, ways of expressing attention to a peer can give irreplaceable real facts children's life that cannot be obtained by any other methods.

Projective technique Drawing "My group"

Purpose: to study the characteristics of the relationship between children, the psychological climate in the group, the well-being of the child in the group.

Stimulus material: sheet A4, 8 colored pencils, elastic band.

Instruction: "Draw your group." At the same time, it is not recommended to explain what to draw and how to draw. Lead time 30 minutes.

Progress: carried out individually, all recorded parameters are entered into the protocol. Protocol is kept while the child is drawing.

At the end of the drawing, a conversation is held with the child:

“Tell me, what did you draw? Whom?"

"Where are they located?"

"What are they doing? Who invented this? "

Are they having fun or bored? Why?"

“Which of the children is the happiest, the most cheerful? Why?"

“Who is the most unfortunate? Why?"

Analysis of the results:

Complex signs are taken into account:

Emotional well-being in the group

Unfavorable situation in Group

Group anxiety

Feeling own inferiority in Group.

The interpretation of the color is taken into account.

Qualitative analysis:

the depicted situation in the group is noted (children, toys, whether they interact, is there an adult, color, description of details);

the quality of the lines (schematically or not, the distance between children, adults);

whether the child himself is with peers;

Appendix 3 contains a diagram of the analysis of the figure (table 2) and symptom complexes according to the method (table 3).

Projective technique "Film test by Rene Gilles"

Purpose: to identify the selective preferences of children, as well as the prevailing position of the child among others.

From the age of 4, you can use this technique to determine with whom the child seeks to communicate, how he relates to his peers. The technique allows you to identify the following data:

whose society - peers or adults - the child prefers;

the presence of intra-family conflicts;

the style of the child's behavior in conflict situations.

To carry out the methodology, pictures are needed with the image of various situations from children's life (see Appendix 2).

The child is offered pictures one after another, about each of which the adult asks questions.

You're on a walk outside the city. Show me: where are you?

Place yourself and several other people in this picture. Tell me: what kind of people are they?

You and some others were given gifts. Someone received a gift much better than others. Who would you like to see in his place?

Your friends are going for a walk. Where are you?

Who do you like to play with the most?

Here are your comrades. They quarrel and, in my opinion, even fight. Show me where you are. Tell me what happened.

A friend took your toy without permission. What are you going to do: cry, complain, scream, try to take it away, start hitting?

Situations (1-2) help to find out the relationship with which people the child prefers to support. If he names only adults, it means that he has difficulties in contact with peers or strong affection to meaningful adults. The absence of parents in the figure may mean the absence emotional contact with them.

Situations (3-7) define the child's relationship with other children. It turns out if the child has close friends, who receives gifts with him (3), is next to him for a walk (4), with whom the child prefers to play (5).

Situations (6-7) determine the child's behavior style in conflict situations and his ability to solve them.

Conversation method

Purpose: to identify the child's ideas about the states or experiences of a peer and his own. Before it begins, the adult meets the child and offers to talk to him, while creating a friendly atmosphere of communication with the child.

The child is asked the following questions:

Do you like going to kindergarten, why?

Do you think good or bad kids in your group? Who? Why?

If you give your friend a toy to play with and immediately pick it up when he hasn't had time to play enough, what do you think his mood will be?

Could you give your friend a toy for good? What mood do you think he will have if you give him a toy?

If your friend (peer) is punished, how do you think it will be for him? Why?

When you are being punished, what kind of mood do you have, how do you feel?

If the teacher praises you for something, what is your mood?

If your friend is praised, how do you think he will feel?

If your friend is having trouble doing something, what do you think his mood will be? Could you help him?

Mom promised to go to the circus with you on the day off, and when the day off came, it turned out that she had to do household chores (clean up, wash, etc.) and she could not go to the circus with you. What mood will you have then?

These ten questions can be classified into three groups:

The first is questions that identify common value relation and the child's idea of ​​other children. For example, the second question is provocative. It is assumed that a humane attitude is the acceptance and appreciation of all children. If a child gives a negative assessment to children, this indicates a superficial, subject-evaluative attitude towards peers.

The second - questions that make it possible to judge the level of formation of the child's ideas about the states of a peer and the adequacy of their assessment. These questions include 3, 4, 5, 8, 9 (see the text of the conversation). When asking a child such questions, it is important to reveal the child's understanding of the subjective states of a peer, that is, what the child experiences in a specific simulated situation, and not his knowledge of which peer is (greedy, kind, etc.).

The third - questions aimed at finding out the level of formation of the child's ideas about his own experiences and the degree of their adequate assessment. Examples of such questions are questions 6, 7, 10.

When processing the answers to the questions of the first group, the following are recorded: a) answers in which a negative assessment is given to the kindergarten and peers; b) answers positively assessing the kindergarten and children in the group; c) options for no answers.

When processing questions of the second and third groups, other indicators are recorded: a) the adequacy of the assessment; b) options for answers "I do not know" or no answers.

Analysis of research results.

table 2

№ p / pNameAge1 Why? 23 Who will you not give it? Why? Who will give you? 1Anya S. 6 y. 5 months 2 Lesha T. 5 y. 7 months old Rose, because she plays with me PashaTanaNaste, because there were not enough pictures Nastya3Milena M. 6 years old. Lesha, we are friends with him NikaRose 3 months old Rose, because she said that she would give me a present to Pasha Milene I don’t know Rose 5 Nika K. 5 yrs. 3 months. Rose, because she is good NasteTaneLesha, because there was not enough Rose6Natasha I. 4 y. 7 months. Rose, she is good NikaNastePasha, he did not give me a car to look at Nika7Pasha D. 5 years. 2 months Lesha, because he is good NasteRoseNatasha, because the picture is not enough Lesha8Rosa T. Nika because she is good Lesha

Anya S. was absent at the time of the method.

Analysis of the motivation of sociometric choices: Motivation of children of the middle group most often refers to type I motivation (that is, an overall positive assessment of a peer ("he is good")). Motivating children senior group also most often refers to type I motivation (that is, the overall positive assessment of a peer ("he is good")). Lesha T. has type III motivation - interest in joint activities. The motivation of children in the preparatory group for school belongs to the IV type of motivation (ie friendly relations ("he is my friend", "we are friends with him")).

Table 3

No. 1234567891012 +++ 3 +++ 4 +++ 5 +++ 6 +++ 7 +++ 8 +++ 9 +++ 10 +++ Total 0426304602 Reciprocal 0112102200

Based on Table 3, 4 status groups can be distinguished:

"Stars" (or "preferred"): Rosa T. and Nastya K.

"Accepted": Lesha T., Nika K., Pasha D., Tanya T.

"Rejected": Milena M.

"Isolated": Anya S., Natasha I., Sonya M.

Analyzing the status groups, it can be seen that the children of the middle group fell into different status groups: Rosa T. fell into the “preferred” group, Tanya T. into the “accepted” group, and Natasha I. into the “isolated” group.

Children of the preparatory group for school fell into the “unacceptable” (Milena M.) and “isolated” (Natasha I., Anya S., Sonya M.) status groups.

Table 4

Ordered Sociometric Matrix

Who chooses Who chooses 278 452 ++ 7 ++ 8 +++ 4 ++ 5 +

Based on Table 4, which traces the mutual choices of children, it can be seen that 1 group was formed. There are 2 boys and 3 girls in this group. This next children: Lesha T., Pasha D., Rosa T., Nastya K., Nika K. - all of them (except for Rosa T.) are children of the older group.

OHR = 6> 4 = high level of well-being of the relationship.

AI = 3/10 * 100% = 30% high isolation index.

CV = 10/27 * 100% = 37% high level of reciprocity.

The group has friendships between boys and girls. Children of the middle group prefer to play with children of the older group, children of the older group with children of the middle group, as well as among themselves, children of the preparatory group like to play with children of the older group. Negative relationship not found. Motivation for the choice of children of the middle group and the older group is more likely to relate to the overall positive assessment of a peer ("he is good"). Children of the preparatory group motivate their choice by the presence of friendly relations.

Children of the middle group fell into different status groups: Rosa T. fell into the “preferred” group, Tanya T. into the “accepted” group, and Natasha I. into the “isolated” group.

The children of the older group got into the “preferred” (Nastya K.) and “accepted” (Lesha T., Nika K., Pasha D.) status groups.

Children of the preparatory group for school fell into the “unacceptable” (Milena M.) and “isolated” (Anya S., Sonya M.) status groups. Isolated children will come under special control during the sessions, and one of the tasks of these sessions will be to work with them.

According to the results of the performed method, it is clear that 1 group was formed, which included: Lesha T., Pasha D., Rosa T., Nastya K., Nika K. - all of them (except for Rosa T.) are children of the older group.

In general, this uneven-age group has a high level of well-being and reciprocity.

The protocols of the methodology are located in Appendix No. 1.

Table 5

No. Situation Options for resolving conflict situations Prevailing way out of the situation Avoiding the situation or a complaint Aggressive decision Verbal decision Productive decision 1 A group of children does not accept their peer into the game 1 child of the older group (Lesha T.) 1 child of the preparatory group (Milena M.) 1 child of the older group (Pasha D.) 5 children - 2 middle group (Natasha I. and Rosa T.), 2 older group (Nika K. and Nastya K.) and 1 preparatory group (Sonya M.) Most of the children offer a productive solution. Milena M. chose an aggressive decision. 2 A girl broke another girl's doll. 2 children of the older group (Nika K. and Nastya K.) - 1 child of the preparatory group (Sonya M.) 6 children - 3 of the middle group (Natasha I., Tanya T. and Rosa T.), 2 boys of the older group (Lesha T. and Pasha D.) and 1 girl of the preparatory group (Milena M.) Most of the children offer a productive solution. 3 The boy took the girl's toy without asking. 1 girl of the preparatory group (Milena M.) 3 children of the older group (Pasha D., Lesha T. and Nika K.) 2 girls of the middle group (Roza T. and Natasha I.) 1 girl of the older group (Nastya K.) and 1 of the preparatory group (Sonya M.) Most of the children chose an aggressive decision. 4 A boy destroying a building of blocks in children. 1 girl of the preparatory group (Sonya M.) 1 girl of the preparatory group (Milena M.) 1 girl of the middle group (Natasha I.) and 1 a girl of the older group (Nika K.) 4 children - 1 girl of the middle group (Rosa T.) and 3 children of the older group (Nastya K., Pasha D., Lesha T.) Most of the children chose a productive solution. Milena M. chose an aggressive decision.

Based on the results of the conducted methodology, it can be seen that most of the children's answers have a productive or verbal solution. A productive solution is more often offered by children of the middle and senior group, a verbal solution - by children of the middle and preparatory group. But, there are also answers that have an aggressive solution ("I will select"), for example, as answers to 3 situations, which were given by 4 children of the older group. But the reaction "I will select" can be considered socially normative for given age, in spite of the fact that this reaction is of an active-aggressive nature. In general, we can talk about a prosperous, conflict-free nature of the relationship to a peer.

Observation method progress

The protocols of the methodology are located in Appendix No. 1.

For clarity, the observation results are presented in Appendix 3 (table 4).

Table 6

Analysis of observation results

Group Initiative Sensitivity to peer influences Prevailing emotional fondness of the middle group Initiative prevails medium. Children often take the initiative, but they are not assertive. Tanya T. has weak initiative and medium sensitivity to peer interactions. Children do not always respond to peer suggestions. Tanya T. has a weak sensitivity to peer interactions. Positive children of the older group. Initiative is high in boys. They actively involve the children around them in their actions and offer various options for interaction. Nastya K.'s initiative is weak, while Nika K.'s is average. The sensitivity to peer interactions is high. Children are happy to respond to the initiative of their peers, actively pick up their ideas and actions. Pasha D.'s sensitivity to peer interactions is average. Positive children of the preparatory group for school Each child has a different initiative: Anya S. has a weak initiative, Milena M. has an average level, and Sonya M. has a high sensitivity to peer interactions. Children only rarely react to the initiative of their peers, preferring individual play.

Conclusion: Based on the results obtained in Table 6, it can be assumed that Anya S. and Tanya T. have an undeveloped need for communication with peers or they do not know how to find an approach to them, while the rest of the children have a normal level of development of the need for communication. In children, no significant obstacle to the development of interpersonal relationships has been identified. A positive background prevails in children, which indicates a normal emotional mood in relation to a peer.

The progress of the methodology "Film test by Rene Gilles"

For clarity, the analysis of the protocols is presented in Appendix 3 (Table 5).

Table 7

Situations Positive choice Negative 1 (sociability) 3 children of the middle group (Tanya T., Rosa T., Natasha I.), 2 children of the older group (Nika K., Pasha D.), 1 girl of the preparatory group (Sonya M.) 2 children of the older group (Lesha T. and Nastya K.), 1 girl of the preparatory group (Milena M.) 2 (sociability) All children, except for Anya S. she was absent for a long time. -3 (sociability) All children, except for Anya S., tk. she was absent for a long time. -4 (sociability) 1 girl in the middle group (Natasha I.) and 2 boys in the older group (Pasha D. and Lesha T.) 2 girls in the middle group (Rosa T., Tanya T.), 2 girls in the older groups (Nika K. Nastya K.), 2 girls of the preparatory group Sonya M., Milena M.) 5 (sociability) All children, except for Anya S., tk. she was absent for a long time. -6 (reaction to frustration or social adequacy) 1 girl in the older group (Nastya K.) and 1 girl in the preparatory group (Sonya M.) 3 children in the middle group (Tanya T., Rosa T., Natasha I .), 3 children of the older group (Nika K., Lesha T., Pasha D.), 1 girl of the preparatory group (Milena M.) 7 (exit from conflict situation) 1 girl of the middle group (Rosa T.), 1 girl of the older group (Nastya K.) - For 7 situations: “complain” was answered: 1 girl of the middle group (Natasha I.), 1 girl of the older group (Nika K.) and children of the preparatory group (Sonya M. and Milena M.). This is a passive-passive type of reaction. “I will select” the answer: children of the older group (Lesha T., Pasha D.), the middle group (Tanya T.). The “take away” reaction can be considered socially normative for a given age, in spite of the fact that this reaction is of an actively aggressive nature.

Table 7 shows that children are more likely to make positive choices. The group has friendships between boys and girls. Children of the middle group prefer to be friends and play with both the children of the older group and the children of the preparatory group. The same situation is in the senior and preparatory groups in relation to the middle. It is only alarming that 2 children of the older group (Lesha T. and Nastya K.) and 1 girl of the preparatory group (Milena M.) for a walk (in situation 1) portray themselves alone. Also, in situation 4, 2 girls of the middle group (Rosa T., Tanya T.), 1 girl of the older group (Nastya K.), 2 girls of the preparatory group Sonya M., Milena M.) portray themselves in front, but alone. This may indicate both a isolation from others, a desire for solitude, as well as a desire for leadership. Nika K. portrays herself as the very last, also alone. This may also indicate a fence off from others, a desire for solitude.

In a conflict situation, 3 children of the middle group (Tanya T., Roza T., Natasha I.), 3 children of the older group (Nika K., Lesha T., Pasha D.) 1 girl of the preparatory group (Milena M.) try to her to avoid. Nika K., Pasha D. and Milena M. portray themselves with their backs to the fight, which indicates a neutral, indifferent reaction.

The progress of the conversation method.

The protocols of the methodology are located in Appendix No. 1.

Table 8

Analysis of the results of the conversation

GroupChild's name IIIIII12345896710Medium Natasha I. ++ AAAAAAAARosa T. ++ AAAAAAAATanya T. ++ AAAAAAAA Senior Lesha T. ++ AAAAAAAanastya K. ++ AAAAAAAANIKA K Legend:

A - the adequacy of the assessment.

Conclusion: Based on table 8, it can be seen that children accept all their peers and evaluate them positively. All children have a high level of formation of ideas about the states of their peers. But not all children have a formed idea of ​​their own experiences and the degree of adequacy of their assessment - these are the children of the preparatory group Sonya M. and Milena M.

The progress of the methodology "Drawing of the family".

The protocols of the methodology are located in Appendix No. 1.

Table 9

Analysis of the results of the method "Figure of the group"

Group Child's name Symptomatic complexes (in points) Favorable situation in the group Anxiety Conflict in the group Feeling of inferiority in the group Hostility in the group average Natasha I. 23203 Rose T.61720 Tanya T.34220 Average score: 3.62.63.61.31 T Older 42320 Nastya K. 63403 Nika K. 12220 Pasha D. 36712 Average score: 3.53.2 41.21.2 Preparatory Anya S. 136 120 Milena M.107221 Sonya M. 45320 Average score: 13.59330.5

Conclusion: Based on the data in Table 9, it can be seen that in children a favorable situation prevails in the group. Particular attention should be paid to increased anxiety in the preparatory group, as well as increased conflict among children of the middle and older groups.

Having carried out a number of methods for the study of interpersonal relationships in a group of different ages in a kindergarten, we found out that in the group there are friendly relations between boys and girls. Children of the middle group prefer to play with children of the older group, children of the older group with children of the middle group, as well as among themselves. No negative relationships were identified. Motivation for the choice of children of the middle group and the older group is more likely to relate to the overall positive assessment of a peer ("he is good"). Children of the preparatory group motivate their choice by the presence of friendly relations. Using the sociometric method "Secret", we identified a group of "rejected" and "isolated" children. It included all the children of the preparatory group and 1 girl of the middle group (Natasha I.) Children of the preparatory group for school fell into the "unacceptable" (Milena M.) and "isolated" (Anya S., Sonya M.) status groups. Natasha I. from the middle group fell into the status of “isolated”. Isolated children will come under special control during the sessions, and one of the tasks of these sessions will be to work with them. According to the results of the performed method, it is clear that 1 group was formed, which included: Lesha T., Pasha D., Rosa T., Nastya K., Nika K. - all of them (except for Rosa T.) are children of the older group.

When solving various situations, most of the children's answers have a productive or verbal solution. A productive solution is more often offered by children of the middle and senior group, a verbal solution - by children of the middle and preparatory group.

Anya S. and Tanya T. have a low level of development of the need for communication. We assume that they have an undeveloped need for communication with peers or they do not know how to find an approach to them, while the rest of the children have a normal level of development of the need for communication. In children, no significant obstacle to the development of interpersonal relationships has been identified. A positive background prevails in children, which indicates a normal emotional mood in relation to a peer.

According to the methodology of Rene Gilles, it is alarming that 2 children of the older group (Lesha T. and Nastya K.) and 1 girl of the preparatory group (Milena M.) for a walk (in situation 1) pretend to be alone. Also, in situation 4, 2 girls of the middle group (Rosa T., Tanya T.), 1 girl of the older group (Nastya K.), 2 girls of the preparatory group Sonya M., Milena M.) portray themselves in front, but alone. Nika K. portrays herself as the very last, also alone. This may indicate a isolation from others, a desire for solitude. When a conflict situation arises, children most often try to avoid it.

All children have a high level of formation of ideas about the states of their peers. But not all children have a formed idea of ​​their own experiences and the degree of adequacy of their assessment - these are the children of the preparatory group Sonya M. and Milena M.

In general, in this uneven-age group, there is a high level of well-being and reciprocity, and one can speak of a prosperous, conflict-free nature of the relationship to a peer.

Nevertheless, we consider it important to conduct a cycle of classes, which will be aimed at developing interpersonal relationships, collectivism, and group cohesion. It is necessary that children learn as much as possible about each other, know how to trust each other, be able to find common interests, maintain interest in each other, develop moral qualities... It is important to pay special attention to the "isolated" and "unacceptable" group, it is necessary to attach them to joint games and exercise, trust them with responsible roles. Develop sociability in a group (especially with Anya S. and Tanya T.), form ideas about their own experiences (pay special attention to Sonia M. and Milena M.)

2.3 A cycle of classes on the development of interpersonal relationships in children of different age groups

This training cycle was developed based on methodological developments authors such as S.V. Kryukova, N.P. Slobodyanik, L.M. Shipitsyna, L. Darenskaya, N.P. Dodueva, L.V. Kravchenko, O. Zazulskaya, I.P. Posashkova.

Purpose of the lesson: the development of interpersonal relationships in the multi-age group of the kindergarten.

Creation of a favorable atmosphere of direct, free communication, emotional closeness and mutual assistance; the manifestation of empathy and compassion.

To form goodwill, politeness, respect for others. To reinforce the children's idea of ​​being good and bad deeds; teach them to analyze their actions, to assess them.

To acquaint children with a sense of fear; the study of the expression of emotional states in facial expressions.

Form the concepts of "friend", "friendship" in children. Introduce constructive ways to resolve the conflict.

Work with children who fell into the "unacceptable" and "isolated" status groups according to the sociometric method "Secret" (Anya S., Milena M., Sonya M. Natasha I.).

List of children participating in the classes:

Middle group - Natasha I., Rosa T., Tanya T.

Senior group - Lesha T., Nastya K., Nika K., Pasha D.

Preparatory group - Anya S., Milena M., Sonya M.

Rosa T., Milena M. and Anya S. did not participate in all activities.

Dates: from 9.01. to 5.02. 2014

Frequency of meetings: 3 times a week.

Period: classes were held in the afternoon (at 16.00), lasting 20-30 minutes.

Methods and techniques used during the classes:

verbal;

visual (illustrations, fairy-tale characters, characters from TV shows, toys).

description and explanation;

questions for children, answers for children,

showing illustrations, fairytale heroes, heroes from TV shows, action with toys.

Children under special control: Anya S. - average activity, often inattentively listening to the questions asked, was not present at all classes. Closer to the second half of the training cycle, the girl began to be more active, to get involved in work faster. Milena M. - attended only three sessions, actively participated in the sessions, was good at contact. At the first lessons, Sonya M. had no interest in participating, she often showed indignation, but after graduation she was actively involved in the work, a smile began to appear on her face more often. Natasha I. took part in the classes with pleasure, answered questions, but was often distracted and turned around. Tanya T. was not active on her own, but she gladly agreed to the teacher's suggestions.

4 The effectiveness of the cycle of classes on the development of interpersonal relations of children in the age group

Research methods

Methodology "Secret" (children's version of the sociometric methodology of G. Moreno, T.A. Markova, L.A. Penievskaya, adapted by T.A. Repina).

"Pictures" technique.

Observation method.

Projective technique Drawing "My group".

Rene Gilles' projective film test method.

Conversation method.

Analysis of research results

The progress of the method "Secret"

The subjects listened carefully to the instructions, behaved calmly, answered questions with interest, and easily made contact. The children were in high spirits.

The protocols of the methodology are located in Appendix No. 1.

Table 10

Diagnostic card according to the "Secret" method

№ p / pNameAge 1 Why? 23 Why? Who will give you? 1Anya S. 6 y. 9 months old Nika, we play with her PasheLesheKosta. They gave everyone, but he didn't have enough. Tanya, Pasha 2 Lesha T. 6 years old. Sonya, she plays with me Pasha Tana Natasha, I didn't have enough. Pasha and Sonya 3 Milena M. 6 years old 3 months 4 Nastya K. 5 years old. 6 months 5 Nika K. 5 y. 6 months. Anya, she plays with me KostëLesheTane. No more. Anya, Kostya, Lesha. 6 Natasha I., 4 years old, 11 months. Sonia, she is beautiful Lesha PasheNike. There is no more Nastya 7 Pasha D. 5 l. 6 months. Lesha, he is my beloved friend. SoneNikeRose. Sonya, Lesha. 8 Roza T. 5 years 2 months. Nika, because she is my friend Naste Pasha Kosta, he offends me Nika, Nastya 9 Sonya M. 7 years 3 months Pasha, he is my friend Lesha Tanya Natasha, she is harmful Pasha, Lesha. 10 Tanya T. 4, 11 months. Lesha, he's good to Sonya Rosa Kostya, because all the pictures have been taken away. Lesha, Milena.

Analysis of the motivation of sociometric choices: The motivation of children of the middle group belongs to the I and II types of motivation (that is, they highlight positive external qualities, as well as an overall positive assessment of a peer). Motivation of children of the older group belongs to the III type of motivation (interest in joint activities) and to the IV type (friendly relations). The motivation of children in the preparatory group for school belongs to the III type of motivation (interest in joint activities) and to the IV type (friendly relations).

Table 11

No. 123456789101 +++ 2 +++ 345 ++ 6 +++ 7 +++ 8 +++ 9 +++ 10 +++ Total 160 1305 142 Reciprocal1300102022

Milena M. and Nastya K. were absent at the time of the method.

Based on table 11, 4 status groups can be distinguished:

... "Stars" (or "preferred"): Lesha T.

... Accepted: Nika K., Pasha D., Sonya M.

... "Unaccepted": Anya S., Nastya K., Rosa T., Tanya T.

... "Isolated": Natasha I., Milena M.

Analyzing the status groups, it can be seen that the children of the middle group fell into different status groups: Tanya T. in the group of “rejected”, and Natasha I. in the group of “isolated”.

Children of the older group ended up in the “preferred” (Lesha T.) and “accepted” (Nika K., Pasha D.), as well as in the “unacceptable” status groups - (Nastya K. and Rosa T.). Note that Rosa T. and Nastya K. at the beginning of the experiment were in the "preferred" group.

Children of the preparatory group for school fell into different status groups - “rejected” (Anya S.) and “isolated” (Milena M.) and “accepted” (Sonya M.).

In the case of Nastya K. and Milena M., as well as Rosa T., we assume that such a decision of the children is the result of a long absence of girls.

Table 12

Ordered Sociometric Matrix

Who chooses Who chooses 15279101 + 5 + 2 +++ 7 ++ 9 +++ 10 ++

Based on Table 12, which traces the mutual elections of children, it is clear that 2 groups have been formed. The first group included 2 girls - 1 of the older group (Nika K.) and 1 of the preparatory group (Anya S.). The 2 group included: 1 girl of the middle group (Tanya T.), 2 boys of the older group (Lesha T. and Pasha D.) and 1 girl of the preparatory group (Sonya M.).

Now let's determine the level of well-being of relationships in the group:

UVB = 4<6 = низкий уровень благополучия взаимоотношений.

CV = 11/23 * 100% = 47% high level of reciprocity.

KU = 6/10 * 100% = 60% level of satisfaction with relationships in the group.

The group maintains friendly relations between boys and girls. Children of the middle group prefer to play with children of the senior and preparatory group, children of the senior group with children of the middle and preparatory group, children of the preparatory group with children of the older group. No negative relationships were identified. Motivation for the choice of children in the middle group, as well as at the beginning of the experiment, relate to the overall positive assessment of the peer and his positive external qualities. The motivation of the older children has changed. If at the beginning of the experiment the motivation for their choice was related to the overall positive assessment of the peer, now they motivate their choice by the interest in joint activities and the presence of friendly relations. Children of the preparatory group also motivate their choice by the presence of friendships.

Children of the middle group fell into different status groups: Rosa T. and Tanya T. fell into the group of “rejected”, note that Rosa T. at the beginning of the experiment was in the group of “preferred”, Tanya T. was in the group of “accepted”. In the case of Rosa T., we assume that these results were due to the girl's long absence. Natasha I.'s relations with peers did not improve; she also remained in the “isolated” group.

The children of the older group also fell into different status groups: Lesha T. in the group of “preferred”, Nika K. and Pasha D. in the group of “accepted”, and Nastya K. in the group of “rejected”. Note also that at the beginning of the study Nastya K. was in the “preferred” group. We assume that such results were obtained due to the girl's long absence.

Children of the preparatory group for school fell into the "accepted" (Sonya M.), "unacceptable" (Anya S.), "isolated" (Milena M.) status groups. In the case of Milena M., we assume that such results were obtained due to the girl's long absence. We can see the positive dynamics in Sonya M. If at the beginning of the study she was in the “isolated” group, now the girl is in the “accepted” group. Anya S.'s dynamics are insignificant - at the beginning of the study the girl was in the “isolated” group, but now she is in the “rejected” group.

According to the results of the performed technique, it can be seen that 2 groups were formed. The first group included 2 girls - 1 senior group (Nika K.) and 1 preparatory group (Anya S.). The 2 group included: 1 girl of the middle group (Tanya T.), 2 boys of the older group (Lesha T. and Pasha D.) and 1 girl of the preparatory group (Sonya M.).

This uneven age group has a high level of reciprocity. It is only alarming that the level of well-being in the group has become low, compared to the beginning of the study, when the level of well-being was at a high level. Therefore, we consider it necessary to continue working in this multi-age group for the development of interpersonal relations.

The progress of the "Pictures" methodology

The protocols of the methodology are located in Appendix No. 1.

Table 13

Analysis of children's answer options using the "Pictures" method

No. Situation Options for resolving conflict situations Prevailing way out of the situation Avoiding the situation or a complaint Aggressive decision Verbal decision Productive decision 1 A group of children does not accept their peer into the game. 1 child of the older group (Nika K.) 1 child of the middle group (Natasha I.) and 1 child of the older group (Pasha D. ) 1 child of the older group (Nastya K.) 1 child of the older group (Lesha T.) and 2 girls of the preparatory group (Milena M. and Sonya M.) Most children offer a productive solution. Natasha I. and Pasha D. propose an aggressive solution. 2 A girl broke another girl's doll. 1 A girl in the older group (Nika K.) and 1 in the preparatory group (Sonya M.) Tanya T. (middle group) Nastya K. (older group) Natasha I. from the middle group, 2 boys of the older group (Lesha T. and Pasha D.) and 1 girl of the preparatory group (Anya S.) Most of the children offer a productive solution. Tanya T. proposes an aggressive solution. 3 The boy took the girl's toy without asking. 1 girl of the older group (Nika K.) and 1 preparatory girl (Sonya M.) 2 children of the middle group (Natasha I., Tanya T.), 2 children of the older group (Pasha D., Lesha T.) and Anya S. from the preparatory groups.Nastya K. (older group) - Most of the children chose an aggressive decision. 4 A boy destroys a building of blocks in children. - Tanya T. (middle group) 2 girls in the older group (Nika K. and Nastya K.) 1 girl in the middle group ( Natasha I.), 2 boys of the older group (Pasha D., Lesha T.) and 2 girls of the preparatory group (Anya S., Sonya M.) Most of the children offer a productive solution. Tanya T. chooses an aggressive decision.

Based on the results of the conducted methodology, it can be seen that most of the children's answers have a productive or aggressive decision. A productive decision is more often offered by children of the older group and the preparatory group, an aggressive decision - by children of the middle and older groups. At the beginning of the study, children in the middle and preparatory groups more often offered a verbal solution. The predominance of an aggressive decision is expressed in situation 3, but the answers to “select” can be considered socially normative for a given age, despite the fact that this reaction is actively aggressive in nature. Nevertheless, Tanya T. is dominated by an aggressive decision (in 3 situations out of 4). It is impossible to ignore the aggressive decision of Natasha I. and Pasha D in situation 1. With these children, additional work is recommended to develop interpersonal relationships.

Observation method progress

The protocols of the methodology are located in Appendix No. 1.

Table 14

Analysis of observation results

Group Initiative Sensitivity to peer influences Prevailing emotional fondness of the middle group Initiative weak: children are extremely rarely active and prefer to follow other children Sensitivity to peer interactions is average. Children do not always respond to suggestions from their peers. Positive children of the older group Boys have average initiative, they often take initiative, but they are not persistent. Girls have little initiative, they rarely show activity and prefer to follow other children. Sensitivity to peer interactions is average. Children do not always respond to the suggestions of their peers. Positive children of the preparatory group for school Each child has a different initiative: Anya S. has a weak initiative, Milena M. has an average, Sonya M. has a high. Sensitivity to peer interactions is average. Children do not always respond to peer suggestions.

Conclusion: Based on table 14, it can be seen that the average initiative prevails among children; when communicating, they often show initiative, but they are not persistent. The sensitivity to peer interactions is also average; children do not always respond to peer suggestions. A positive background prevails in the group, which indicates a normal emotional mood in relation to a peer. At the beginning of the study, the initiative in the middle group was average, but now the initiative is predominantly weak. In the older group, initiative and sensitivity to peer interactions was high, at the moment it is average. In the preparatory group no changes. Anya S. does not show dynamics - she is extremely rarely active and prefers to follow other children, only in rare cases does she react to the initiative of her peers, preferring individual play.

The course of the methodology Figure "My group".

Table 15

Analysis of the results of the methodology "Drawing of the family"

Group Name of the child Symptomatic complexes (in points) Favorable situation in the group Anxiety Conflict in the group Feeling of inferiority in the group Hostility in the group average Natasha I. 3333 1 Tanya T. 64 2 24 Average score: 4.53.52.52.52 5 Senior Lesha T. 34320 Nika K. 60421 Pasha D. 42602 Average score: 4,324,321.5 Preparatory Sonya M. 80200

Conclusion: Based on the data in Table 15, it can be seen that in children a favorable situation prevails in the group.

There is increased anxiety in the middle group (Tanya T.), as well as increased conflict in the older group (Pasha D.). Pasha D.'s drawing depicts family members, therefore, it can be assumed that conflict is present in the family. Note also that at the beginning of the study, increased anxiety was observed in the preparatory group, and increased conflict in children of the middle and older groups. It is difficult to trace the dynamics, since 1 girl of the middle and 1 senior group, as well as 2 girls of the preparatory group were absent.

The progress of the "Film Test" methodology by Rene Gilles.

The protocols of the methodology are located in Appendix No. 1.

Table 16

Analysis of the results of the "Film test by Rene Gilles"

Situations Positive choice Negative1 (sociability) All children except Milena M. she was absent for a long time. -2 (sociability) All children, except for Milena M. t. to. she was absent for a long time. -3 (sociability) All children, except for Milena M. t. to. she was absent for a long time. -4 (sociability) All children, except for Natasha I., as well as Milena M., tk. she was absent. Natasha I. (middle group) 5 (sociability) All children, except for Milena M. t. she was absent for a long time. -6 (reaction to frustration or social adequacy) 1 boy in the older group (Lesha T.) and 1 girl in the preparatory group (Sonya M.) 2 children in the middle group (Tanya T., Natasha I.), 3 a child of the older group (Nika K., Nastya K., Pasha D.), 1 girl of the preparatory group (Anya S.) 7 (way out of a conflict situation) 1 girl of the middle group (Rosa T.), 1 boy of the older group (Pasha D .) and Anya S. from the preparatory group. Nika K. (senior group) According to 7 situations: "complain" answered: 1 boy of the senior group (Lesha L.). This is a passive-passive type of reaction. “I will select” the answer: children of the older group (Nastya K.), the middle group (Natasha I., Tanya T.) and Sonya M. from the preparatory group. The “take away” reaction can be considered socially normative for a given age, in spite of the fact that this reaction is of an actively aggressive nature.

Children of the middle group, as well as at the beginning of the experiment, prefer to be friends and play with both the children of the older group and the children of the preparatory group. Children of the older group prefer to play with each other, as well as with children of the preparatory group. The children of the preparatory group began to play more with the children of the older group, although at the beginning of the study they also singled out the middle ones.

Table 16 shows that children are more likely to make positive choices. The group has friendships between boys and girls. In situation 2, children portray more peers next to them than at the beginning of the study. In situation 4 1, the girl in the middle of the group (Natasha I.) portrays herself in front, but alone. This may indicate both a isolation from others, a desire for solitude, and a desire for leadership.

When a conflict situation arises, 2 girls of the middle group (Tanya T. and Natasha I.), 1 boy of the older group (Pasha D.), 1 girl of the preparatory group (Anya S.) try to avoid her. Nika K. portrays themselves with their backs to the fight, which indicates a neutral, indifferent reaction. Nastya K .. portrays herself as an aggressor, but does not confirm this verbally.

There is a positive trend in Lesha T., Nastya K. and Milena M. At the beginning of the study, children portrayed themselves alone, now they portray themselves next to their peers. According to situation 4, at the beginning of the study, Tanya T., Nastya K., Sonya M., portrayed themselves in front, but alone. At the moment, they picture themselves walking next to their peers. This is the situation with Nika K. At the beginning of the study, she portrayed herself as the very last, also alone, at the moment she is surrounded by her peers.

The progress of the conversation method

The protocols of the methodology are located in Appendix No. 1.

Table 17

Analysis of the results of the conversation

GroupChild's name IIIIII12345896710Medium Natasha I. ++ -AAAAAAAARosa T. ++ AAAAAAAATanya T. ++ -AAAAAAAA Senior Lesha T. ++ AAAAAAAAAnastya K. ++ -AAAAAAAAAA ++ . ++ -AAAAAAAA

Legend:

“+” - answers positively assessing the kindergarten and children in the group;

"-" - answers in which a negative assessment is given to kindergarten and peers;

О - no answer (or the answer is “I don’t know”);

A - the adequacy of the assessment.

Conclusion: Based on table 17, it can be seen that children do not accept and evaluate positively not all peers. Kostya P. and Natasha I. are considered bad (or sometimes bad) by many of their peers. Children claim that Kostya fights, therefore he is bad (Pasha D., Anya S., Tanya T., Sonya M.), and Natasha I. does not obey (Pasha D., Nika K., Nastya K., Sonya M.) ... Kostya P. (new boy in the middle group, not participating in the study). All children have a high level of formation of the child's ideas about the states of a peer and their adequacy, as well as a high level of formation of ideas about their own experiences and the degree of their adequate assessment. With Natasha I. and Kostya P., additional work is required to develop interpersonal relationships.

After conducting a cycle of classes on the development of interpersonal relationships, we see that the group maintains friendly relations between boys and girls. Children of the middle group prefer to play with children of the senior and preparatory group, children of the senior group with children of the middle and preparatory group, children of the preparatory group with children of the older group. No negative relationships were identified. Motivation for the choice of children in the middle group, as well as at the beginning of the experiment, relate to the overall positive assessment of the peer and his positive external qualities. The motivation of the older children has changed. If at the beginning of the experiment the motivation for their choice was related to the overall positive assessment of the peer, now they motivate their choice by the interest in joint activities and the presence of friendly relations. Children of the preparatory group also motivate their choice by the presence of friendships.

According to the "Secret" method, the children of the middle group fell into different status groups: Rosa T. and Tanya T. fell into the group of "rejected"; note that at the beginning of the experiment, Rosa T. was in the group of "preferred" accepted ". In the case of Rosa T., we assume that these results were due to the girl's long absence. Natasha I.'s relations with peers did not improve; she also remained in the “isolated” group. The children of the older group also fell into different status groups: Lesha T. in the group of “preferred”, Nika K. and Pasha D. in the group of “accepted”, and Nastya K. in the group of “rejected”. Note also that at the beginning of the study Nastya K. was in the “preferred” group. We assume that such results were obtained due to the girl's long absence. Children of the preparatory group for school fell into the "accepted" (Sonya M.), "unacceptable" (Anya S.), "isolated" (Milena M.) status groups. In the case of Milena M., we assume that such results were obtained due to the girl's long absence. We can see the positive dynamics in Sonya M. If at the beginning of the study she was in the “isolated” group, now the girl is in the “accepted” group. Anya S.'s dynamics are insignificant - at the beginning of the study the girl was in the “isolated” group, but now she is in the “rejected” group.

2 groups were formed. The first group included 2 girls - 1 senior group (Nika K.) and 1 preparatory group (Anya S.). The 2 group included: 1 girl of the middle group (Tanya T.), 2 boys of the older group (Lesha T. and Pasha D.) and 1 girl of the preparatory group (Sonya M.).

This uneven age group has a high level of reciprocity. It is only alarming that the level of well-being in the group has become lower compared to the beginning of the study, when the level of well-being was at a high level.

According to the results of the "Pictures" methodology, it can be seen that most of the children's answers have a productive or aggressive decision. A productive decision is more often offered by children of the older group and the preparatory group, an aggressive decision - by children of the middle and older groups. At the beginning of the study, children in the middle and preparatory groups more often offered a verbal solution. The predominance of an aggressive decision is expressed in situation 3, but the answers to “select” can be considered socially normative for a given age, despite the fact that this reaction is actively aggressive in nature. Nevertheless, Tanya T. is dominated by an aggressive decision (in 3 situations out of 4). The aggressive decision of Natasha I. and Pasha D in situation 1 cannot be ignored either.

As a result of the observations, it turned out that the average initiative prevails in children; when communicating, they often show initiative, but they are not persistent. The sensitivity to peer interactions is also average; children do not always respond to peer suggestions. A positive background prevails in the group, which indicates a normal emotional mood in relation to a peer. At the beginning of the study, the initiative in the middle group was average, but now the initiative is predominantly weak. In the older group, initiative and sensitivity to peer interactions was high, at the moment it is average. In the preparatory group no changes. Anya S. does not show dynamics - she is extremely rarely active and prefers to follow other children, only in rare cases does she react to the initiative of her peers, preferring individual play.

There is increased anxiety in the middle group (Tanya T.). Note that at the beginning of the study, increased anxiety was observed in the preparatory group, and increased conflict in children of the middle and older groups. It is difficult to trace the dynamics, since 1 girl of the middle and 1 senior group, as well as 2 girls of the preparatory group were absent.

According to the method of René Gilles, it is clear that children are more likely to make positive choices. There is a positive trend in Lesha T., Nastya K. and Milena M. At the beginning of the study, children portrayed themselves alone, now they portray themselves next to their peers. According to situation 4, at the beginning of the study, Tanya T., Nastya K., Sonya M., portrayed themselves in front, but alone. At the moment, they picture themselves walking next to their peers. This is the situation with Nika K. At the beginning of the study, she portrayed herself as the very last, also alone, at the moment she is surrounded by her peers.

According to the "Conversation" method, we observe that children do not accept and evaluate positively all their peers. Kostya P. and Natasha I. are considered bad (or sometimes bad) by many of their peers. Children claim that Kostya fights, therefore he is bad (Pasha D., Anya S., Tanya T., Sonya M.), and Natasha I. does not obey (Pasha D., Nika K., Nastya K., Sonya M.) ... Kostya P. (new boy in the middle group, not participating in the study). All children have a high level of formation of ideas about their own experiences, about the states of their peers, and a high degree of adequacy.

After conducting this research work, we saw that children became more sociable, began to play with children of different age categories - children of the middle group play more with children of the older and preparatory groups, children of the older group with children of the middle and preparatory groups, children of the preparatory group with children of the older groups.

The children of the senior and preparatory groups began to motivate the choice of a communication partner by the presence of friendly relations. When solving conflict situations, they often offer a productive solution.

However, the increase in the number of isolated and unaccepted children cannot be ignored. Children's priorities have changed in relation to the choice of communication partners. We assume that the choice of children at the time of diagnosis was of a spontaneous nature of relationships; emotional attitude prevailed on the system of personal relationships in the group. The reason for falling into the group of isolated and rejected Rosa T., Milena M. is presumably that the girls were absent for a long time.

Positive dynamics according to the "Secret" method can also be traced. An isolated child (Sonya M.) was included in the adopted group. An insignificant, but positive dynamics can be traced also in another isolated child, who from the isolated group fell into the unaccepted group (Anya S.), and also began to be in one of the established groups. Lesha T. from the group of those accepted became the leader. The number of groups in the group increased and more children began to be included in them. Unfortunately, some children did not always participate in the study and were present at the lessons (Anya S., Rosa T., Milena M.). Therefore, it is difficult to trace the dynamics and analyze the results obtained in these children.

We consider it necessary to continue work on the development of interpersonal relations in this multi-age group. Pay special attention to Kostya P., Natasha I., Anya S. and Tanya T.

CONCLUSION

In this research work, the scientific works of T.V. Antonova, T.A. Repina, L.A. Royak, M.I. Lisina in which special attention is paid to the problem of the development of the communication of preschoolers, since the study of the interpersonal relations of children is reduced to the study of the peculiarities of their communication and interaction.

Also, various approaches to the study of interpersonal relations were considered, the main of which are sociometric and sociocognitive.

The work examined the features of interpersonal relations in different age groups of preschool age according to the works of E.O. Smirnova, V.M. Kholmogorova, T.A. Repina, who came to the conclusion that groups of different ages are an additional opportunity for moral development, getting a more diverse game, social interaction, natural speech and intellectual development. The age difference is only one of the conditions, a potential opportunity that can be realized, and can have negative opposite consequences.

The study was carried out on the basis of MBDOU "Kindergarten No. 41" Zarechensk, Murmansk region in a preschool group of different ages.

The study involved 10 children aged 4 years 6 months. up to 7 years. 8 of them are girls and 2 are boys.

For an objective study of interpersonal relationships, we settled on the following methods and techniques:

Methodology "Secret" (adapted by TA Repina), aimed at studying and assessing interpersonal relationships in the kindergarten group.

The "Pictures" method, aimed at identifying a way to resolve conflict situations, attitude towards a peer.

An observation method aimed at studying the characteristics of the relationship between children, the prevailing emotional background in the group.

Projective methodology Drawing "My group", aimed at studying the characteristics of the relationship between children, the psychological climate in the group, the well-being of the child in the group.

Rene Gilles' projective method "Film Test", aimed at identifying the selective preferences of children, as well as the child's prevailing position among others.

A conversation method aimed at identifying the child's ideas about the states or experiences of a peer and his own.

After the initial diagnostics, a group of “rejected” and “isolated” was identified. The children of the preparatory group fell into the groups of “rejected” (Milena M.) and “isolated” (Sonya M. and Anya S.). 1 child of the middle group fell into the status of isolated (Natasha I).

We came to the conclusion that it is necessary to develop sociability in the group, to form ideas about their own experiences.

Thus, the initial diagnostics showed the importance of conducting a cycle of classes, which will be aimed at the development of interpersonal relationships, collectivism and group cohesion.

The cycle of classes was developed on the basis of the methodological developments of such authors as S.V. Kryukova, N.P. Slobodyanik, L.M. Shipitsina and others.

13 sessions were developed and conducted, which were held 3 times a week, lasting 20-30 minutes.

Throughout the entire cycle of classes, the children participated in the game with pleasure, made good contact, and happily interacted with each other. Children actively participated in the performances, especially girls of the middle and senior groups. The guys actively proposed solutions to various problem situations. Also, in the classroom, the children showed that they understand well the emotional states of other children, they are ready to help in a difficult moment. Nika K., Rosa T., Lesha T. and Natasha I. were the fastest to get involved in the work.

In the classroom, special attention was paid to “isolated” and “rejected” children. It is important to note that by the second half of the training cycle, 3 isolated children (Ani S., Sonya M., Natasha I.) became more active, they began to get involved in work faster, and make good contact. As for the unacceptable child (Milena), she actively participated in the classes, often smiled and happily agreed to my suggestions to play more.

Thus, the final diagnosis of the study showed that the group maintains friendly relations between boys and girls.

Children's preferences for choosing a communication partner have changed. Thus, children of the middle group began to play with children of the senior and preparatory groups, children of the senior group with children of the middle and preparatory groups, children of the preparatory group with children of the older group. All children began to interact with each other. The motivation of choice was also a positive result. Children began to motivate their choice by the presence of friendly relations, the interest in joint activities. Initially, the children motivated their choice with a general positive assessment of their peers. This was typical not only of children of the middle group, but also of the older and preparatory ones.

Positive dynamics is observed according to the "Secret" method. An isolated child (Sonia M) was included in the adopted group. An insignificant, but positive dynamics can be traced also in another isolated child, who from the isolated group fell into the unaccepted group (Anya S.), and also began to be in one of the established groups.

It is also important to note, based on the analysis of the results of the "Conversation" method, comparing them with the initial diagnostics, it was revealed that all children had a high level of formation of ideas about their own experiences, about the states of a peer and the degree of their adequacy. In general, children have become more sociable and friendly.

The prospect of the research may be the continuation of work on the development of interpersonal relations in the multi-age group of the kindergarten in the next academic year.

We believe that the goal has been achieved and the hypothesis has been confirmed - a specially designed cycle of classes will contribute to the development of interpersonal relations in children of a different age group, provided that play techniques are used and all children of a different age group participate.

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Bondarenko, A.K. Raising children in the game / A. K. Bondarenko, A. I. Matusik. - M .: Prosveshchenie, 1979. - p. 59-62.

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Lisina, M.I. Psychological and pedagogical problems of communication / M.I. Lisina, L.N. Galiguzova - M., 1979.- S. 60-79.

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Lyutova, E.K. Cheat sheet for parents: Psychocorrectional work with hyperactive, aggressive, anxious and autistic children / E.K. Lyutova, G.B. Monina. - St. Petersburg: Rech, 2010 .-- 136 p.

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Olesya Grigorieva
Report "Working conditions in a multi-age group in accordance with the Federal State Educational Standard"

Among diverse problems of modern preschool education there is a problem age groups... Everything diverse preschool educational technologies are focused on a specific age and the logic of age development, and attempts to describe the specifics of their application in age group, in fact, attempts to adapt without any significant changes what developed for a specific age. Returning to the practice of co-parenting miscellaneous age causes an increase in the interest of psychological and pedagogical science in diverse problems of different age groups.

It is obvious that in front of the teacher age group there is a difficult task - to choose such forms work to be able to organize them at the same time for all children. Ideas for holding events in age group cited in the literature lot:

Younger children are later included in work and(or) they finish it earlier;

Older preschoolers are motivated differently to work than younger ones;

At the same time, the independent activity of one group and joint with the teacher - another;

Younger children get simpler tasks than older ones.

Basic Education Program for Child Development age group from 3 to 7 years provides versatile development of children aged 3-5 years; 5-7 years old, taking into account their age and individual characteristics for the main directions: physical; social and communicative; cognitive; speech and artistic and aesthetic.

This program designed in accordance with the following normative documents:

Federal Law of December 29, 2012 No. 273-FZ "On education in the Russian Federation";

Order of the Ministry of Education and Science of the Russian Federation of August 30, 2013 No. 1014 "On approval of the Procedure for organizing and carrying out educational activities in the basic general educational programs - educational programs of preschool education";

Order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 No. 1155 "On approval of the federal state educational standard for preschool education";

Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 "On approval of SanPiN 2.4.1.3049-13" Sanitary and epidemiological requirements for the device, content and organization of the regime work preschool educational organizations ";

The charter of the institution.

The program aims to create conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities based on cooperation with adults and peers, and appropriate age, activities; to create a spatial, developing educational environment, which is a system conditions socialization and individualization of children. Thanks to this, the program becomes the key to preparing children for life in a modern society, which requires the ability to learn all their lives and at the same time to reasonably and creatively relate to reality. All situations of daily life in which a child finds himself in kindergarten have an educational meaning: during a walk and during regime moments, the child builds an attitude towards himself and others, learns to be proactive and make decisions, to use his thinking and imagination. (FSES)

Organization of the educational process in age groups were concerned in their works by both practicing teachers and methodologists. Organization of training and education in such groups has a certain difficulty, since teachers are required to know the specifics work with different age groups and the ability to correlate program requirements with individual characteristics of pupils. When organizing the educational process in age group, the educator must determine in advance the composition group, highlight 2-3 subgroups and in accordance with them to differentiate educational work... In addition, preschoolers often stay in the same room as needed. Thus, the teacher needs to create conditions for so that the children could occupy themselves for 10-15 minutes on their own, without distracting those who are engaged. If possible, children should be taken to another room, where they will be under the supervision of an assistant educator.

In this case, it is better to implement the principle of maximum consideration of the age capabilities of children. V group a general regime is established that meets the capabilities and needs of children group create favorable conditions both for independent activities and for conducting classes.

Organization of the educational process in age group has a positive influence: although the combination in one a group of children of different ages complicates the work of a teacher, however, at the same time, it opens up wide opportunities for him to organize the communication of children different ages.

Observations show that younger children in age group They willingly listen to the advice, comments, and assessments of older children, made in a benevolent manner, they well perceive their fair leadership of joint activities, and react negatively to a harsh and authoritarian attitude. Constant communication between younger children and older children forms friendly relations, independence. The example of the elders for the younger is of particular importance. Older preschoolers serve as an example in everything, they form responsibility, conscientiousness, improve the skills of collective relationships. Big and small do not compete with each other, since it became by law: you are the elder, I am the younger - this is an objective reality, therefore the elders are caring and generous, and the younger ones are respectful and obedient.

The teacher needs to make sure that the kids are not passive observers, but active participants in the process.

The personal example of the teacher has a great influence on children. Working in such a group meticulous and responsible, requires great tact and skill, vast knowledge of the age and individual characteristics of preschoolers. The teacher must understand each child, know his interests and needs.

When planning and organizing classes, it is necessary to observe the list, the composition of classes per week, established in the program for children of each year of life. It is necessary to strive for the implementation of other important requirements of preschool pedagogy: on the observance of the time of the classes, their sequence, on the combination of classes. The teacher organizes educational activities in conformity with the requirements of the Basic Educational Program for each age category.

Important condition effective training of different types in a group of different ages is the teacher's ability to plan work, define didactic tasks, program content, teaching methods in conformity with the requirements of consistency, systematicity, gradual complication of material.

In organizing the education of children age group there are two main shape: game and activities, the main purpose of which is the comprehensive education and development of each child, the formation of educational skills.

Playing in age group allows you to achieve significant results, since it creates favorable conditions for the interaction of the teacher with children and children with each other. Didactic, intellectual games as a form of training organization acquire special significance, since they use self-study and mutual learning. In a didactic game, the educational and play sides interact. V conformity with this, the educator simultaneously teaches the children and participates in their game, and the children, while playing, learn.

In a didactic game of age group knowledge and skills are consolidated, new educational material is mastered.

For a successful organization work in different age groups the general play of children is of great importance. Rallying age group are promoted by toys that children bring from home, because new facets of communication appear. Communication during joint activities provides tremendous opportunities for mutual influence of children. different ages, for the organization of mutual assistance, teaching the younger by the elders.

However, it should be said that although play significantly increases the effectiveness of the pedagogical process in conditions of uneven age group, however, the main form of organizing education in preschool institutions remains occupation.

V age groups use frontal, group and individual forms of organization of the educational process, which allow different to form the relationship of the teacher with children and children among themselves.

The most effective, in our opinion, is the combination different forms of work(collective Work, work with a subgroup and individual lessons). More general educational tasks are best solved in frontal classes, and specific (communication of new material, consolidation, expansion and refinement of knowledge)- in the classroom with one subgroup.

The organization of the pedagogical process should be focused not only on the general tasks of education (programs, methodological instructions, but mainly on the child, his needs, interests, level of development.

Therefore, when organizing work in a group of different ages the following moments:

1. The educator, organizing the educational process in age group, must clearly define the goal, objectives, content, have a good command of the methodology for conducting classes with children in age group.

2. Software requirements are differentiated for each age subgroup through different ways to accomplish a specific task.

3. In frontal classes, it is better to solve more general educational problems, and more specific (different) - in the classroom with one a subgroup of children.

4. The main form work in a group of different ages remains classes(complex, combined, general)... When conducting complex classes in the group of different ages needs to watch out for so that the activities of children are one subgroups did not distract the children of the other subgroups... General activities it is advisable to carry out on condition the same or similar topic for children of all ages subgroups, taking into account the capabilities of children and their level of independence.

5. The material prepared for the lesson should contain common elements for children of all subgroups, which makes it possible to unite pupils for playing games, performing certain tasks.

6. Performing tasks in age group carried out by two ways: under the direct supervision of a teacher; with the help of didactic games and didactic materials (independent work of children) .

7. When organizing the educational process, it is necessary to take into account the individual, age and gender characteristics of preschool children.

The organization of the developmental environment in group... Creating a developing environment group, educators take into account the characteristics of children, age, level of their development, interests, inclinations, abilities, gender, personal characteristics. V group children are happy to play corners: "Kitchen", "Polyclinic", "Score", "Beauty saloon", "Library"; "Musical Corner", for the development of creativity "Center of Creativity".

The placement of furniture is also important. Tables and beds are arranged by age subgroups... The beds of younger children are located in the quiet part of the bedroom, older children, getting up first, do not disturb the sleep of younger preschoolers. The correct arrangement of furniture makes it possible to differentiate the duration of regime processes, to impose the same requirements on children of the same age, and vice versa, diversify the activities of children of different ages.

While implementing the interaction of children, we applied the following regulations:

1. Elders provide assistance to the younger at their request.

2.In group It is strictly forbidden to take away toys from another child, beat and insult anyone in any situation. Break down other people's buildings, spoil the products of labor of other children and take his personal belongings, toys brought from home without the owner's permission. Compliance with this rule is strictly monitored by all adults, working in a group.

3. Younger children can always be present and, to the best of their ability, participate in any activity - when condition that they do not interfere with older children.

Organizing the lives of children, their varied active work, educators care about the protection and strengthening of the health of each child, his full physical development, about the creation of a cheerful, cheerful mood.

Literature:

1.Vanesova V.N. "Education and training in age group» ... - M., 1979.

2. Doronova T.N. "Education of children in ungraded preschool institutions"... f. - l. "Д / в" - 1984 - №2.

3. Dubrova V.P., Milashevich E.P. "Pedagogical practice in kindergarten" (tutorial)... - M, "Academy", 1998

4. Akperova, L. Ch., Zdybel E. N. Moral education of children in age groups// Kindergarten from A to Z. - №1 - 2012.

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INTRODUCTION

Chapter 1.theoretical foundations of studying the interpersonal interaction of children in different age groups

1.2 Analysis of psychological and pedagogical research on the problem of interpersonal interaction of children in different age groups

1.3 Psychological features of the development of children of different preschool ages

Conclusions on the first chapter

Chapter 2. Empirical study of the interpersonal interaction of children in different age groups of a rural garden

2.1 Organization and research methods

Conclusions on the second chapter

CONCLUSION

bibliography

Appendix

INTRODUCTION

Preschool age is a particularly crucial period in upbringing, since it is the age of the initial formation of the child's personality. In preschool age, the child's world is already, as a rule, inextricably linked with other children. And the older the child becomes, the more important contacts with peers become for him. Children develop relatively stable sympathies and joint activities. Communication with a peer is communication with an equal to himself, it enables the child to know himself. But in addition to interacting with peers, children in kindergarten have the opportunity to communicate with children of a different age, we are talking about a group of different ages in the kindergarten. Such groups appear for various reasons: because of the difficulties in completing kindergarten groups, for solving certain correctional-pedagogical or methodological problems, as groups with special organizational conditions, etc.

Based on the observations of educators and parents of children, interaction in such groups can develop according to significantly different scenarios: 1 - the older child takes on the role of an "adult" in relation to the younger, learns to take care of him, cares, and the younger, in turn, refers to the older as a “mentor” and adopts the experience accumulated by the older child; 2 - older children do not perceive younger children as communication partners, offend, oppress them, and younger children, in turn, prevent older children from fully engaged. Therefore, it is impossible to say definitely about the positive or negative influence of the creation of such groups on the interpersonal contacts of children. However, it is safe to say that communication between a child and older children contributes to the assimilation of certain rules of social behavior and largely determines the child's social attitudes in the future. As for the relative age interaction within the group, then, according to a number of authors, this fact is largely influenced by the teacher's personal attitudes, the teacher's communication styles with children and, of course, the teacher's personal example of attitudes towards the younger.

However, it is known that the solution of upbringing and educational problems, the formation of a sufficient level of knowledge and skills of children, the achievement of the state standard in the conditions of a multi-age group of kindergarten causes significant difficulties for the educator. In addition, the main methodological literature on preschool education is designed for institutions with the same age group of children.

A significant number of teaching aids have been developed in preschool pedagogy (V.N. Avanesova, A.I. Mishchenko, E.N.Shiyanova, E.G. Davidchuk, R.S. Bure, N.Ya. Mikhailenko, G.G. ) on the problems of organizing work in groups of different ages in small kindergartens. However, the problem is that this pedagogical literature is focused on the implementation of a "model program" of education in kindergarten. Due to the dynamic changes in the methodological support of the work of preschool institutions, the modern teacher finds himself in a difficult situation, with a lack of manuals and educational and methodological recommendations for organizing work with different age groups of children in preschool institutions, the specifics of work in such conditions, its “seasonality”. The solution of educational and educational tasks, the formation of the foundations for the development of a full-fledged personality, the achievement of the state standard in the conditions of the multi-age group of the kindergarten causes significant difficulties for the educator, which determines the relevance of the research topic.

The study of the problems of preschool groups of different ages has a definite history. A significant contribution to its research was made by A.G. Arushanova, V.V. Gerbova, A.N. Davidchuk, T.N. Doronova, T.A. Makeeva, V.G. Schur, S.G. Yakobson V.N. Butenko et al. However, the current state of the problem of interpersonal cooperation in a group of different ages is distinguished by a far from complete disclosure of the mechanisms and specifics of interpersonal interaction of children in groups of different ages and, as a consequence, the lack of a concept of systemic implementation of these mechanisms in the educational process.

The study of the peculiarities of interpersonal interaction of children of different ages in conditions of joint activity can provide opportunities for the formation of new approaches to the upbringing of such important personal qualities as tolerance, morality, the ability to reckon with others and cooperate with dissimilar people, etc.

The object of the research is the interpersonal interaction of preschool children.

The subject of the research is the peculiarities of interpersonal interaction of preschool children in the age group of a rural kindergarten.

The aim of the study is to identify the features of interpersonal interaction of preschool children in different age groups of a rural kindergarten.

Research hypothesis - we assume that the interaction of children of different ages has its own characteristics, which depend on the position taken by the child in the family according to the sequence of his birth.

Research objectives:

1. to analyze the theoretical material on the problem under study;

2. to identify the position of the child according to the order of birth in the family;

3. to identify the features of the manifestation of children in interpersonal interaction;

4. analyze the results obtained.

The theoretical and methodological basis of the study was:

Theories of social cognition, communication, relationships and interactions of preschool children (G.M. Andreeva, A.A. Bodalev, M.I. Lisina, N.N. Obozov, T.N. Pashukova, T.A. O. Smirnova, E.V. Subbotsky and others);

The concept of preschool childhood as a stage in the formation of the essential characteristics of the human personality, the theory of the integral development of the child in ontogenesis (K.A. Abulkhanova-Slavskaya, A.G. Asmolov, T.I. Babaeva, L.S.Vygotsky, N.F. Golovanova, V.V.Davydov, A.V. Zaporozhets, G.G. Kravtsov, V.S.Mukhina, A.V. Petrovsky, D.B. Elkonin and others);

Research methods:

Analysis of scientific and psychological literature on the problem under study in order to clarify its development and determine further ways of research.

Diagnostic:

1. Method of observation in regime moments

2. Method of sociometric research of interpersonal relations game "Secret" (T.A. Repina)

3. Methodology "Drawing on a common sheet" V.N. Butenko.

4. Method of conditional problem situations

Research base: GBOU Secondary School No. 1, Obsharovka, structural unit kindergarten "Merry Children"

Chapter 1.theoretical foundations of studying the interpersonal interaction of children of different ages groups

1.1 The concept of a multi-age group and the psychological and pedagogical features of its organization

Given the specificity of the educational process with children of different ages, when organizing groups in preschool institutions, there are certain age and quantitative criteria. However, in accordance with the Model Regulation on Preschool Education, kindergarten groups can include both children of the same age and children of different ages. In the practice of upbringing preschoolers, there have been groups of different ages for many years.

In the most general sense of the word, a group of different ages is a united group of children with different levels of physical and mental abilities, formed due to the prevailing circumstances or purposefully, in order to carry out specific correctional work. The main reasons for the emergence of groups of different ages include the following:

1) difficulties in completing groups (due to the lack of or exceeding the norm of the number of children of the same age);

2) the presence of family ties between pupils of different ages (as a result, the desire of parents to define them in one group);

3) lack of material and technical base for the creation of complete groups of the same age;

4) features of the work of a preschool institution in the summer;

5) the need to solve certain correctional and pedagogical tasks.

It should be noted the advantages that are characteristic precisely for the uneven-age group: communication between younger children and older children creates favorable conditions for the formation of "advanced" knowledge and mutual learning. However, this can be achieved only with the correct organization of the educational process. Preschool pedagogy faces two vital challenges:

- development of the most effective forms of planning education in preschool institutions;

- search for forms and methods of teaching in groups with different age groups.

Of course, the content of the needs for joint fun, for business cooperation and for peer recognition of the merits of another child also changes. In groups of children of the same age, all these moments are under the constant control of the educator, however, relations between children in groups of different ages have their own specific specifics and differ significantly from interpersonal relations in a homogeneous group.

It is obvious that the organization of the educational process requires the teacher to deeply comprehend his psychological and pedagogical foundations, to improve professional skills:

Possession and practical use of interactive technologies;

Organization of independent work of children and conditions for its implementation;

Encouraging preschoolers to engage in activities with an emphasis on intrinsic motivation;

Creation of a creative rich environment as an important factor in productive learning.

Accordingly, the organization of the educational process in a group of different ages becomes much more complicated, it requires the teacher, first of all:

Knowledge of programs of all age groups;

Ability to compare software requirements with the age and individual characteristics of children;

Understand and see each child and the whole group as a whole;

Ensure the development of children in accordance with their capabilities and age characteristics.

On the one hand, in such groups, a favorable environment is created for the development of the personality of both older and younger children. On the other hand, different ages of children activate specific difficulties and problems, and first of all, this is the organization of classes. In a group of the same age, the educator, preparing for classes, relies on content designed for a certain age. In the uneven-age group, he combines the requirements of the content of the program for two or more ages. This requires additional efforts from the teacher. In the course of classes, the teacher must in a peculiar way match the various content of the lesson material to the corresponding capabilities of the children, quickly switch his attention from one age subgroup to another.

In a multi-age group, as in a group with children of the same age, first of all, it is necessary to ensure the assimilation of the program content of each lesson by each child. When developing a work plan, the educator must strictly adhere to the connection between the communication of new material, its repetition, consolidation and independent use by children in different types of activities.

The teacher must carefully prepare the content of each lesson, using such forms and methods of organization that could provide a sufficient workload for children in each age subgroup. It should also be noted that when planning work with all subgroups on one topic at the same time, the teacher must indicate in the plan the program tasks for each age group. A.N. Davidchuk, describing the features of educational work in a group of different ages, believes that it largely depends on the personal qualities of the teacher, his methodological training, and the ability to simultaneously manage the activities of children of different ages.

Experienced teachers offer two ways of organizing collective lessons in a group of different ages:

the beginning of the lesson simultaneously in all three (four) subgroups, and the end is sequential (after 15 minutes - for the younger ones, after 20 - for the middle ones, etc.);

sequential beginning of the lesson (the lesson begins with one subgroup, then after 5-7 minutes the second is connected, then the third).

V.N. Avanesova proposed three types of organization of children in the classroom in an ungraded kindergarten. Work experience has shown the validity of this assumption in the classroom in a multi-age group:

I - all children are engaged in one type of activity;

II - combined classes, based on the individual characteristics of each individual age;

III - classes with each separate subgroup according to the generally accepted method.

These classes ensure the correct implementation of the daily routine in a group of different ages, deep assimilation of knowledge, and influence the successful solution of educational tasks.

However, when organizing the educational process in a group of different ages, there are problems not only of an organizational nature. An age group is a socio-psychological environment for the development of a preschooler, which is characterized by the proximity of various systems of social interaction:

- "child-adult";

- "peer child";

- “child-older child”;

- "child-toddler".

The system of personal relationships is emotionally rich for each person, since it is associated with his assessment and recognition as a person. The relationship of children, their character, orientation form, develop and correct the emotional sphere of the child. Features of emotions affect the nature of the relationship between children, regulate their communication. Communication is the main condition for the development of a child, the most important factor in the formation of a personality. Preschoolers have a pronounced need for communication with peers, educators, and parents.

The age group of preschoolers is the first social association of children in which they occupy different positions. Children at this age show various relationships - friendly and conflicting, here children who experience difficulties in communication stand out.

Children of older preschool age, who in a peer group could have impoverished interpersonal relationships and low social status, find their niche among younger children, with whom they easily establish friendly and playful relationships, among which they take a certain leadership position.

With age, the attitude of preschoolers to their peers changes, they evaluate each other not only by their business qualities, but also by their personal, first of all, moral qualities. The relationship of a child with children is also largely determined by the nature of the communication of preschoolers with the teacher, the adults around him. It is known that communication is carried out using various communication means. It is important that preschoolers are able to outwardly express their inner emotions and correctly understand the emotional state of the interlocutor.

The main means of communication for preschoolers: a smile, a look, expressive movements, statements, questions, answers, remarks. Communication brings a lot of positive and joyful experiences to the child. A child deprived of communication falls into melancholy, his personality is traumatized, his mental development slows down and distorts. In a group of different ages, little ones are drawn to their elders, they communicate a lot, this expresses the need for communication, children often ask: "Do not leave, stay with me." Preschoolers have better control over their behavior and therefore are more successful in establishing cooperation with other children in achieving a common goal. Children do not immediately and do not suddenly enter into communication with each other. At first, kids are drawn to older children, they are offended if they are not accepted.

Communication with peers is as necessary as with adults, and even more desirable during games. Communicating in a group of different ages, children learn not only to reckon with others, but also to stand up for themselves. At the same time, the first attachments appear in the group, which represent the embryo of friendship.

Communication is one of the most important factors in a growing person. The older the children get, the more difficult it is to teach them communication skills, because there is no definite system. Taking this into account, we can say that properly organized communication is not only a guarantee of successful professional activity, but also a condition for maintaining a culture of communication.

It is very important for the educator to understand the specifics of children's relationships in preschool age groups and identify those factors that contribute or hinder the development of prosocial forms of children's behavior. He needs to organize educational activities so that each of the children lived all stages of preschool childhood fully and all mental functions corresponding to age were properly formed.

Studies of groups of preschoolers of different ages prove that in such conditions, the individual characteristics of children are manifested in a very specific way. More often than not, they only further exacerbate age differences.

Taking into account the individual characteristics of pupils is the most important component of the educational process:

Firstly, this is part of the question about the relationship between age and individual characteristics of participants in interactions of different ages and how they are taken into account in the educational process.

Secondly, in different age groups this problem is expressed much more sharply, due to the need to take into account the characteristics of several age groups at once when choosing the means and methods of education.

Third, as already mentioned, individual differences can either minimize age differences or enhance their impact. Therefore, the educator should pay more attention to this problem.

Fourthly, this problem must be perceived as an opportunity to search for the most effective pedagogical methods for combining the individual characteristics of children of different ages.

1.2 Analysis of psychological and pedagogical research on the problem of interpersonal interaction of children in different age groups

psychological pedagogical group preschool

In modern literature, a huge number of studies are devoted to the problem of groups of different ages in a preschool educational institution, but most of them belong to foreign authors. This is due to the fact that many modern domestic authors are still guided by typical co-age groups, while this practice has long been widespread in Western countries. Many teachers even give preference to organizing groups of different ages in kindergarten, citing the greater efficiency of the educational process.

In a well-equipped methodically research by R. Hind, the features of communication between 4-5 years old children with peers and slightly older children in 50 elements were compared and described. The results of computer mathematical processing of the obtained experimental data revealed many interesting provisions. For example, it was found that outdoors children communicate more often with their peers, and indoors - with older children. Girls are more likely to communicate with their elders, and boys - with their peers. Firstborn children communicate more often with older children than children who have brothers or sisters.

In the studies of T.A. Repina and Ya.P. Kolominskaya, it was determined that throughout the preschool age (from 3 to 7 years), the structured structure of the children's collective is rapidly increasing, the stability of the electoral preferences of children, the stability and quantitative composition of children's associations, the substantive substantiation of the choice of preschool children, which is mainly due to the individual characteristics of children in different age groups, increase. ...

Vovchik-Blakitnaya (1988) studied the interactions of children of different ages in the conditions of artificially organized periodic communication of children. According to her observations, the nature of inter-age interaction depends on the older child, his readiness for communication. E.A. Vovchik-Blakitnaya highlights the semantic motive of communication - the desire to realize the position of an "adult", "senior", "big". At the same time, not only older, but also younger children benefit: reducing the age distance allows them to grow in their own eyes, since when comparing with an older child, it is easier for him to imagine himself as older than comparing himself with an adult. She identified the types of interaction between the elder and the younger: active-positive (democratic), active-negative (authoritarian); indifferent, disinterested interaction. It follows from the study that the benefits of inter-age interaction of children can be judged only in the context of the educational work carried out, in its focus on the formation of a motivational component as the basis of children's readiness for inter-age communication.

E.N. Gerasimova (2000) studied the difference in the interactions of children with experience of communication of different ages and without it. According to the results of the study, children from different age groups more often take into account the interests of younger ones when choosing joint activities and demonstrate a greater variety of interaction strategies than children brought up in a peer group. The nature of interaction between older children and younger children is influenced, firstly, by the pattern of interaction between an adult and children, as well as the content of their joint activities.

Activities focused on obtaining an objective result provoke in the older child more “cruel” models of interaction - restrictive and prohibitive.

In the work of T.N. Doronova, V.G. Schur, Yakobson S.G. (1985) investigated the conditions for the formation of cooperative relationships between children of different ages. According to the authors, the benefit of age-related interaction for younger ones is that they have a closer and more understandable model for action; for a senior - showing, explaining to another contribute to a better awareness of the subject content, control over the actions of a younger one contributes to the development of self-control, and a sense of responsibility and involvement in the work of another appears. But in practice, special efforts are needed to organize such interaction. The authors propose ways of building joint activities, the logic of which would generate the need for children to interact. Through the analysis of the components of joint activity (the ratio of the total product and its constituent parts), different degrees of dependence of children in joint creativity were highlighted, and using the example of classes in visual activity, the authors developed a program for the gradual formation of cooperation relations in children of different ages.

The work of N.Ya. Mikhailenko., N. Ya. Kustovoy is devoted to the study of conditions conducive to the formation of elementary organizational skills in the process of a joint game by the rules. The use of board-printed games with rules is due to the fact that they contain ready-made prescriptions, rules and are visual thanks to the game material. An important condition is the inclusion of the younger children in the game with the older ones, since with such a combination of different ages, the older ones are forced to fall into the position of organizers. Observing the play of peers and children of different ages reveals their significant difference. Most of the older children in the game with the younger ones explain the rules before the start of the game, remind them repeatedly during the game, the number of violations drops sharply, in contrast to the game of children of the same age. As a result of joint play, older children acquired organizational skills: verbal forms of interaction regulation, increased control, participation in the game of another in the form of support, help, etc.

According to a review by L.A. Paramonova (2001) works devoted to the study of foreign practice of children of different ages, in many countries, in particular Germany, teachers form a special professional attitude to encourage contacts between children of different ages, sex and social status. The practice of different age groups is considered as the most important task of the social and personal development of children, and the special importance of such groups for children from families with one child is also recognized.

V.N. Butenko notes that in her study of the interpersonal relationships of children in different age groups, it was found that in each of the groups a dominant type of relationship between children of different ages was manifested:

- Indifferent relationships were characterized by low interest in the actions of children of a different age, preference for individual forms of activity (mosaics, board games, coloring, etc.), communication with an adult or peer.

The egocentric attitude was characterized by insensitivity to the interests and actions of other children. This attitude was characteristic of young and middle-aged children and manifested itself in subject interaction. They began to run in circles, interfering with the elders' play; pick up toys: “I want to too,” and so on. They could show exactingness, perseverance, and if they did not achieve something, then they complained to an adult.

The mentoring attitude was manifested in the constant teachings, instructions of another, in the regulation of his activity. The mentoring attitude was typical of older children: “Draw like this - I’m older and I know how to draw better than you”, “If you don’t do it, I won’t play with you, and others will not”. As a rule, the mentoring attitude was manifested in response to the egocentric attitude of the younger ones.

- Attitude depreciation - manifested itself in negative assessments of actions, behavior of other children. Such an attitude could pass on to the personality of another child, and then it became an insult, humiliation.

- The attitude of involvement was manifested in an interest in the actions of another, in the desire for joint activities, harmonization of desires, and the search for community. The older children willingly included the younger ones in role-playing games.

The main conclusions obtained as a result of the study of interpersonal relations of children in different age groups were as follows:

1. Groups of different ages have more pronounced forms of manifestation of relationships, with a clear predominance of one of the types of relationships. In contrast, there was no dominance of any type of relationship between children in groups of the same age.

2. The nature of relations between children of different age groups is stable (reproduced from year to year) and is mainly determined by the style of upbringing of an adult, which is determined by: the nature of the impact, emotional involvement, the degree of participation and orientation towards the children's community. ...

In modern literature, there is a theoretical idea that the attitude to the other includes two opposite principles - objective and personal (MI Lisina, EO Smirnova, VM Kholmogorov, VG Utrobina, etc.).

According to this approach, the subject principle reflects the assessment and significance of the specific qualities of another child, his knowledge, skills, abilities, position in the group, etc. Such an attitude, as a consequence, generates an assessment of the corresponding qualities of another person and comparison with his own. At the same time, another person can become a means of self-affirmation or a means of fulfilling one's desires. This type of beginning sets the boundaries of a person's own I, emphasizes his difference from others and isolation.

The personal beginning corresponds to the holistic perception of another person as a source of his own activity, will, experiences. Such an attitude is non-judgmental and generates an internal connection with him, as well as various forms of belonging (empathy, cooperation, sympathy, etc.).

These two beginnings are necessary and complementary aspects inherent in any interpersonal relationship, they exist in interaction with each other, but the degree of their expression and content can differ significantly, primarily depending on age.

With regard to the interaction of an older and younger child in a group of different ages, it can be noted that the subject qualities of the younger (abilities, skills and abilities), in contrast to the corresponding qualities of their peers, will be significantly inferior to the qualities of the older preschooler. This circumstance opens up two possible options for the development of children's relations, depending on the predominance of one or another beginning:

1) a decrease in the competitive position of older preschoolers (since competition with a younger one does not make sense), therefore, the personal component of relations becomes stronger;

2) the presence of younger children creates rich opportunities for older preschoolers to assert their superiority, which leads to an increase in overall competitiveness and conflict in relationships. This version of the relationship reflects the strengthening of the subject component of interpersonal relationships in older children.

Thus, the joint life of older and younger children becomes a kind of catalyst that enhances the manifestation of one or another beginning of interpersonal relations. These relationships can be based either on help, support, complicity with the younger (the predominance of the personal principle), or on their suppression, devaluation or ignoring (the predominance of the substantive principle).

Thus, summarizing the results of all the studies carried out, the following provisions can be drawn:

1) in preschool age, both a peer and an older child become an important part of the life of every child. By the age of four, however, the peer is the more preferred social partner.

2) the development of communication with peers and older children goes through a number of stages. In the first, the other child is a partner in emotional-practical interaction. At the second stage, the child feels the need for situational-business cooperation, joint play becomes the most important type of activity, and here the need for respect and recognition of another child arises. At the third stage, communication becomes non-situational. Here, stable preferences are already beginning to form.

3) interpersonal relationships of preschoolers, in contrast to communication, are not always expressed in actions and are part of the consciousness and self-awareness of the child. Throughout the preschool age, the child's attitude towards others has a certain age-related dynamics.

The task of a teacher in a group of different ages is to, if possible, create for each child such conditions in which he could try himself in the business, in the chosen role and achieve success. This helps every child to believe in himself, develop will, initiative, and gain self-esteem. A competent, professional organization of the life and various activities of children of different ages in kindergarten, the creation of favorable conditions for development, the implementation of the principle of emotional well-being will contribute to the diversified development of children brought up in the regime of different age groups.

In the conditions of a group of different ages, the most effective are the ideas of cooperation pedagogy, which consist in the establishment of partnerships between the teacher and the pupils and the children with each other. At the same time, it is important to be able to use all the advantages of raising children of different ages - to organize your work in such a way as to teach the elders to take care of the younger ones.

An adult in an uneven age group has a greater influence on children than an adult of the same age. On the one hand, an adult, by his attitude, sets an example of an attitude towards another, “another” as dissimilar, different. An adult either focuses on the norm, the pattern, the rule and, as a consequence, on the assessment of conformity (then children develop a relationship of depreciation), or shows interest in the individual originality, the uniqueness of each.

On the other hand, an adult creates conditions by co-organizing a children's community of different ages, finding a balance between age and age communication of children. So, children of different ages differ in the internal rhythm of life, the level of self-regulation: in younger children, satiety occurs faster, they need to change the types of activity, unlike them, older children are capable of longer interactions, unfolding complex plots, plunging into activity. Depending on the nature of the adult's participation, the inner rhythm of life in a group of different ages can be set by younger children: high activity, randomness, predominance of subject activity (accordingly, egocentric and mentoring relationships are established between the younger and older); another option is possible only with the participation of an adult, when the older children keep the rhythm.

If the educator has a focus on the personal achievements of children and the lack of significance of the group community, then there are few inter-age contacts in children (indifferent relationships in children). It is important to note that, in general, in different age groups, there is a decrease in the incentive, motivational basis for communication between children of different ages. As a rule, children prefer communication with those children who are close in terms of their level of development: with peers or with those who are older. Therefore, for the development of communication of different ages, the help of an adult in organizing group interaction is important for children, and special forms of organization are also needed, aimed at group community, compatibility, involvement of children (games in a circle, round dances, etc.).

If the educator, observing the children, is able to understand what task for himself, at a given moment in time, each child solves; skillfully organizes children: being inconspicuous, does not overpower children's activity, initiative, but encouraging, encouraging, stimulates the playful interaction of children; organizes various forms of group community, togetherness of children; then the children in the uneven-age group develop a relationship of belonging. It is only with such relationships of children of different ages that additional developmental resources appear: the younger ones learn from the older ones, and the older children gain experience of prosocial behavior: helping, giving in, sharing, treating others without judgment - which is the basis of moral education.

Numerous studies of teachers show that the determining factor influencing the establishment of specific types of relationships between children is the style of communication between the teacher and children of different ages.

On the one hand, the educator becomes for older children an important model of communication of different ages, on the other hand, he creates external conditions conducive to the formation of community relations, involvement in children.

The style of upbringing should be aimed at developing a relationship of involvement in children of different ages, combining:

High inclusiveness, allowing you to understand the current needs of the development of each child;

Organization of a community of children of different ages, taking into account these requests;

Support of children's activity, initiative for the possibility of manifestation of individuality and creativity of each child;

Focus on children's community to promote the development of communication among children of different ages.

However, the dependence of the interpersonal relations of children of different age groups on the communication style of educators is a serious limitation for the widespread practice of such groups. Since not every educator has the appropriate style and is ready for professional and personal development. Accordingly, it is relevant for pedagogical practice to conduct special training of educators to work in groups of children of different ages.

When organizing the interaction of children of different ages, educators are guided by the following requirements:

1. Ensuring the integration and differentiation of the social interests of children in the activities of a group of different ages. This is taking into account personal and group interests in the joint activities of children. The basis for the successful joint activity of seniors and juniors is a common interest, a business that is necessary and useful for everyone, in which everyone will find a personally significant and attractive side for themselves.

2. Concern for updating the content and forms of joint activities of children of different ages, which stimulates the voluntary inclusion of children in all spheres of social relations.

3. Development of cooperative relations between children on the basis of mutual support, mutual assistance, ensuring the security of each child, taking care of equal relations between children, regardless of the age and social role of the pupil.

4. Work on self-development and self-organization of the life of children of different ages. This is the voluntariness of uniting children, giving them the opportunity to solve the issues of organizing life activities themselves, stimulating initiative, creativity, amateur performance of children, developing self-government in a group of different ages.

5. Contacts of children of different ages stimulate the conduct of collective creative activities, games, the organizers of which may be senior pupils. It is important that elders are capable of establishing cooperative relationships with younger ones. This is achieved by special training of children-organizers and pedagogical regulation of their interaction with other children.

Specially organized communication is of great educational value. Communication of children in a group of different ages broadens the general outlook, affects the development of the emotional sphere, will, the ability to evaluate oneself and others, and contributes to the development of mental formations.

The example of elders for kids is of particular importance. By virtue of their tendency to imitate, the younger gradually adopt all the positive qualities of the elders. Long-term observations prove that in groups of different ages, younger children learn skills much faster, and older children grow up more empathetic, benevolent and responsive. When they first come to kindergarten, kids find themselves in an already organized team, it is easier to obey its rules, imitating the older children in everything, who in this case serve as the support of the teacher.

One of the advantages of the multi-age principle of recruiting groups is the ability to expand the circle of communication of children. Children of different ages who are in the same team more often take into account the interests of others when choosing options for joint activities. The conditions of joint stay allow one to more actively form new social positions, skills of social behavior.

It should be borne in mind that older children need to be prepared for joint activities and communication with little ones, so that the older ones willingly help the teacher, realize their position as an older comrade, understand what they can do for the little ones, see the need for joint activities with younger children. Experience shows that without preliminary training of older children in joint activities with younger ones, without identifying the role of each of them, joint communication may not work. Conflicts may arise that need help to be resolved, using specific examples to explain how to act in a particular case, using advice, tips, encouragement. There may not be conflicts, but good, friendly relationships will not work out either. The children will live side by side, but the younger ones on their own and the older ones separately. In the worst case, the little ones will act as observers of the elders.

Unfortunately, sometimes we have to observe a sharp, even rude treatment of the elders to the younger, their manifestation of a sense of superiority. It is unacceptable. The younger ones often do not even take offense, do not protest against this style of communication, but obey and fulfill the requirements of their elders. If the caregiver does not stop such relationships in a timely manner, they can gain a foothold.

With children who allow themselves to be rude, individual work is necessary: ​​clarification, persuasion, an example of other peers. Each senior pupil is assigned 1-2 younger ones. It is necessary to evaluate the behavior of a child who is distinguished by friendliness, benevolence, attention to other children, and personal initiative. It is necessary to evaluate the manifestation of such a child in the presence of other children. For example, “How kindly Christina spoke to Dasha! Helped her to fasten her boots! Well done!" But sometimes the selective attitude of the elder towards one of the younger children (even positive!) Can lead to the wrong attitude towards other kids. Older children can become addicted to the role of an adult and cross the boundaries of what is permissible in a relationship. This can manifest itself in the tone of communication, in rudeness when helping the baby, etc. It happens that older children have an interest in play, in any of their occupations, it turns out to be stronger than interest in joint activities with small ones. Then they are reluctant to carry out the instructions given to them by an adult together with the kids, and sometimes they refuse it. The teacher needs to show delicacy and patience here, explain the importance of completing the assignment with the kids, while avoiding negative assessments. In case of refusal, the educator will have to look for other methods and techniques for including the child in joint activities. It is advisable to resort to the requirement when the explanation and persuasion are ineffective. “We have to do it. All children are working. And you have to work. " Sometimes, when giving a collective assignment, it is advisable to unite children of the same or adjacent age and assign them to an older friend (for example, if the task is to teach a new skill or when it is necessary to acquaint younger children with a certain way of doing work.) An older child demonstrates the skill being formed by personal example. He is needed as a role model, explaining the sequence of execution.

It is very important to timely approve the desire of the elders to help the younger. If the child does not satisfy his need for emotionally comfortable communication with the older and younger in the group, then such negative phenomena as an increase in personal aggression, inability to build relationships, to enter into contact with others, etc.

Meanwhile, inter-age communication, due to the uneven development of its participants, can enrich them, contribute to the knowledge of oneself and others, and create additional spheres of self-realization.

Throughout the preschool age, the child inevitably develops, however, at certain age stages, this development has characteristic features, which we will consider below.

1.3 Psychological features of the development of children of different preschool ages

From a psychological and pedagogical point of view, preschool age is one of the key in a child's life and largely determines his future psychological development. This made it possible to determine the structure of compiling a psychological portrait of a preschooler: identifying the characteristics of the cognitive sphere, identifying the characteristics of the development of a preschooler's personality, determining the characteristics of activity and communication in preschool age.

The fifth year of life is a period of intensive growth and development of the child's body. There are noticeable qualitative changes in the development of the basic movements of children. Emotionally colored motor activity becomes not only a means of physical development, but also a method of psychological relief for children, who are distinguished by a rather high excitability. The ability to plan one's actions, to create and implement a certain plan arises and improves, which, in contrast to a simple intention, includes an idea not only of the goal of the action, but also of the ways to achieve it.

Joint role-playing game is of particular importance. Didactic and outdoor games are also essential. In these games, cognitive processes are formed in children, observation develops, the ability to obey the rules, behavioral skills are formed, and basic movements are improved.

Perception becomes more disjointed. Children master the ability to examine objects, sequentially highlight individual parts in them and establish the relationship between them. An important mental neoplasm of children of middle preschool age is the ability to operate in the mind with ideas about objects, the generalized properties of these objects, connections and relationships between objects and events. Understanding of some dependencies between phenomena and objects generates in children an increased interest in the arrangement of things, the reasons for the observed phenomena, the relationship between events, which entails an intensive increase in questions for an adult. An unfulfilled need for communication with an adult leads to negative manifestations in the child's behavior.

In the middle preschool age, pronunciation of sounds and diction improves. Speech becomes the subject of children's activity. They successfully imitate the voices of animals, intonationally highlight the speech of certain characters. Interest is aroused by the rhythmic structure of speech, rhyme. The grammatical side of speech is developing. Children are engaged in word creation based on grammar rules. The speech of children when interacting with each other is situational, and when communicating with an adult it becomes extra-situational.

The content of communication between a child and an adult changes. It goes beyond the specific situation in which the child finds himself. The cognitive motive becomes the leader. The information that a child receives in the process of communication can be complex and difficult to understand, but it is interesting.

Children develop a need for respect on the part of an adult, for them it turns out to be extremely important for his praise. This leads to their increased sensitivity to comments. Increased sensitivity is an age-related phenomenon.

Relationships with peers are characterized by selectivity, which is expressed in the preference of some children over others. Permanent game partners appear. Leaders begin to emerge in groups. Competitiveness and competitiveness appear. The latter is important for comparing oneself with another, which leads to the development of the child's self-image, its detailing.

The main achievements of age are associated with the development of play activities; the emergence of role-based and real-life interactions; with the development of visual activity; by design, planning; improvement of perception, development of figurative thinking and imagination, egocentricity of the cognitive position; development of memory, attention, speech, cognitive motivation, improvement of perception; the formation of a need for respect on the part of an adult, the appearance of touchiness, competition, competition with peers, the further development of the child's self-image, its detailing.

In older preschool age, there is an intensive development of the intellectual, moral-volitional and emotional spheres of the personality. The development of personality and activity is characterized by the emergence of new qualities and needs: knowledge about objects and phenomena that the child did not observe directly is expanding. Children are interested in the connections that exist between objects and phenomena. The child's penetration into these connections largely determines his development. The transition to the older group is associated with a change in the psychological position of children: for the first time they begin to feel like the oldest among other children in kindergarten. The teacher helps preschoolers understand this new situation. It maintains a sense of "adulthood" in children and, on its basis, makes them strive to solve new, more complex problems of cognition, communication, and activity.

Children of the sixth year of life can already assign roles before the start of the game and build their behavior by adhering to the role. Game interaction is accompanied by speech that is appropriate both in content and intonationally taken role. The speech that accompanies the real relationships of children is different from role speech. Children begin to master social relations and understand the subordination of positions in various types of activities of adults, some roles become more attractive to them than others. In the distribution of roles, conflicts may arise related to the subordination of role behavior. The organization of the playing space is observed, in which the semantic "center" and "periphery" are distinguished. The actions of children in games become diverse.

Older preschoolers begin to show interest in future schooling. The school perspective creates a special mood in the group. Interest in school develops naturally: in communication with the teacher, through meetings with the teacher, joint affairs with schoolchildren, school visits, role-playing games on a school theme.

An important indicator of the self-awareness of 5-6 year old children is the evaluative attitude towards themselves and others. For the first time, a positive idea of ​​his possible future appearance allows a child to take a critical view of some of his shortcomings and, with the help of an adult, try to overcome them. The behavior of a preschooler in one way or another correlates with his ideas about himself and about what he should or would like to be. The child's positive perception of his own self directly affects the success of the activity, the ability to make friends, the ability to see their positive qualities in situations of interaction. Acting as an active actor in the process of interacting with the outside world, the preschooler learns it, and at the same time learns himself. Through self-knowledge, the child comes to a certain knowledge about himself and the world around him. The experience of self-knowledge creates the preconditions for the development of the ability of preschoolers to overcome negative relationships with peers, conflict situations. Knowing your capabilities and characteristics helps to come to an understanding of the value of the people around you.

Achievements of this age are characterized by the distribution of roles in play activities; structuring the playing space; further development of visual activity, characterized by high productivity; the use in the design of a generalized method for examining a sample. Perception is characterized by the analysis of complex shapes of objects; the development of thinking is accompanied by the development of thinking tools (schematized representations, complex representations, ideas about the cyclical nature of changes); the ability to generalize, causal thinking, imagination, voluntary attention, speech, the image of I.

In role-playing games, children of the seventh year of life begin to master complex interactions of people, reflecting characteristic significant life situations, for example, a wedding, having a child, illness, employment, etc.

Game actions become more complex, acquire a special meaning, which is not always revealed to an adult. The play space is getting more complicated. It can have several centers, each of which supports its own storyline. At the same time, children are able to track the behavior of partners throughout the play space and change their behavior depending on their place in it. Thus, the child is already addressing the seller not just as a buyer, but as a buyer-mother or a buyer-driver, etc. The performance of a role is accentuated not only by the role itself, but also by the part of the play space in which this role is played. If the logic of play requires the emergence of a new role, then the child can take on a new role in the course of play, while retaining the role taken earlier. Children can comment on the performance of the role by one or another participant in the game.

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Municipal Budgetary Educational Institution

"Primary comprehensive school number 5"

Formation of interpersonal communication in a multi-age group of preschool educational institutions

Methodical development

Performed:

Sineikina Nadezhda Vladimirovna,

Educator MBOU "NOSH №5"

Yurga 2016

Introduction …………………………………………………………… .. ………… 3

Theoretical foundations of the organization of interpersonal communication in a group of different ages ……………………………………………………….… 6

Stages of work implementation .. ……………………………………………… ..… 12

Rituals in life and occupation. …… ... ……………………………………………… .15

Conclusion ……………………………………………………………………… .22

References ……………………………………………………………… 23

Appendix 1 "Questionnaire for parents" ……………………………………… .25

Appendix 2 "Game" Secret "..................................................... 28

Appendix 3 "Summary of the lesson on the development of speech" ... .. ………………… ... 29

Introduction

In the practice of preschool education, there have always been groups of different ages (RVG). Such groups appear due to different

reasons: because of the difficulties of completing kindergarten groups, for solving certain correctional-pedagogical or methodological problems, as a group with special organizational conditions, etc. Groups of different ages are available both in small preschool institutions and in multi-complete kindergartens (round-the-clock groups, sanatorium groups, luxury groups, etc.). The formation of such groups is due to objective reasons (the contingent of children, the territorial limitations of preschool educational institutions, the request of parents and etc.).

In accordance with FSES DO, which the is a set of mandatory requirements for preschool education,a modern kindergarten is a place where a child gains experience of wide emotional and practical interaction with adults and peers in the most significant spheres of life and activities for his development. At the same time, the main task of the educator is to fill the daily life of the group with interesting things, ideas, to include each child in meaningful activities, to promote the realization of children's interests and life activity. Butamong the variety of modern preschool education, there is a problem in organizing the activities of preschool institutions- This is problem interpersonal communication in different age groups of kindergarten.

The preschool organization accepts children aged 2 months to 7 years. The selection of the contingent of a different-age (mixed) group should take into account the possibility of organizing conditions for the maintenance and education of preschool children in it, corresponding to the anatomical and physiological characteristics of each age group.

Objective providing methodological and practical assistance to teachers of preschool education in organizing work on the formation of interpersonal communication in the multi-age group of the kindergarten.

To achieve this goal, it is necessary to solve the following tasks:

- study the literature on the organization of work in a multi-age group.

To systematize the obtained theoretical material on the formation of interpersonal communication in the multi-age group of the kindergarten.

There are many positive aspects in the joint upbringing of children of different ages. Constant communication between younger children and older children creates favorable conditions for the formation of friendly relations, caring, and independence. The example of the elders for the younger is of particular importance. But all this does not happen by itself, but is the result of the daily and painstaking work of the teacher, the correct organization of life and independent activities of children, combining the efforts of the preschool educational institution and the family.

Working in such groups requires the educator to have good knowledge of the program for all age groups, the ability to correlate program requirements with the age and individual characteristics of children, the ability to correctly distribute attention, understand and see each child and the entire group.

Thus, it is important that the group becomes friendly, that both the kids and the elders feel confident and comfortable, that everyone is active and constructively active, that the elders not only learn themselves, but also pass on their play and learning experience to the kids, involve them in their affairs, took care of them.

Theoretical foundations of the organization of interpersonal communication in a group of different ages

Having studied the literature now published by various publishers, I came to the conclusion that proper attention is not paid to the organization of work in groups of different ages. The preschool educational institutions use the literature of the 70s (VN Avanesov, VV Gerbova, AN Davidchuk, MV Minkina), and a number of articles (the magazine "Preschool education"). Many publications are outdated, and there are practically no new ones. There is absolutely no literature on organizing work with families of pupils of children attending a group of different ages. Meanwhile, an analysis of the work practice of groups of different ages shows that teachers are constantly faced with the same problems:

Lack of knowledge of the mental and physical characteristics of children of different ages: constant communication with younger children can sometimes somewhat limit the interests and horizons of older children, there may be lags in their development;

Difficulties in organizing the daily routine: in organizing educational activities, teachers have to spend two or even three times more time than in a group of the same age;

Difficulties in building a subject-developing environment: it is required to develop a concept of a subject-developing environment for such group communities of children.

In the concept of M.I. Lisina, communication acts as a communicative activity that is aimed at forming relationships. Relationships are formed, realized and manifested in the interaction of people. Communication ability includes:

The desire to make contact with others ("I want!");

The ability to organize communication ("I can"), including the ability to listen to the interlocutor, the ability to empathize emotionally, the ability to resolve conflict situations;

Knowledge of the rules and regulations that must be followed when communicating with others ("I know!").

Based on the foregoinglet's highlight several main aspects of communication:

The communicative side of communication (exchange of information between people);

Interactive side (organization of interaction between people);

The perceptual side of communication (the process of perceiving each other by communication partners and establishing mutual understanding).

The studies of B.G. Ananyeva, G.M. Andreeva, A.A. Bodalev, P.Ya. Galperin, A.B. Dobrovich, A.V. Zaporozhets, I. A. A. Zimney, V. A. Kan-Kalik, J. L. Kolominsky, E. S. Kuzmina, A. A. Leontiev, M. I. Lisina, B. D. Parygin, A. V. Petrovsky, S. L. Rubinshtein and others. Scientists - psychologists and teachers recognize communication as one of the main types of human activity, along with work and learning.

According to scientists, generally accepted moral requirements for communication lie at the heart of interpersonal interaction. These are politeness, correctness, tact, modesty, which are inextricably linked with the recognition of the uniqueness and value of each person.

I agree with the opinions of the above-named scientists - psychologists that a person with a high level of interpersonal interaction has:

The ability to see the world through the eyes of others and also understand it;

Respect, sympathy, willingness to support others;

The ability to be oneself in contact with other people;

Ability to speak about their specific experiences, opinions, actions;

The ability to "go forward", to establish contacts;

Immediacy - the ability to speak and act directly;

Willingness to open your inner world to others;

Ability to express your feelings;

Curiosity.

No less important components of interpersonal interaction are knowledge, skills and abilities related to speech activity, in which three sides can be distinguished: meaningful, expressive and motivating.

The content side is the wealth, significance and evidence of thoughts. Expressiveness of speech - emotional coloring: speech can be bright, energetic, or, conversely, dry and lethargic. The incentive side of speech activity is its influence on the thoughts, feelings and will of the listener. The level of speech perception by listeners depends on the level of speech culture, covering all three sides.

The research of many psychologists and teachers (V.K.Kotyrlo, Ya.L. Kolominsky, T.A. Repina, V. Damon, K. Rubin and others) is devoted to the topic of the fundamental importance of the problem of the formation and development of interpersonal communication in children.

In our country, the problem of interpersonal communication in preschool children was considered within the framework of socio-psychological research, in which the main subject was age-related changes in the children's collective (Ya.L. Kolominskiy, T.A. Repina, V.R. Kislovskaya and others).

Interpersonal communication was considered as the selective preferences of children, where the peer was the subject of assessment.

It should be noted that in domestic and foreign psychology, the relationship of preschoolers with their peers has been studied in different aspects: the study of the leading types of activity, the personal characteristics of the participants in the relationship, the influence of adults on the formation of relationships in children, the formation of self-awareness and others.

The studies highlight the psychological characteristics of the relationship of older preschool children with their peers. In many of them, it is noted that by the age of preschool age, stable ways of relations between children are formed.

In psychological studies, various typologies of the content of interpersonal relations between preschoolers and peers are given: passive-positive, selfish, competitive, personal and unstable types.

So, E.V. Subbotsky believes that the relationship of preschoolers with their peers is characterized, on the one hand, by impulsiveness and spontaneity, and, on the other hand, by inertia and stereotype. He also divides the relations of preschoolers into: relations of emotional communication, relations of leadership - imitation, relations of cooperation.

T.A. Repina divides relationships among preschoolers into three main types: proper-personal, evaluative and "business".

It can be assumed that the variety of these typologies, comparison of which leads to the conclusion that each of them is insufficient, suggests that there is still no conceptual model of such an object of research as interpersonal relationships in preschool children.

In this way, "Interpersonal communication" is a process of interaction of at least two persons, as a result of which psychological contact and certain relationships arise between the participants in communication. It implies knowledge of the individual characteristics of each other, the presence of empathy, understanding, joint experience of activity. Being an integral attribute of human life, interpersonal communication plays a big role in all spheres of life and activity.

Each child occupies a certain position in the kindergarten group, which is expressed in how his peers treat him. Usually, there are two or three children who are most popular: many want to be friends with them, sit next to them in class, imitate them, willingly fulfill their requests, give up toys. Along with this, there are children who are completely unpopular among their peers. They don't communicate much with them, they are not accepted into games, they do not want to give them toys. The rest of the children are located between these "poles". The degree of popularity that a child enjoys depends on many reasons: his knowledge, mental development, behavior characteristics, ability to establish contacts with other children, appearance, physical strength, endurance, etc. The position of the child in the peer group shows how much the child is accepted by them, how much his claims for recognition among peers are realized or infringed upon.

In almost every kindergarten group, a complex and sometimes dramatic picture of children's interpersonal relations unfolds. Preschoolers are friends, quarrel, reconcile, take offense, jealous. All these relationships are acutely experienced by the participants and carry a lot of different emotions. Emotional tension and conflict in the sphere of children's relationships is much higher than in the sphere of communication with an adult. Adults sometimes are unaware of the wide range of feelings and relationships that children experience, do not attach much importance to children's quarrels and grievances. Meanwhile, the experience of the first relationships with peers is the foundation on which the further development of the child's personality is built. This first experience largely determines the nature of a person's relationship to himself, to others, to the world as a whole.

Comparing different types of problem children, one can see that they differ significantly in the nature of their behavior: some are constantly in conflict, others sit quietly on the sidelines, others are trying with all their might to attract attention, the fourth are hiding from prying eyes and avoiding any contact.

However, despite these apparent differences in behavior, almost all interpersonal problems are based on similar intrapersonal foundations. The essence of these psychological problems is determined by the child's fixation on his qualities (on the assessment of himself), he constantly thinks about how others evaluate him, acutely emotionally experiences their attitude. This assessment becomes the main content of his life, covering the entire world around him and other people. Self-affirmation, demonstration of his merits or hiding his flaws becomes the leading motive of his behavior. Children with a harmonious, conflict-free attitude towards their peers never remain indifferent to the actions of their peers. It is they who are most popular in the children's group, as they can help, yield, listen, support someone else's initiative. Conflict-free children do not make the protection, affirmation and evaluation of their self a special and only life task, which provides them with emotional well-being and recognition of others. The absence of these qualities, on the contrary, makes the child rejected and deprives peers of sympathy.

Stages of work implementation

Working with children in a group of different ages has the goal of teaching children the skills of interpersonal communication with partners in play and other activities. Working with adults comes down to preparing them for their own communication with children and teaching children the skills of interpersonal communication. To manage this process, it is necessary to define three stages of work: diagnostic, formative, control.

Diagnostic stage

Diagnostics, including the peculiarities of family education, includes questionnaires for parents that provide general information about the family, reveal the interests of the child, reveal the level of parents' communication skills, and reveal the peculiarities of communication between parents and children.

Diagnostics, revealing the peculiarities of relationships and the level of formation of communication skills in children, includes: the experimental game "secret" (TA Repina), revealing the system of electoral relations existing between children.

Formative stage

The leading form of work with children is ethical classes. Each lesson aims to teach the ability to communicate using non-speech means (facial expressions, pantomime, gestures); the ability to establish contact using speech and non-speech means. The content of the lessons includes games and play exercises, which are widely used in psychocorrectional and psychoprophylactic work with children, developed by M.I. Chistyakova and O.V. Khukhlaeva.

The structure of the lessons consists of 4 stages:

Ritual of starting the lesson;

Formulation of the problem;

Timely search for solutions to the problem;

Farewell ritual.

The ritual of starting a lesson is a game or play exercise aimed at:

Consolidation of non-verbal communication skills: “Guess”, “Role gymnastics”, “Sculptor”, etc .;

Development of a sense of closeness with other children: "Affectionate name", "Snowball", "Train", "Compliment";

Development of speech skills - "Intonation";

Development of skills aimed at recognizing feelings - "The sea is worried."

In the main part:

1. Play exercises aimed at:

Development of the ability to communicate without words - "Through the glass";

Harmonization of the awareness of the name - "How can you be called differently";

Timely use of words of gratitude - "Gift to a friend";

Development of the ability to listen to the interlocutor - "Broken phone".

2. Conversations on previously read tales and stories.

3. The use of artistic words: poems, teasers, proverbs.

4. Playing situations that enable children not only to talk about a particular problem, but to emotionally live it.

5. Reception of TRIZ:

- “What would happen if people stopped thanking each other?”;

- "Chain of words", "Politeness is ...", "Joy is ...", "Sadness is ..."

- "Good bad";

- "Fairy tales - shape-shifters";

6. Productive type of activity - drawing: "Self-portrait", "Me and my mood", "My name".

7. Listening to music.

Final part

Exercises aimed at:

Muscle relaxation: "Pump and ball", "Vacuum cleaner and a speck of dust", "Humpty Dumpty", "Dream fairy", "Everyone is asleep";

Motor emancipation - "Confusion", "Mirror";

Education of humane relations between children - "Gifts", "Waves".

Control stage

Lies in testing. Control is carried out using all diagnostic materials. The data is recorded, compared with the original data.

After the completion of all three stages, a final meeting of parents and educators is held, where the result of work with children is summed up. Recommendations are given to parents or persons replacing them, to improve intra-family communication with children.

Rituals in life and in the classroom

How to ensure successful communication of children? Let's dwell on this in more detail.

At an early age (from 1.5 to 3 years), children are already aware of the difference within six months and makes possible relationships of the "senior - junior" type. With age, this interval increases, reaching about two years for older preschoolers.

So, if communication between children of the seventh and sixth years of life is not much different from the interaction of peers, then the unification of children "through age" - 3 years and 5 years, 4 years and 6 years, 5 years and 7 years - suggests a clear inter-age effect. In this case, gender is revealed in the difference in attitudes towards interaction with younger children. Six - seven-year-old girls more actively show a desire to communicate with babies during preparation for sleep, on a walk, in role-playing games. Boys are more restrained, and if they come into contact with younger ones, it is mainly during outdoor games. Unfortunately, this is reflected in the stereotype of the idea of ​​"correct" male behavior, which is asked in some families: a real, courageous boy does not have to be sensitive and patient. But these qualities are required in a situation of communication with younger comrades.

Most of the younger children, if the elders show interest in them, willingly make contacts, value and take pride in their attention to themselves. The moral side of contact decisively depends on the older partner, his readiness for communication: after all, in comparison with older comrades, the baby, who in turn strives to be “like an adult,” seems to himself to be more mature than in comparison with an adult. Reducing the age distance between himself and the "model" allows him to grow in his own eyes, gives an additional impetus to the development of self-awareness.

There are several types of interaction between children in a different age group.

First type.

Children, willingly interacting with the younger ones, take the position of a “senior” - a kind, skillful helper, organizer of common actions, a sensitive comrade. Connecting to the play of the kids, they develop and enrich the plot, taking into account the desires and capabilities of their partners, the decision on this or that change is always coordinated. Help during the regime moments is provided by them in a soft, benevolent form and not by the method of simply performing actions for the younger one, but by showing, teaching. In communication, their speech is full of gentle, diminutive-affectionate words, comparisons ("You are my good, let's build a house here for a doll, huh? You see how clever you are, how beautiful you are at everything").

You can rely on these children. The teacher increases their authority among peers (but does not praise them), connects them to the implementation of more complex assignments.

Second type.

Actively negative interaction. Just like the previous type of children, older children willingly enter into communication with younger ones. But contacts are maintained only because they provide them with a command role. Cleverly use the so-called weak points of partners. Misunderstanding the position of the elder (as a position “above the younger”, and not “in front” of him), they prefer actions from a position of strength. Sometimes, having noticed that the kid is ready to get out of obedience, or give up the game, or make minor concessions, they take advantage of his inexperience. Help is provided somewhat demonstratively, glancing at the adult, as if urging him to highly appreciate his deed. They can clearly express dissatisfaction, irritation about the inept actions of the partner. The very same help is realized by the full execution of the action, the suppression of independence. Speech is also peculiar, replete with instructions, reproaches, remarks, even threats. There are frequent attempts to shift the blame onto the younger one ("He won't have anything: he is small"), as well as the desire to stand out in front of peers and adults against the background of a less skillful baby.

So, this type of children has a sufficient level of knowledge about the capabilities of the younger ones, shows a desire to interact with them, but the motivational basis is essentially selfish (“The younger ones will not catch up with me”, “I will obey: what I say, they will do”, “Not can take my toys away ”).

The task of the educator is to timely identify this kind of manifestation in older children, to emotionally influence the child: by personal example, during classes, conversations, reading works of fiction.

Third type.

Indifferent, disinterested interaction. Features - without experiencing an internal need for contacts, children, at the request of the educator, communicate for a short time with the younger ones, but soon rush to go about their business. Their questions are given either monosyllabic answers, or they do not react at all. And it is quite understandable that the little ones gradually become silent.

Figuratively speaking, the opportunity to acquire the position of “senior” in communication with younger ones and to build their behavior in accordance with it is irrelevant for them. The indifferent attitude towards the kids is motivated as follows: “I’m not interested in them”, “I don’t know what to do with them”, “They don’t know how to do anything themselves, they spoil everything, they only dig in the sand”.

Often this behavior is typical for children, who, in general, know how to keep the kids busy. At home, they are used to helping their parents, caring for their younger brothers and sisters. But everything is regarded solely as a duty, as a duty, as an assignment that they have to fulfill.

The task of the educator when working with this type of children is not to rely on them at all, not to involve them in joint activities with the younger ones, leaving behind them the role of spectators, observing the successful interaction of their peers with the kids. The participation of peers, for example, in the preparation and conduct of a puppet show for kids, the exultation and joy of young spectators will not leave them indifferent. In addition, the authority of peers will gradually lead to the idea that in communicating with kids you can learn a lot of interesting and unusual things. But, of course, if the child takes the initiative himself, the teacher trusts him.

So, what pedagogical techniques can be offered to a teacher in a group of different ages?

First, he must realize the significance of the preparatory stage, the essence of which is the creation of an appropriate positive-emotional attitude for the upcoming interaction. The teacher draws the attention of children to the positive qualities of their older and younger comrades, encourages any attempt to help, protect, teach the younger one to express confidence that his pupils are kind, mutually benevolent, responsive.

Secondly, in order to avoid manifestations of egoism, role-playing games, thought out in content and form, with a change in the roles and positions of the participants, are advisable. A good educational effect is provided by the inclusion of older and younger children in joke games, fun games. Curious situations, funny actions of both older and younger ones bring the participants closer together, contribute to the manifestation of a deeper interest in each other, positive emotions.

Thirdly, making extensive use of joint activities, the educator introduces variety both in the ways of its organization and in the nature of the distribution of functions. One option is collective work (panels), when the older children are the organizers and the main performers, and the younger ones are their assistants (prepare the material, serve the tools). Another option has something in common with role play: the teacher prepares the elders in advance for future joint activities, explaining that the kids are in charge of the work, and the elders are the executors of the plan. For example, the younger children determine the pattern for the applique, while the older ones follow the patterns, taking into account their comments and advice. Joint participation promotes mutual understanding, develops skills, brings everyone together.

Fourthly, bearing in mind the moral content of the interaction, the educator positively reinforces the actions and deeds of the elders, drawing the attention of the kids to them. Naturally, the older child will begin to focus more and more on the younger partner, will strive to bring him joy, comfort, and amuse him.

And finally, fifthly, the principle of collectivity in educational work is successfully implemented by creating a kind of "public opinion" in a group of different ages, when the value of communication rises to a higher level. At the same time, the pupil, talking about his comrade, not only evaluates him as kind, smart, courageous, but also draws attention to his ability to build positive relationships with the younger or older ("Plays well with the little ones", "Is on friendly terms with the elders, helps them" , "Protects Babies").

In cases where attentiveness, a kind attitude towards each other, children begin to realize as a value, a norm of behavior, one can say: “In this group, the teacher, parents (we did not accidentally mention the parents, since the work of the educator will be much easier if the parents support the teacher) laid a truly moral foundation. "

It is then that fraternal relations between children of different ages arise, that activity that goes beyond the limits of specific pedagogical situations, creating an incomparable atmosphere of benevolence in the interpersonal contacts of preschoolers with the people around them.

The formation of interpersonal relations in children implies the formation of a "moral school of relations" with the help of which he can "measure" his own and others' actions from a universal human position of good and evil and not only evaluate, but also subordinate his behavior to generally accepted moral norms. The main drivers of normative behavior are not motives based on fear of punishment or receiving positive reinforcement, but motives of disinterested benevolent attitude towards another, empathy, and the value of joint activities.

The introduction of regime rituals into the life of a group unites children, contributes to the formation of an attentive attitude of older children to younger children and to their peers. Self-massage in pairs (where a child is 5-7 years old and 3-4 years old) helps not only to strengthen the physical health of children, but also to reduce irritability and aggression.

The use of "sleepy toys" solved the problem with daytime sleep: before the daytime sleep, children were agitated, loud, could not sleep for a long time, the sleep was not long. With "sleepy toys" children calmly prepare for bed, fall asleep faster. These toys are small in size (15 - 20 cm) by the number of children. For children with bad habits, as well as for hyperactive children - with fillers (rice, peas).

It is very important to teach children to recognize their mood; for this, a cycle of cognitive activities aimed at determining a person's mood is carried out. Games "Mirror", "Angry and kind", "What mood?" Are held. When children have learned to recognize their mood using symbols, either a "Mood Board" or "Emoticons" with the designation of the mood are added to the group. And children are encouraged to show their mood at the moment with the help of a photo or other designations throughout the day.

Conclusion

Contact with peers is incomparable joy. Only among themselves do children learn to be on an equal footing, which means, to build special (personal, business, evaluative) relationships that they cannot have with adults. Adults can only form the child's inner world in the form of knowledge and information about the environment, which the child seeks to share with his communication partners.

As a result of the work carried out on the formation of interpersonal communication, the level of self-esteem increased in many children. Younger children began to communicate fairly freely with older children. The elders began to enjoy great respect among their peers and younger children. Thus, mutual sympathy arose, which led to positive manifestations of emotions: empathy, mutual assistance, mutual assistance.

Bibliography

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Annex 1

Parents questionnaire

Surname, name, date of birth of the child.

1. Family composition.
2. Parents' professions.
3. Father's, mother's education.
4. Financial situation.
5. Living conditions.
6. What is the child in the family.
7. Since when has the child been attending kindergarten?
8. Who likes to play most of all: with peers, ml. children, Art. children, adults?
9. What literary heroes does it seek to emulate?
10. Which cartoon character seeks to emulate? What qualities does he see in them?
11. Which of the listed activities does the child perform more successfully than others - coming up with joint games; telling fairy tales, stories; Painting; modeling; singing?

Parents questionnaire

Parents questionnaire

1. Are you and your spouse unanimous in raising a child?
2. What is your position in communicating with your child (dominant, on an equal footing)?
3. How do you most often influence the child - In the form of instructions, explanations, suggestions, beliefs, requests?
4. How often do you go about your business, pretend to listen to him? (often, never, sometimes).
5. Do you verbally abuse your child when you conflict with him? (Yes, sometimes, no).
6. Are you considering your child's emotional mood? (Always, sometimes)
7. How often do you comment on your child if he makes mistakes in communication? (always, sometimes, never).
8. Do you remind your child if he forgets to say speech etiquette formulas?
9. Do you always understand the mood of the child?
10. Do you understand the child in the process of communication by his gestures and facial expressions?
11. What techniques and how often are used in the family to develop the child to communicate?
12. What difficulties do you face in the process of forming a culture of communication?
13. What prevents your full communication with your child?

Appendix 2

Game "Secret"

Each child must choose 3 children from the group "in secret" so that no one can see, and put a postcard in an envelope (booth) for them. The surnames and names of the children are entered in a special table, opposite each name is a serial number. For each child, 3 postcards and an envelope are prepared, on which the number recorded in the table is marked. Children entering the room one by one are told: “We are playing the game“ secret ”. In secret, so that no one knows, all children will give each other beautiful pictures. You can present them to those children whom you want, only to each of them. You cannot put a picture in your envelope. " As soon as the child has laid out the postcards in envelopes, he is asked the question: "Who put (s) a picture for you?" After that, the number of pictures received by each child and the number of mutual choices are counted.

Appendix 3

Summary of the lesson on the development of speech

Topic "What do I want to say?"

(middle group)

Target: to acquaint children with the fact that it is possible to communicate without words and understand what we are talking about, and the mood of the speakers with the help of movements of the face, hands, body (facial expressions, gestures, pantomime); teach children to communicate using facial expressions.

Methods and techniques: a game aimed at the liberation of children; conversation; playing the situation; game exercise; a game aimed at fostering humane relations.

Course of the lesson: Educator - offers the game "Affectionate Name". You will throw the ball to each other, and whoever it hits should say one or more of his affectionate names. When everyone has pronounced their names, you need to throw the ball to the one who threw the first and say his affectionate name.

A Fairy appears, mimicking that she was bewitched by an evil wizard and now she cannot speak. (Children, with the help of gestures and facial expressions, communicate with the Fairy. They try to recite verses without the words "Our Tanya is crying loudly", "Bull", etc.).

Q. - conducts the game “Guess what I want to say? (shaking his finger, waving his hands).

D. - Do you think it is easy to talk with deaf people? With a person who is far away? (the game "Behind the Glass" is held),

At the end of the lesson, the children give the Fairy gifts, which they describe using gestures and facial expressions.

FSES DO, approved by order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 N 1155

SANPIN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the device, content and organization of the mode of operation of preschool educational organizations"

Lyubov Toporkova
Consultation for parents on the topic: Features of the organization of work in a multi-age group

In accordance with the Model Regulations on Preschool Educational Institutions, group kindergarten can include both children of the same age and children of different ages... In the practice of upbringing preschoolers, for many years there have been age groups.

The main reasons for this phenomenon can be called the following:

1) picking difficulties groups(due to the lack of or exceeding the norm of the number of children of the same age);

2) the presence of family ties between pupils of different ages (as a result, the desire parents define them into one group);

3) insufficient material and technical base for the creation of a complete set of the same age groups;

4) features of work a preschool institution in the summer;

V age groups general developmental orientation, the maximum occupancy is, in the presence of a group of children:

Two ages (from 2 months to 3 years)- 10 children;

Any three ages (from 3 to 7 years old)- 15 children;

Any two ages (from 3 to 7 years old)–20 children

One of the benefits uneven picking principle groups is the possibility of expanding the circle of communication of children. Children different ages who are in the same team, more often take into account the interests of others when choosing options for joint activities. The conditions of joint stay allow one to more actively form new social positions, skills of social behavior.

Most expedient is the acquisition groups by children of a loved one, adjacent age.

In this case, it is better to implement the principle of maximum consideration of the age capabilities of children. V group a general regime is established that meets the capabilities and needs of children of both groups, favorable conditions are created both for independent activity and for conducting classes.

Organization educational process in age group has a positive influence: although the combination in one a group of different by the age of children complicates teacher's work, but at the same time opens up wide opportunities for him to organization of communication of children of different ages.

Our observations show that younger children in age group They willingly listen to the advice, comments, and assessments of older children, made in a benevolent manner, they well perceive their fair leadership of joint activities, and react negatively to a harsh and authoritarian attitude. Constant communication between younger children and older children forms friendly relations, independence. Special the example of the elders for the younger acquires significance.

Psychologists, educators, educators and, of course, parents in different ways belong to the phenomenon age groups in preschool institutions.

Some believe that it is in groups children of different ages are provided with the best conditions for general mental and moral development, since here, in their opinion "Older children learn to help younger ones", "The younger, imitating the elders, develop faster"

Others, on the contrary, believe that in age groups there are a number of problems associated with difficulties organization educational process, the impossibility of taking into account individual abilities of children of different ages, etc..

Educational and educational work in different age groups has a number of specific difficulties, most strongly manifested in groups staffed with children of sharply contrasting age. First of all, these are difficulties organizational nature:

1) the problem of creating the necessary air-thermal regime;

2) different degrees of susceptibility of children of different ages to infectious diseases and a different level of development of self-care and hygiene skills, the need for sleep and activity;

3) difficulties in equipping the room with furniture, toys, equipping the pedagogical process

Constant communication between younger children and older children creates favorable conditions for the formation of friendly relations, caring, and independence. Here, the elders help the baby get dressed, tell him stories, protect him from the offender, that is, take care of him.

Special the example of elders for kids is gaining importance. By virtue of their tendency to imitate, the younger gradually adopt all the positive qualities of the elders.

Long-term observations prove that in age groups younger children learn skills much faster, and older children grow up more empathetic, benevolent and responsive. When they first come to kindergarten, kids get to organized team, it is easier to obey its rules, imitating the older children in everything, who in this case serve as the support of the educator.

V organization of education for children of different age groups there are two main shape: game and activities, the main purpose of which is the comprehensive education and development of each child, the formation of educational skills.

Playing in age group allows you to achieve significant results, since it creates favorable conditions for the interaction of the teacher with children and children with each other. Didactic, intellectual games as a form organization learning acquire special meaning because they use self-learning and peer learning. In a didactic game, the educational and play sides interact. In accordance with this, the educator simultaneously teaches the children and participates in their game, and the children, while playing, learn.

In a didactic game of age group knowledge and skills are consolidated, new educational material is mastered.

For a successful organization of work in groups of different ages the general play of children is of great importance. Rallying age group are promoted by toys that children bring from home, because new facets of communication appear. Communication during joint activities provides tremendous opportunities for mutual influence of children. different ages, for self-help organizations teaching juniors to seniors.

However, it should be said that although play significantly increases the effectiveness of the pedagogical process in conditions age group, however the main form organization learning in preschool institutions remains an occupation.

V age groups use frontal, group and individual forms organization of the educational process, that allow different to form the relationship of the teacher with children and children among themselves.

The most effective, in our opinion, is the combination different forms of work(collective Work, work with a subgroup and individual lessons). More general educational tasks are best solved in frontal classes, and specific (communication of new material, consolidation, expansion and refinement of knowledge)- in the classroom with one subgroup.

Organization method collective activities in age group:

1.beginning of the lesson at the same time in all three (four) subgroups and the ending is sequential (after 15 minutes - for the younger ones, after 20 - for the middle ones, etc.);

2.sequential start of the lesson (lesson starts with one subgroup, then after 5-7 minutes the second is connected, then the third).

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