MINISTRY OF EDUCATION AND SCIENCE OF RUSSIA

FEDERAL STATE BUDGET

EDUCATIONAL INSTITUTION

HIGHER PROFESSIONAL EDUCATION

"BASHKIR STATE PEDAGOGICAL

UNIVERSITY IM. M. AKMULLY»

Psychology faculty

Department of Practical Psychology

Specialty: 031000

Course 6, group 601

FATTAKHOV AIRAT KHALISOVICH

SUMMARY ON THE COURSE "INTRODUCTION TO SPECIALIZATION"

INTERPERSONAL RELATIONS IN CHILDREN'S GROUPS: PSYCHOLOGICAL DIAGNOSIS AND CORRECTION

Checked:

assistant Dmitrieva Olga Vyacheslavovna

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

2.Communication and attitude…………………………………………………………….5

3. Diagnosis of interpersonal relationships in children's groups…………………………………………………………………………….…….9

4. Correction of interpersonal interaction in the children's group………………………………………………………………………………….11

5.Conclusion……………………………………………………………………..13

6. Literature……………………………………………………………………….14

INTRODUCTION

It is known that a child at an early age is most sensitive to the formation of a benevolent attitude towards people. In a society of peers, the mechanisms of interpersonal perception and understanding, which underlie the formation of positive personal qualities, develop most effectively. In middle and older preschool age, the child can already differentiate his personal relationships. Interpersonal connections become more selective and acquire a relatively stable character. At this age, the degree of orientation of children as peers is quite high. An important motive for communication between older preschoolers is the need for recognition and respect by peers. Thus, the kindergarten group can be considered as the first children's small group. Its influence on personal development is enormous, which is why the problems of diagnosing and correcting interpersonal interaction are so relevant. Relation to other people is the main fabric human life. According to S.L. Rubinstein, a person's heart is all woven from his relationship to other people; the main content of a person's mental, inner life is connected with them. It is these relationships that give rise to the most powerful experiences and actions. Attitude towards another is the center of the spiritual and moral formation of the individual and largely determines the moral value of a person. Relationships with other people are born and develop most intensively in childhood. The experience of these first relationships is the foundation for the further development of the child's personality and largely determines the characteristics of a person's self-consciousness, his attitude to the world, his behavior and well-being among people. The topic of the origin and formation of interpersonal relations is extremely relevant, since many negative and destructive phenomena among young people observed recently (cruelty, increased aggressiveness, alienation, etc.) have their origins in the early and preschool childhood. This prompts us to consider the development of children's relationships with each other at the early stages of ontogenesis in order to understand their age-related patterns and the psychological nature of the deformations that arise along this path.

COMMUNICATION AND ATTITUDE

Despite the fact that in childhood it is interaction and communication with adults that are the decisive factors in the development of the child's personality and psyche, the role of the child's interpersonal relations with peers should not be underestimated. So, in the studies of T. A. Repina, it was found that under the conditions of strict regulation of the activity of preschoolers by adults, their relationship with each other is characterized by a specific structure. One of its features is that in a group of children, in the process of free communication, there are mainly two types of subgroups of children. Some of them are characterized by fairly stable and relatively long-term contacts of members of the subgroup, while others can be assessed as short-term associations that quickly disintegrate and change their composition.

In the concept of M.I. Lisina's communication acts as a special communicative activity aimed at the formation of relationships. Other authors understand the relationship of these concepts in a similar way (G.M. Andreeva, K.A. Abulkhanova-Slavskaya, T.A. Repina, Ya.L. Kolominsky). At the same time, relationships are not only the result of communication, but also its initial prerequisite, a stimulus that causes one or another type of interaction. Relationships are not only formed, but also realized, manifested in the interaction of people. At the same time, the attitude towards another, in contrast to communication, does not always have external manifestations. Attitude can also manifest itself in the absence of communicative acts; it can also be experienced with an absent or even fictional, ideal character; it can also exist at the level of consciousness or inner mental life(in the form of experiences, ideas, images, etc.). If communication is carried out in various forms of interaction with the help of some external means, then the relationship 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, the attitude towards another person is manifested primarily in actions directed at him, including in communication. Thus, relationships can be considered as an internal psychological basis for communication and interaction between people.

From all of the above, we can conclude that studies by domestic and foreign psychologists have shown that a special structure of interpersonal relations stands out in groups of kindergarten children. It has been established that there are children who are very popular and many preschoolers want to play and be friends with them, which is due to their ability to invent and unfold various plots. They act as leaders of children's play associations and occupy leading, most interesting roles. Along with popular children, there is a category of unpopular preschoolers who do not attract peers and, therefore, find themselves isolated in free activities.

The development of communication with a peer in preschool age goes through a number of stages. In the first of them (2-4 years), a peer is a partner in emotional and practical interaction, which is based on imitation and emotional infection of the child. The main communicative need is the need for the complicity of a peer, which is expressed in parallel (simultaneous and identical) actions of children. At the second stage (4-6 years) there is a need for situational business cooperation with a peer. Cooperation, in contrast to complicity, involves the distribution of game roles and functions, and hence, taking into account the actions and influences of the partner. The content of communication becomes a joint (mainly gaming) activity. At the same stage, another and in many ways opposite need arises for peer respect and recognition. At the third stage (at the age of 6-7), communication with a peer acquires the features of out-of-situation - the content of communication is distracted from the visual situation, stable electoral preferences between children begin to take shape. As the works of R.A. Smirnova and R.I. Tereshchuk, made in line with this direction, selective attachments and preferences of children arise on the basis of communication. Children prefer those peers who adequately satisfy their needs for communication. Moreover, the main of them remains the need for benevolent attention and respect from a peer. Thus, in modern psychology exists different approaches to understanding interpersonal relationships, each of which has its own subject of study:

♦ sociometric (selective preferences of children);

♦ sociocognitive (knowledge and evaluation of the other and the solution of social problems)

♦ activity (relationships as a result of communication and joint activities children).

A variety of interpretations does not allow more or less clearly define the subject of education of interpersonal relationships. Such a definition is important not only for the clarity of scientific analysis, but also for the practice of raising children. In order to identify the features of the development of children's relationships and try to build a strategy for their upbringing, it is necessary to understand how they are expressed and what psychological reality is behind them. Without this, it remains unclear what exactly needs to be identified and educated: the social status of the child in the group; ability to analyze social characteristics; willingness and ability to cooperate; the need to communicate with peers? Undoubtedly, all these moments are important and require special attention of both researchers and educators. At the same time, the practice of upbringing requires the allocation of some central education, which is of unconditional value and determines the specifics of interpersonal relations, in contrast to other forms of mental life (activity, cognition, emotional preferences, etc.). From our point of view, the qualitative originality of this reality is inextricably linked relationship of man to another and to himself.

Diagnostics of interpersonal relations in children's groups

Interpersonal interaction includes relationships - communication - mutual evaluation. The position of the child in the system of mutual assessments is highlighted using different options for assessment methods. The most important principle of diagnosing interpersonal interaction is a comprehensive study of all phenomena in their interconnection, interdependence and interdependence. The identification and study of interpersonal relationships is associated with significant methodological difficulties, since the relationship, unlike communication, cannot be directly observed. Verbal methods are mediated by the speech activity of the subjects; the components of these task techniques appeal to memory, imagination, belief systems in their language-mediated form. They are widely used in the study of interpersonal relationships in adults, and they also have a number of diagnostic limitations when we are dealing with preschoolers. Questions and tasks of an adult addressed to preschoolers, as a rule, provoke certain answers and statements of children, which sometimes do not correspond to their real attitude towards others. In addition, questions that require a verbal answer reflect more or less conscious ideas and attitudes of the child. However, between conscious representations and real relationship children in most cases there is a gap. The attitude is rooted in deeper layers of the psyche, hidden not only from the observer, but also from the child himself. At the same time, in psychology, there are certain methods and techniques that make it possible to identify the features of interpersonal relations of preschoolers. These methods can be conditionally divided into objective and subjective. Objective methods include those that allow you to fix the external perceived picture of the interaction of children in a peer group. This picture somehow reflects the nature of their relationship. At the same time, the psychologist or teacher ascertains the behavior of individual children, their likes or dislikes and recreates a more or less objective picture of relationships in children's groups. These include various questionnaire tests that involve a set of items (questions, statements) about which the subject makes judgments ( as a rule, a two- or three-alternative choice of answers is used.The same psychological variable is represented by a group of items (at least 6. Items of the test-questionnaire can be direct, appealing directly or to the experience of the subject (for example: Are you afraid of the dark?), or to the opinions, judgments of the subject, in which his personal experience or feelings are indirectly manifested (for example: Are most people honest?) Questionnaires are built as one-dimensional or multidimensional, including a number of psychological variables.In contrast, subjective methods are aimed at identifying internal deep characteristics of relationships with others children who are always associated with the peculiarities of his personality and self-consciousness. Therefore, subjective methods in most cases have a projective character. Faced with “indefinite” unstructured stimulus material (pictures, statements, unfinished sentences, etc.), the child, without knowing it, endows the depicted or described characters with their own thoughts, feelings, experiences, i.e., projects (transfers) their I.

Correction of interpersonal interaction in the children's group

The most typical and private is the problem of the unpopularity of the child in the peer group.

The goals and objectives of correctional work should be correlated with the identified reasons for the unpopularity of the child, develop social behavior, form a positive attitude towards peers. The main ones can be: unformed skills of activity (game, constructive); lack of formation of communicative skills (they do not find words corresponding to the task of communication and the situation, they do not know how to find out if the partner of interaction with him is satisfied or not, they do not find acceptable forms to express an invitation, refusal, assessment, etc.); unacceptable appearance of the child (ugliness, untidiness, physical defects). The main direction of the correction will be the desire to improve the status of the child (sociometric, evaluative). An expedient way of corrective influences is social therapy, in which, thanks to a stable positive system of assessments of an adult, peer assessments are reoriented, and it is also necessary to teach a child to express his attitude towards other people in different ways. Correction of the child should be aimed at removing the factors of emotional tension. The main direction of correctional work should be the creation of conditions for the implementation of the dominant motives of children to interact. If the younger ones are happy with any situation that presents the opportunity to communicate with the older ones, that for the latter it is necessary to make it attractive. An opportunity should be provided for the realization by older children of the motives of positive dominance. It is important to gradually and consistently increase the mutual dependence of children in joint activities. This can be successfully achieved not only in a plot-role-playing game, but also in visual, labor, constructive activities by creating gaps (violations in the rhythm of joint activities) in the working chain of older children sequentially connected with each other. Thus, all corrective work is aimed at creating favorable conditions for the development of the personality of a preschooler, at optimizing interpersonal interaction in a group.

In correctional work, it is necessary to use various games aimed at rallying the group, developing arbitrary control, and the ability to obey the rules of others. Such games include, for example, the game "Engine". During the game, children are built one after another, holding on to their shoulders. The "engine" is carrying the "trailer", overcoming various obstacles. You can also use the game "Catch a fish", during which children reach mutual understanding. To play this game, you need to divide the children into two groups. The first group of children stands in a circle holding hands (“nets”). And the second group - ("fish") "swim" (run, jump) inside the circle "float" out of it (crawl under the children's clasped hands). At the signal of the "network" - children holding hands sit down. Which of the fish remained in the circle, he was caught.

Dance therapy is also applicable, which is necessary when working with children with emotional disorders, communication disorders, interpersonal interaction. It is necessary to use a projective drawing, thanks to which children freely express their thoughts and feelings, get rid of conflicts and strong feelings, develop empathy, they show their own self, freely express dreams and hopes. Fairy tale therapy is also used for correction - a method that uses a fairy tale form to integrate the personality, develop creative abilities, and expand consciousness. The use of puppet therapy is based on the processes of identifying a child with a favorite cartoon character, a fairy tale, and with a favorite toy.

Conclusion

So, having traced the dynamics of the formation of interpersonal relations of children in children's groups, having singled out their indicators, such as the prosocial nature of actions and emotional involvement with a peer, having determined the features of the appearance of stability in children's relations and the identification of popular and unpopular children in a group, we can say that already To senior group kindergarten, the child is not only more active with peers in an effort to share experiences with them, but the level of functioning of this need is higher. The prosocial actions of older preschoolers are no longer aimed at a positive assessment of an adult and not at observing moral standards, but directly at another child. Gradually, a peer becomes for a preschooler not only an object of comparison with himself, but also a valuable personality, and therefore the emotional involvement in his actions increases. Peer equality allows the child to directly “impose” his attitude to the world he perceives on the attitude of his partner. Thus, the need for a peer is transformed from the younger preschool age to the older one: from the need for benevolent attention and playful cooperation in the younger preschool age through the middle preschool age with its dominant need for the benevolent attention of a peer - to the older preschool age with its needs not only in benevolent attention, but also in an effort to share experiences with peers.

Bibliography:

1. Andrushchenko T.Yu., Shashlova G.M. "Psychodiagnostic and correctional developmental work of a psychologist" - M., 2003.

2. Volkov B.S. Child psychology: Psychological development of the child before entering school.-M., 2000.

3.Motova E.K. "Child psychology and psychotherapy". - M., 2003.

4.Uruntaeva G.A. "Psychology of a preschooler". - M., 2000.

5. Reana A.A. "Psychology of a child from birth to 11 years old". - M., 2007.

6. Smirnova E.O. Interpersonal relationships preschoolers: Diagnostics, problems, correction.-M., 2005.

7. Tsukerman G.A. “Psychological examination of younger schoolchildren” M., 2001.

8. Osipova A.A. "General psychocorrection". Tutorial. M.: Sfera, 2002.

9. Stolin V.V. "General psychodiagnostics". St. Petersburg: Publishing house "Rech", 2000.

• Content
• 2. The personality of the child as an object and subject of education and upbringing. Education, development and formation of personality in preschool age
• 3. Holistic pedagogical process: concept, structure. Patterns and principles of organization of the pedagogical process in a preschool educational institution.
• 4. Pedagogical foundations for building the educational process in different age groups of a preschool educational institution.
• 5. Conceptual approaches to education and educational systems. Structures and stages of functioning of systems. Examples of educational systems based on various concepts of education.
• 6. The educational process, its essence, features, structure, driving forces. Features of education of children of preschool age.
• 7. The problem of the purpose of education in pedagogy. The specifics of setting the goal of preschool education.
• 8. Methods, means and forms of education. Classification of methods of education. The choice of methods of education in a preschool educational institution.
• 9. Moral education in the integral development of the personality: tasks, content, methods. Features of the moral education of preschool children.
• 10. Aesthetic education in the integral development of personality: tasks, content, methods. Features of aesthetic education of preschool children.
• 11. Physical education in the integral development of the personality: tasks, content, means. Health-saving technologies in a preschool educational institution.
• 12. Mental education in the integral development of personality: tasks, content, methods. Features of mental education and intellectual development of preschool children.
• 13. Education system of the Russian Federation: principles, structure. Preschool educational institutions in the system of continuous education. Normative-legal base of the system of preschool education.
• 14. The concept of "education". Humanization of the content of preschool education.
• 15. Personal-activity approach as the basis of personality education. Subject-subject relations between a child and a teacher as the basis for the implementation of the modern standard of preschool education
• 16. The problem of goal setting in pedagogy. Technology of setting pedagogical tasks.
• 17. Learning in the structure of a holistic pedagogical process. Problems of training and development. New requirements for teaching preschool children.
• 19. Forms of organization of education in modern didactics. Modern approaches to the organization of the educational process in the system of preschool education in accordance with the standard.
• 20. Innovative technologies for teaching and developing a preschooler in accordance with the standard of preschool education.
• 21. The essence of pedagogical communication. Psychological and pedagogical foundations of the humanistic orientation of the teacher's pedagogical communication with children in a preschool educational institution.
• 22. The main characteristics of the personal and professional qualities of a preschool teacher in the interpretation of the modern standard of preschool education. Style of pedagogical activity.
• 23. Problems of family education of a preschooler. Forms of cooperation between families and preschool educational institutions.
• 24. Standard of preschool education as the first stage of general education: structure, content, requirements.
• 25. The program as the main document regulating the content of education in a preschool educational institution. Designing educational programs for preschoolers.
• 26. Requirements for preschool education programs in accordance with the standard. Characteristics of modern integrated and partial programs of preschool education.
• 27. The concept of management and pedagogical management. The main functions of pedagogical management in a preschool educational institution.
• 29. History of pedagogy and education as a field of scientific knowledge. Development of ideas of upbringing, training, education in the history of world culture. (On a specific example at the choice of the examinee).
• 30. Leading trends in the modern development of the world educational process.
• 31. Theoretical foundations laid down in the content, technologies for the development of the child's personality in accordance with the standard of preschool education.
• 32. New principles for organizing the educational process in preschool in accordance with the requirements of the modern standard of preschool education.
• 33. Implementation of the problem of interdisciplinary integration in the pedagogical process of the modern dow.
• 34. Pedagogical conditions for the formation of mathematical representations in preschoolers. Methodical systems for familiarizing preschoolers with numbers and computational activities.
• 35. Pedagogical technologies for the formation of ideas about space in preschoolers.
• 36. Interdisciplinary integration as a means of developing knowledge and ideas of a preschooler about the form and structure of the subject.
• 37. Modern requirements for environmental education of preschool children; performance indicators.
• 38. Priority directions, content, tasks, forms, methods and technologies of physical education of preschoolers.
• 39. The role of music in the education of the personality of a preschooler. Modern requirements for the musical education of preschool children; performance indicators.
• 41. Modern technologies for teaching preschoolers subject and plot drawing; learning outcome indicators.
• 42. Modern requirements for teaching preschoolers subject and plot applications; learning outcome indicators.
• 43. Modern requirements for teaching preschoolers subject and plot modeling; learning outcome indicators.
• 44. Psychological and pedagogical aspects of the organization of joint productive activities of preschoolers (on the example of a collective application).
• 45. Operational cards as a means of developing the cognitive activity of preschool children; performance indicators.
• 46. ​​The value of non-traditional methods of teaching fine arts for the development of preschool children. (Expand on the example of drawing, application, modeling).
• 47. Modern requirements for teaching preschoolers their native language. Methods and means of speech development for preschool children.
• 48. Modern requirements for the literary development of preschool children. Features of the perception of literary works by preschoolers; performance indicators.
• 50. Psychological features of play activity in preschool age. Classification of games and the significance of the game in the development of a preschooler.
• 51. Childhood as a socio-cultural phenomenon, features of the formation of various spheres of the psyche in different social and historical conditions.
• 52. Modern approaches to prenatal education.
• 53. Psychological and pedagogical features of infants and young children.
• 54. Psychological and pedagogical features of children of younger, middle and older preschool age. (Comparative analysis).
• 55. Psychological features of the child's adaptation to a preschool educational institution.

• During the preschool age, the structuredness of the children's team is rapidly increasing, the content and justification of the children's choices are changing, and it has also been established that the emotional well-being of children largely depends on the nature of the child's relationship with peers. In the works of the above authors, the main subject of research was a group of children, but not a person. individual child.

  V.V. Abramenkova highlights three levels interpersonal relationships:

  Functional-role - fixed in the norms of behavior specific to a given culture and realizing themselves in the performance of various roles (playing or social);

  Emotional-evaluative - manifested in preferences, likes and dislikes and in various kinds of selective attachments;

  Personal-semantic - in which the motive of one subject acquires a personal meaning for another.

  Smirnova E. O. considers the sociometric approach to understanding the interpersonal relations of preschoolers to be the most common approach to understanding. The same method is singled out by Kolomensky, pointing out that the main idea of ​​sociometry is that the subjects express, in one form or another, their preferences to other members of the group. After analyzing the work of Smirnova E.O. "Interpersonal relations of preschoolers", we found out that interpersonal relations are considered in this approach as the selective preferences of children in the peer group. And in numerous studies by such authors as Ya.L. Kolominsky, T.A. Repin, V.R. Kislovskaya, A.V. Krivchuk, B.C. Mukhin, it was shown that during preschool age (from 2 to 7 years) structured children's team- some children are becoming more and more preferred by the majority in the group, others are increasingly taking the position of outcasts. It was found that the content and justification of the choices that children make vary from external qualities to personal characteristics.

  Veraksa N.E. suggests that the specifics of interpersonal perception of children and the assessment of peers in terms of the presence of positive and negative qualities is largely determined by gender-role characteristics. Girls are much more likely than boys to evaluate each other positively, while boys tend to have more negative mutual evaluations.

  From all of the above, we can conclude that studies by domestic and foreign psychologists have shown that a special structure of interpersonal relations stands out in groups of kindergarten children. It has been established that there are children who are very popular and many preschoolers want to play and be friends with them, which is due to their ability to invent and unfold various plots. They act as leaders of children's play associations and occupy leading, most interesting roles. Along with popular children, there is a category of unpopular preschoolers who do not attract peers and, therefore, find themselves isolated in free activities.

Send your good work in the knowledge base is simple. Use the form below

Good work to site">

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Hosted at http://www.allbest.ru/

Interpersonal relationships in children in the kindergarten group

Introduction

Among the variety of problems of modern psychology, communication with peers is one of the most popular and intensively researched. Communication acts as one of the most important factors in the effectiveness of human activity.

At the same time, relevant, in particular in connection with solving the problems of educating children of preschool age, is the consideration of the problem of communication - the formation of personality in it. As the results of psychological and pedagogical research show, it is in direct communication with significant others (parents, educators, peers, etc.) comes the formation of personality, the formation of its most important properties, moral sphere, worldview.

In preschool children, relatively stable sympathies are formed, joint activities are formed. Playing with peers essential role in the life of a preschooler. It is a condition for the formation of the social qualities of the child's personality, the manifestation and development of the beginnings of the collective relationships of children. Interaction with a peer is communication with an equal, it enables the child to know himself.

Communication between children is a necessary condition for the mental development of a child. The need for communication early becomes his basic social need.

The study of the child in the system of his relations with peers in the kindergarten group is of great importance and relevance, since preschool age is a particularly crucial period in education. The leading activity of preschool children is the game in which the child learns new things, masters the ability to build relationships and tries out different social roles. This is the age of the initial formation of the personality of the child. At this time, in the communication of the child with peers, rather complex relationships arise, which significantly affect the development of his personality.

Therefore, the problem of interpersonal relations, which arose at the junction of a number of sciences - philosophy, sociology, social psychology, personality psychology and pedagogy, is one of the most important problems of our time. Every year it attracts more and more attention of researchers at home and abroad and is, in essence, the key problem of social psychology, which studies diverse associations of people - the so-called groups. This problem merges with the problem of "personality in the system of collective relations", which is so important for the theory and practice of educating the younger generation.

Thus, we can single out the purpose of the course work: the study of the problem of interpersonal relations in children in the kindergarten group through a social game.

1. Consider psychological and pedagogical research on the problem of interpersonal relationships.

2. The study of interpersonal relationships as a factor in the personal development of preschool children.

3. Study of the characteristics of interpersonal relationships in a group of children of older preschool age.

The object of the study is preschool children, the subject is relationships in a kindergarten group.

It can be assumed that the status position of the child in the system of interpersonal relations in the group of peers determines the characteristics of these relations.

CHAPTER I. FEATURES OF INTERPERSONAL RELATIONSHIPS

1.1 Different approaches to understanding interpersonal relationships

Human relations represent a special kind of reality, which is not reducible either to joint activity, or to communication, or to interaction. The subjective and fundamental significance of this reality for a person's life and the development of his personality is beyond doubt.

The extreme subjective significance of relationships with other people attracted the attention of many psychologists and psychotherapists of various directions to this reality. These relationships have been described and studied in psychoanalysis, behaviorism, cognitive and humanistic psychology, perhaps the only exception is the cultural and historical direction, where interpersonal (or human) relationships have practically not been the subject of special consideration or research, despite the fact that they are mentioned constantly. According to practical psychologist Bodaleva A.A.: “Suffice it to recall that the attitude to the world is always mediated by the attitude of a person to other people. social situation development constitutes a system of the child's relations with other people, and relations with other people are an organically necessary condition human development". But the question of what these relations themselves are, what is their structure, how they function and develop, was not raised and was considered self-evident. In the texts of L.S. Vygotsky and his followers, the relationship of the child with other people act as a universal explanatory principle, as a means of mastering the world. At the same time, they naturally lose their subjective-emotional and energy content.

The exception is the work of M.I. Lisina, in which the subject of the study was the child's communication with other people, understood as an activity, and relations with others and the image of oneself and another act as a product of this activity.

It should be emphasized that the focus of attention of M.I. Lisina and her colleagues was not only and not so much on the external, behavioral picture of communication as on its internal, psychological layer, i.e. needs and motives of communication, which in fact are relationships and others. First of all, the concepts of "communication" and "relationship" should be correlated as synonymous. However, these concepts should be distinguished.

As the works of M.I. Lisina, interpersonal relationships are, on the one hand, the result of communication, and on the other hand, its initial prerequisite, a stimulus that causes one or another type of interaction. Relationships are not only formed, but also realized, appear in the interaction of people. At the same time, the attitude towards another, in contrast to communication, does not always have external manifestations. Attitude can also appear in the absence of communicative acts; it can be experienced with an absent and even fictional, ideal character; it can also exist at the level of consciousness or inner spiritual life (in the form of experiences, ideas, images). If communication is always carried out in one form or another of interaction with the help of some external means, then relationships are an aspect of inner, spiritual life, this characteristic of consciousness, which does not imply fixed means of expression. But in real life, the relationship to another person is manifested, first of all, in actions directed at him, including in communication. Thus, relationships can be considered as an internal psychological basis for communication and interaction between people.

In the field of communication with peers, M.I. Lisina distinguishes three main categories of means of communication: in younger children (2-3 years old), expressive and practical operations occupy a leading position. From the age of 3, speech comes to the fore and occupies a leading position. At senior preschool age, the nature of interaction with a peer is significantly transformed and, accordingly, the process of learning a peer: a peer, as such, as a certain individuality, becomes the object of the child's attention. The child's understanding of the partner's skills and knowledge expands, and there is an interest in such aspects of his personality that were not noticed before. All this contributes to the selection of stable characteristics of a peer, the formation of a more holistic image of him. The hierarchical division of the group is due to the choice of preschoolers. Considering the estimated relations, M.I. Lisina defines how the processes of comparison and evaluation arise when children perceive each other. In order to evaluate another child, it is necessary to perceive, see and qualify him from the point of view of the evaluation standards and value orientations of the kindergarten group that already exist at this age. These values, which determine children's mutual assessments, are formed under the influence of surrounding adults and largely depend on changes in the child's leading needs. Based on which of the children is the most authoritative in the group, what values ​​and qualities are the most popular, one can judge the content of the children's relations, the style of these relations. As a rule, socially approved values ​​predominate in a group - to protect the weak, to help, etc., but in groups where the educational influence of adults is weakened, a child or a group of children who try to subjugate other children can become the "leader".

1.2 Features of the relationship of children in the kindergarten group

The kindergarten group is defined as the simplest kind of social group with direct personal contacts and certain emotional relationships between all its members. It distinguishes between formal (relationships are regulated by formal fixed rules) and informal (arising on the basis of personal sympathies) relationships.

Being a kind of small group, the kindergarten group represents the genetically earliest stage social organization, where the child develops communication and various activities, the first relationships with peers are formed, which are so important for the formation of his personality.

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

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

Emotional (interpersonal relationships). It includes business relations (in the course of joint activities),

Evaluative (mutual evaluation of children) and actually personal relationships.

· Cognitive (gnostic). It includes the perception and understanding of each other by children (social perception), the result of which are mutual assessments and self-assessments.

“Interpersonal relations are necessarily manifested in communication, in activity and in social perception.”

In the kindergarten group, there are relatively long-term attachments between children. There is a certain degree of situationality in the relations of preschoolers. The selectivity of preschoolers is due to the interests of joint activities, as well as positive qualities peers. Also significant are those children with whom they interact more, and these children often turn out to be peers of the same sex. The nature of social activity and initiative of preschoolers in role-playing games was discussed in the works of T.A. Repina, A.A. Royak, V.S. Mukhina and others. The studies of these authors show that the position of children in a role-playing game is not the same - they act as leaders, others - as followers. The preference of children and their popularity in the group largely depend on their ability to invent and organize joint play. In the study of T.A. Repina, the position of the child in the group was also studied in connection with the success of the child in constructive activities.

The success of the activity has a positive effect on the position of the child in the group. If the success of the child is recognized by others, then the attitude towards him from his peers improves. In turn, the child becomes more active, self-esteem and the level of claims increase.

So, the basis of the popularity of preschoolers is their activity - either the ability to organize joint play activities, or success in productive activities.

There is another line of work that analyzes the phenomenon of children's popularity from the point of view of children's need for communication and the degree to which this need is satisfied. These works are based on the position of M.I. Lisina that the formation of interpersonal relationships and attachment is based on the satisfaction of communicative needs.

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 preference specific person that satisfies these needs. A study by O.O. Papir (under the guidance of T.A. Repina) discovered that popular children themselves have an acute, pronounced need for communication and recognition, which they seek to satisfy

So the analysis psychological research shows that the basis of children's electoral attachments can be the most different qualities: initiative, success in activities (including gaming), the need for communication and recognition of peers, recognition of an adult, the ability to satisfy the communicative needs of peers. The study of the genesis of the group structure showed some trends that characterize the age dynamics of interpersonal processes. From junior to preparatory groups a persistent, but not in all cases, pronounced age trend of increasing "isolation" and "stardom", reciprocity of relationships, satisfaction with them, stability and differentiation depending on the sex of peers was found.

Different stages of preschool childhood are characterized by unequal content of the need for communication with peers. By the end of preschool age, the need for mutual understanding and empathy increases. The very need for communication is transformed from the younger preschool age to the older one, from the need for benevolent attention and play cooperation to the need not only for benevolent attention, but also for experience.

The need for communication of a preschooler is inextricably linked with the motives of communication. The following age dynamics of the development of motives for communication with peers among preschoolers has been determined. At each stage, all three motives operate: the position of leaders in two or three years is occupied by personal and business ones; in three or four years - business, as well as dominant personal; in four or five - business and personal, with the dominance of the former; at five or six years old - business, personal, cognitive, with an almost equal position; at six or seven years old - business and personal.

Thus, the kindergarten group is a holistic education, it is a single functional system with its structure and dynamics. There is a complex system of interpersonal hierarchized connections of its members in accordance with their business and personal qualities, the value orientations of the group, which determine which qualities are most highly valued in it.

1.3 Unity of interpersonal relationships and self-awareness

In the relation of a person to other people, his Self always manifests itself and declares itself. The main motives and life meanings of a person, his attitude towards himself is always expressed in relations to another. That is why interpersonal relationships (especially with loved ones) are almost always emotionally intense and bring the most vivid and dramatic experiences (both positive and negative).

EO Smirnova suggests in her research to turn to the psychological structure of human self-consciousness.

Self-consciousness includes two levels - "core" and "periphery", or subjective and objective components. The so-called "core" contains a direct experience of oneself as a subject, as a person, it originates the personal component of self-consciousness, which provides a person with the experience of constancy, identity of himself, a holistic feeling of himself as a source of his will, his activity. The "periphery" includes private, specific representations of the subject about himself, his abilities, capabilities, external internal qualities - their assessment and comparison with others. The "periphery" of the self-image consists of a set of specific and final qualities, and form the objective (or subject) component of self-consciousness. These two principles - objective and subjective are necessary and complementary aspects of self-consciousness, they are necessarily inherent in any interpersonal relationship.

In real human relations, these two principles cannot exist in pure form and constantly "flow" one into another. It is obvious that a person cannot live without comparing himself with another and using the other, but human relations cannot always be reduced to competition, evaluation and mutual use. “The psychological basis of morality is, first of all, a personal or subjective attitude towards another, in which this other acts as a unique and equal subject of his life, and not a circumstance of my own life.”

Various and numerous conflicts between people, severe negative experiences (resentment, hostility, envy, anger, fear) arise in those cases when the objective, objective principle dominates. In these cases, the other person is perceived solely as an adversary, as a competitor to be surpassed, as a stranger who interferes with my normal life, or as a source of expected respect. These expectations are never justified, which gives rise to feelings that are destructive to the individual. Such experiences can become a source of serious interpersonal and intrapersonal problems for an adult. In time to recognize this and help the child overcome them is an important task of the educator, teacher, psychologist.

1.4 Problematic forms of interpersonal relationships of preschool children

Children of preschool age quarrel, reconcile, take offense, make friends, be jealous, help each other, and sometimes do each other small "dirty things". Of course, these relationships are acutely experienced by preschoolers and carry a variety of emotions. Emotional tension and conflict in children's relationships occupy great place than talking to an adult.

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. This experience is not always successful. For many children already in preschool age develops and consolidates negative attitude to others, which can have very sad long-term consequences. The most typical for preschool children of conflict relations with peers are: increased aggressiveness, resentment, shyness and demonstrativeness.

One of the most common problems in the children's team is increased aggressiveness. Aggressive behavior already in preschool age takes various forms. In psychology, it is customary to distinguish between verbal and physical aggression. Verbal aggression is aimed at blaming or threatening a peer, which are carried out in various statements and even insults and humiliation of another. physical aggression aimed at bringing any material damage to another, through direct physical actions. This happens in most cases with attracting the attention of peers, infringing on the dignity of another, in order to emphasize one's superiority, protection and revenge. However, in a certain category of children, aggression as a stable form of behavior not only persists, but also develops. A special feature in the relationship with peers in aggressive children is that the other child acts for them as an adversary, as a competitor, as an obstacle that needs to be eliminated. Such an attitude cannot be reduced to a lack of communication skills, it can be assumed that this attitude reflects a special warehouse of the personality, its orientation, which gives rise to a specific perception of the other as an enemy. The attribution of hostility to another is manifested in the following: representation of one's underestimation on the part of a peer; attributing aggressive intentions in resolving conflict situations; in the real interaction of children, where they are constantly waiting for a trick or attack from a partner.

Also, among the problematic forms of interpersonal relationships, a special place is occupied by such a difficult experience as resentment towards others. V in general terms resentment can be understood as a painful experience by a person of being ignored or rejected by peers. The phenomenon of resentment occurs at preschool age: 3-4 years - resentment is situational in nature, kids do not focus on resentment and quickly forget; after 5 years in children, the phenomenon of resentment begins to manifest itself and this is connected with the emergence of a need for recognition. It is at this age that the main object of resentment begins to be a peer, and not an adult. Distinguishes between an adequate (reacts to the real attitude of another) and inadequate (a person reacts to his own unjustified expectations) reason for the manifestation of resentment. characteristic feature touchy children is a bright setting for an evaluative attitude towards themselves, the constant expectation of a positive assessment, the absence of which is perceived as a negation of oneself. The peculiarity of the interaction of touchy children with their peers lies in the child's painful attitude towards himself and self-assessment. Real peers are perceived as sources negative attitude. They need continuous confirmation of their own value, significance. He ascribes neglect and disrespect to himself to those around him, which gives him grounds for resentment and blaming others. Features of self-esteem touchy is characterized enough high level, but its difference from the indicators of other children is marked by a large gap between their own self-esteem and assessment from the point of view of others.

Getting into conflict situation, touchy children do not seek to resolve it, blaming others and justifying themselves is the most important task for them.

The characteristic features of the personality of touchy children indicate that the basis of increased touchiness is the intensely painful attitude of the child towards himself and self-assessment.

Another of the most common and most difficult problems in interpersonal relationships is shyness. Shyness manifests itself in different situations: difficulties in communication, timidity, uncertainty, tension, expression of ambivalent emotions. It is very important to recognize shyness in a child in time and stop its excessive development. The problem of shy children in his research is considered by L.N. Galiguzov. In her opinion, "shy children are distinguished by increased sensitivity to the assessment of an adult (both real and expected)." Shy children have heightened perception and anticipation of evaluation. Luck inspires and calms them, but the slightest remark slows down activity and causes a new surge of timidity and embarrassment. The child behaves shyly in situations in which he expects failure in activities. The child is not confident in the correctness of his actions and in the positive assessment of an adult. The main problems of a shy child are related to the scope of his own attitude towards oneself and perceptions of the attitudes of others.

Features of self-esteem of shy children are determined by the following: children have high self-esteem, but they have a gap between their own self-esteem and the assessment of other people. The dynamic side of activity is characterized by the greatest caution of their actions than that of their peers, thus the pace of activity is reduced. The attitude to the praise of an adult causes an ambivalent feeling of joy and embarrassment. The success of the activity does not matter to them. The child prepares himself for failure. A shy child is friendly to other people, strives to communicate, but does not dare to show himself and his communicative needs. In shy children, self-attitude is manifested in a high degree of fixation on their personality.

Interpersonal relationships during preschool age have a number of age patterns. So, at 4-5 years old, children have a need for recognition and respect from their peers. At this age, a competitive, competitive beginning appears. Thus, demonstrative behavior appears in the character trait.

The peculiarity of the behavior of demonstrative children is distinguished by the desire to attract attention to themselves by any possible means. Their actions are focused on the assessment of others, by all means to receive a positive assessment of themselves and their actions. Often self-affirmation is achieved by reducing the value or depreciation of the other. The degree of involvement of the child in the activities is quite high. The nature of participation in the actions of a peer is also colored by bright demonstrativeness. Children get blamed backlash. Helping a peer is pragmatic. Correlating oneself with others is manifested in a bright competitiveness and a strong orientation towards the assessment of others. “Unlike other problematic forms of interpersonal relationships, such as aggressiveness and shyness, demonstrativeness is not considered a negative and, in fact, a problematic quality. However, it must be taken into account that the child does not show a painful need for recognition and self-affirmation.

Thus, it is possible to distinguish common features children with problematic forms of relationships with peers.

Fixing the child on their subject qualities.

Hypertrophied self-esteem

· The main cause of conflicts with oneself and others is the dominant in one's own activity, "what I mean to others."

1.5 Features of relations with peers of preschoolers and the impact on the ethical development of the child

The attitude towards another person is inextricably linked with the attitude of a person towards himself and with the nature of his self-consciousness. According to E.O. Semenova, moral behavior is based on a special, subjective, attitude towards a peer, not mediated by one's own expectations, assessments of the subject.

Freedom from fixation on oneself (one's own expectations and ideas) opens up the possibility to see another in all its integrity and completeness, to experience one's commonality with him, which gives rise to both empathy and assistance.

E.O. Semenova in her research distinguishes three groups of children with different types of moral behavior and the attitude towards other children differs significantly based on this type of moral behavior.

· So the children of the first group, who did not show a moral and moral type of behavior, did not enter the path of ethical development at all.

Children of the second group, who showed a moral type of behavior

· Children of the third group with criteria of moral behavior.

As indicators of attitude towards a peer, E.O. Semenova highlights the following:

1. The nature of the child's perception of a peer. Does the child perceive the other as a whole person or as a source of certain forms behavior and self-esteem.

2. The degree of emotional involvement of the child in the actions of a peer. Interest in a peer, heightened sensitivity to what he is doing, may indicate an inner involvement in him. Indifference and indifference, on the contrary, indicate that a peer is an external, separate being for the child.

3. The nature of participation in the actions of a peer and general attitude to him: positive (approval and support), negative (ridicule, abuse) or demonstrative (comparison with oneself)

4. The nature and severity of empathy with a peer, which are clearly manifested in emotional reaction the child to the success and failure of another, the censure and praise of adult peer-to-peer actions.

5. Showing help and support in a situation where the child is faced with a choice to act “in favor of another” or “in his own favor”

The nature of a child's perception of a peer is also determined by his type of moral behavior. So the children of the first group focus on their attitude towards themselves, i.e. their assessments are mediated by their own expectations.

Children of the second group describe other guys, while often mentioning themselves and talking about others in the context of their relationship.

The children of the third group with the criteria of moral behavior described the other regardless of their attitude towards him.

Thus, children perceive the other differently, using the subjective and objective vision of the peer.

The emotional and effective aspect of interpersonal relations is also manifested in children based on the type of their moral behavior. Children who have not embarked on the path of ethical development, the 1st group, show little interest in the actions of their peers, or express negative evaluation. They do not empathize with failures and do not rejoice at the successes of their peers.

A group of children in whom the initial form of moral behavior is observed show a keen interest in the actions of their peers: they make a remark and comment on their actions. They help, try to protect their peers, although their help is pragmatic.

Children with the criteria of moral behavior try to help their peers, empathize with failures, rejoice at their successes. Help is shown regardless of their interests.

Thus the children differently perceive and relate to each other, based on the characteristics of their self-consciousness. So, in the center of self-consciousness of children of the 1st group who did not show any moral or moral type of behavior, the object component dominates, overshadowing the subjective one. Such a child sees himself or his attitude towards himself in the world and in other people. This is expressed in fixation on oneself, lack of empathy, promotion of interest in a peer.

In the center of self-awareness of children of the 2nd group, who showed a moral type of behavior, the objective and subjective components are equally represented. Ideas about one's own qualities and abilities need constant reinforcement through comparison with someone else, the carrier of which is a peer. These children have a pronounced need for something else, in comparison with which to evaluate and assert themselves. We can say that these children are still able to "see" their peers, albeit through the prism of their own "I".

In children of the 3rd group, who showed a moral type of behavior, there is special treatment to a peer, in which the center of attention and consciousness of the child is another. This is manifested in a vivid interest in a peer, in empathy and disinterested help. These children do not compare themselves to others and do not demonstrate their advantages. The other acts for them as an intrinsically valuable person. Their attitude towards their peers is characterized by the predominance of a subjective attitude towards themselves and others, and to the greatest extent meets the criteria of moral development.

1.6 Age features formation and development of interpersonal relations

The origins of interpersonal relationships in infancy. Relationships with other people are born and most intensively developed in early and preschool age. The experience of the first relationships with other people is the foundation for the further development of the child's personality and, above all, his ethical development. This largely determines the features of a person's self-consciousness, his attitude to the world, his behavior and well-being among people. Many negative and destructive phenomena among young people observed recently (cruelty, increased aggressiveness, alienation, etc.) have their origins in early and preschool childhood. Smirnova E.O. in her research proposes to consider the development of children's relations with each other at the most early stages ontogenesis in order to understand their age-related patterns and the psychological nature of the deformations that arise along this path.

In the studies of S.Yu. Meshcheryakova, relying on the origins of a personal relationship to oneself and to another in infancy, determines that “even before the birth of a child, in relation to the mother, two principles already exist for him - an object (as an object of care and beneficial effects) and subjective (as a full-fledged personality and subject of communication). On the one side, future mother prepares to take care of the child, buys the necessary things, takes care of her health, prepares a room for the baby, etc. On the other hand, she is already communicating with not yet born child- by his movements he guesses his state, desires, addresses him, in a word, perceives him as a full-fledged and very important person. Moreover, the severity of these principles in different mothers varies significantly: some mothers are mainly concerned with preparing for childbirth and buying the necessary equipment, others are more inclined to communicate with the child. In the first months of an infant's life, these features of the mother's attitude have a significant formative influence on his relationship with his mother and his general mental development. The most important and favorable condition for the formation of the first relationship of the infant is the subjective, personal component of the mother's relationship. It is she who provides sensitivity to all manifestations of the baby, a quick and adequate response to his condition, "adjustment" to his moods, the interpretation of all his actions as addressed to the mother. Thus, all this creates an atmosphere emotional communication, in which the mother in the first days of the child's life stands for both partners and thus awakens in the child a sense of himself as a subject and the need for communication. Moreover, this attitude is absolutely positive and disinterested. Although caring for a child is associated with numerous difficulties and worries, this everyday side is not included in the relationship between the child and the mother. The first six months of life is a completely unique period in the life of both a child and an adult. The only content of such a period is the expression of the relationship to another. At this time, the subjective, personal principle clearly dominates in the relationship between the infant and the mother. It is very important that a child needs an adult on his own, regardless of his subject attributes, his competence or social role. The baby is not at all interested in the appearance of the mother, her material or social status- for him, all these things simply do not exist. He singles out, first of all, the integral personality of an adult, addressed to him. That is why this type of relationship, of course, can be called personal. In such communication, an affective connection between the child and the mother is born, which gives rise to his sense of self: he begins to feel confident in himself, in his uniqueness and need for another. Such a sense of self, like an affective connection with the mother, is already an internal property of the infant and becomes the foundation of his self-awareness.

In the second half of the year, with the appearance of interest in objects and manipulative activity, the child's attitude to an adult changes (the attitude begins to be mediated by objects and objective actions). The attitude towards the mother already depends on the content of communication, the child begins to differentiate the positive and negative influences of an adult, to react differently to loved ones and strangers. An image of one's physical self appears (recognition of oneself in a mirror). All this may indicate the appearance of an objective principle in the image of oneself and in relation to another. At the same time, the personal beginning (which arose in the first half of the year) is clearly reflected in the subject activity of the baby, his sense of self and in relations with close adults. The desire to share one's impressions with a close adult and the sense of security in anxious situations that is observed in children from a normal family testifies to the internal connection, the involvement of mother and child, which opens up new opportunities for mastering the world, gives confidence in oneself and one's competence. In this regard, we note that children who are brought up in an orphanage and did not receive the necessary personal, subjective attitude of their mother in the first half of the year are characterized by reduced activity, stiffness, they are not inclined to share their impressions with an adult and perceive it as an external means of physical protection from possible danger. All this indicates that the absence of affective-personal ties with a close adult leads to serious deformations in the child's self-awareness - he loses the internal support of his existence, which significantly limits his ability to master the world and to manifest his activity.

Thus, the underdevelopment of the personal principle in relations with a close adult hinders the development of an objective relationship to the world around and to oneself. However, under favorable conditions of development, already in the first year of life, the child develops both components of the relationship to other people and to himself - personal and objective.

Features of interpersonal relationships in children at an early age. Considering the features of communication and interpersonal relationships in young children from 1 to 3 years. L.N. Galiguzova claims that in the first forms of attitude towards a peer and the first contacts with him, it is reflected, first of all, in the experience of his resemblance to another child (they reproduce his movements, facial expressions, as if reflecting him and being reflected in him). Moreover, such mutual recognition and reflection bring stormy, joyful emotions to the kids. Imitation of the actions of a peer can be a means of attracting attention to oneself and the basis for joint actions. In these actions, the kids are not limited by any norms in showing their initiative (tumble, take bizarre poses, make unusual exclamations, come up with sound combinations that are not like anything, etc.). Such freedom and unregulated communication of young children suggests that a peer helps the child to show his original beginning, to express his originality. In addition to the very specific content, the contacts of babies have one more distinguishing feature: they are almost always accompanied bright emotions. Comparison of children's communication in different situations showed that the most favorable child interaction it turns out the situation of "pure communication" i.e. when the children are one on one with each other. The introduction of a toy into the situation of communication at this age weakens interest in a peer: children manipulate objects without paying attention to a peer, or they quarrel over a toy. Adult involvement also distracts children from each other. This is due to the fact that the need for objective actions and communication with an adult prevails over interaction with a peer. At the same time, the need for communication with a peer is already taking shape in the third year of life and has a very specific content. Communication of young children can be called emotional and practical interaction. Communication of the child with peers, proceeding in a free, unregulated form, creates optimal conditions for awareness and knowledge of oneself. Perceiving their reflection in another, babies better distinguish themselves and receive, as it were, one more confirmation of their integrity and activity. Receiving a response and support from a peer in their games and undertakings, the child realizes his originality and uniqueness, which stimulates the initiative of the baby. It is characteristic that during this period, children react very weakly and superficially to the individual qualities of another child (his appearance, skills, abilities, etc.), they do not seem to notice the actions and states of their peers. At the same time, the presence of a peer increases the overall activity and emotionality of the child. Their relation to another is not yet mediated by any objective actions, it is affective, direct and non-judgmental. The child recognizes himself in the other, which gives him a sense of his community and involvement with another. In such communication there is a sense of immediate community and connection with others.

The objective qualities of another child (his nationality, his property, clothes, etc.) do not matter in this case. Toddlers do not notice who his friend is a Negro or a Chinese, rich or poor, capable or backward. Common actions, emotions (mostly positive) and moods that children easily infect from each other create a sense of unity with equal and equal people. It is this sense of community that can subsequently become the source and foundation of such an important human quality as morality. Deeper human relationships are built on this foundation.

However, at an early age this community has a purely external, situational character. Against the background of similarities for each child, his own individuality is most clearly highlighted. “Look at a peer”, the child, as it were, objectifies himself and singles out specific properties and qualities in himself. Such objectification prepares the further course of development of interpersonal relations.

Interpersonal relationships in preschool age.

The type of emotional-practical interaction lasts up to 4 years. A decisive turning point in relation to peers occurs in the middle of preschool age. The age of five in developmental psychology is usually not considered as critical. However, many facts obtained in various studies indicate that this is a very important turning point in the development of the child's personality, and the manifestations of this turning point are especially acute in the sphere of relations with peers. There is a need for cooperation and joint action. Children's communication begins to be mediated by subject or game activities. In 4-5-year-old preschoolers, emotional involvement in the actions of another child will increase dramatically. In the process of playing or joint activities, children closely and jealously observe the actions of their peers and evaluate them. Children's reactions to an adult's assessment also become more acute and emotional. During this period, empathy with peers sharply increases. However, this empathy is often inadequate in nature - the successes of a peer can upset and offend the child, and his failures can please. It is at this age that children begin to show off, envy, compete, and demonstrate their advantages. The number and severity of children's conflicts are sharply increasing. Tension in relations with peers increases, more often than at other ages, ambivalence of behavior, shyness, touchiness, aggressiveness are manifested.

The preschooler begins to relate to himself through comparison with another child. Only when compared with a peer can one evaluate and affirm oneself as the owner of certain virtues.

If two or three-year-old children, comparing themselves and another, are looking for similarities or common actions, then five-year-olds are looking for differences, while the evaluative moment prevails (who is better, who is worse), and the main thing for them is to prove their superiority. A peer becomes an isolated, opposing being and the subject of constant comparison with oneself. Moreover, the correlation of oneself with another occurs not only in real communication children, but also in the inner life of the child. There is a steady need for recognition, self-affirmation and self-assessment through the eyes of another, which become important components of self-consciousness. All this, of course, increases the tension and conflict of children's relationships. Moral qualities are of particular importance at this age. The main carrier of these qualities and their connoisseur is an adult for a child. At the same time, the implementation of prosocial behavior at this age faces significant difficulties and causes an internal conflict: to yield or not to yield, to give or not to give, etc. This conflict is between the “inner adult” and the “inner peer”.

Thus, the middle of preschool childhood (4-5 years) is the age when the subject component of the image of the Self is intensively formed, when the child objectifies, objectifies and defines his Self through comparison with another. By the older preschool age, the attitude towards peers again changes significantly . By the end of preschool age, emotional involvement in the actions and experiences of a peer increases, empathy for another becomes more pronounced and adequate; gloating, envy, competitiveness are manifested much less frequently and not as sharply as at the age of five. Many children are already able to empathize with both the success and failures of their peers, ready to help and support him. The activity of children directed at their peers (help, consolation, concessions) increases significantly. There is a desire not only to respond to the experiences of a peer, but also to understand them. By the age of seven, the manifestations of children's shyness, demonstrativeness are significantly reduced, the severity and intensity of conflicts of preschool children are reduced.

So, in the older preschool age, the number of prosocial actions, emotional involvement in the activities and experiences of a peer increase. As many studies show, this is due to the appearance of arbitrariness of behavior and the assimilation of moral norms.

As observations show (E.O. Smirnova, V.G. Utrobina), the behavior of older preschoolers is far from always being arbitrarily regulated. This is evidenced, in particular, by one-step decision-making. According to E.O. Smirnova and V.G. Utrobina: “The prosocial actions of older preschoolers, in contrast to 4–5-year-olds, are often accompanied by positive emotions addressed to a peer. In most cases, older preschoolers are emotionally involved in the actions of their peers.” If 4-5-year-old children willingly, following the adult, condemned the actions of their peers, then 6-year-olds, on the contrary, seemed to unite with a friend in their “opposition” to the adult. All this may indicate that the prosocial actions of older preschoolers are aimed not at a positive assessment of an adult and not at observing moral standards, but directly at another child.

Another traditional explanation for the growth of prosociality in preschool years is the development of decentration, whereby the child becomes able to understand the "point of view" of another.

By the age of six, many children have an immediate and unselfish desire to help a peer, give something or give in to him.

A peer has become for the child not only an object of comparison with himself, but also an intrinsically valuable, integral personality. It can be assumed that these changes in relation to peers reflect certain shifts in the preschooler's self-awareness.

The peer becomes the inner other for the older preschooler. By the end of preschool age, in relation to children to themselves and to others, the personal beginning is strengthened. The peer becomes the subject of communication and treatment. The subjective component in the relationship of a six-seven-year-old child to other children transforms his self-awareness. The child's self-consciousness goes beyond its object characteristics and to the level of experiencing another. Another child becomes not only an opposing being, not only a means of self-affirmation, but also the content of his own self. That is why children willingly help their peers, empathize with them and do not perceive other people's successes as their defeat. Such a subjective attitude towards themselves and their peers develops in many children by the end of preschool age, and this is what makes the child popular and preferred among peers.

Having considered the features of the normal age-related development of a child's interpersonal relations with other children, it can be assumed that these features are by no means always realized in the development of specific children. It is widely known that there are significant individual options in children's relationships with peers.

peer interpersonal preschooler social play

So, the theoretical study of this problem made it possible to reveal various approaches to understanding interpersonal relations, both the electoral preferences of children and the understanding of others, through consideration of the psychological basis of communication and interaction between people.

Interpersonal relationships have their own structural units, motives and needs. Some age dynamics of the development of motives for communication with peers is determined, the development of relationships in the group is based on the need for communication, and this need changes with age. She is satisfied with different children differently.

In the studies of Repina T.A. and Papir O.O. the kindergarten group was considered as an integral education, which is a single functional system with its own structure and dynamics. In which, there is a system of interpersonal hierarchical connections. Its members in accordance with their business and personal qualities, value orientations of the group, which determine what qualities are most highly valued in it.

The attitude towards another person is inextricably linked with the attitude of a person towards himself and with the nature of his self-consciousness. Research by Smirnova E.O. about the unity of interpersonal relations and self-consciousness indicates that they are based on two contradictory principles - object and subject. In real human relations, these two principles cannot exist in their pure form and constantly "flow" one into the other.

The general features of children with problematic forms of attitude towards peers are singled out: shy, aggressive, demonstrative, touchy. Features of their self-esteem, behavior, personality traits and the nature of their relationship to peers. Problematic forms of behavior of children in relationships with peers cause interpersonal conflict, the main cause of these conflicts is the dominant on their own values.

The nature of interpersonal relationships depends on the development of morality in the behavior of the child. Moral behavior is based on a special, subjective attitude towards a peer, not mediated by the subject's own expectations, assessments. This or that position of the child in the system of personal relationships not only depends on certain qualities of his personality, but, in turn, contributes to the development of these qualities.

The age features of formation and development of interpersonal relations are considered. The dynamics of their development from manipulative actions through emotional and practical interaction to a subjective attitude towards peers. An adult plays an important role in the development and formation of these relations.

CHAPTER II. STUDY OF INTERPERSONAL RELATIONS IN THE GROUP OF KINDERGARTEN

2.1 Methods aimed at identifying interpersonal relationships

The identification and study of interpersonal relationships is associated with significant methodological difficulties, since relationships, unlike communication, cannot be directly observed. Questions and tasks of an adult addressed to preschoolers, as a rule, provoke certain answers and statements of children, which sometimes do not correspond to their real attitude towards others. In addition, questions that require a verbal answer reflect more or less conscious ideas and attitudes of the child. However, in most cases there is a gap between conscious representations and real relationships of children. Relationships are rooted in deeper, hidden layers of the psyche, hidden not only from the observer, but also from the child himself.

In psychology, there are certain methods and techniques that allow you to identify the features of interpersonal relationships of preschoolers. These methods are divided into objective and subjective.

Objective methods include those that allow you to fix the external perceived picture of the interaction of children in a peer group. At the same time, the teacher states the features of the relationship of individual children, their likes or dislikes, recreates an objective picture of the relationship of a preschooler. These include: sociometry, the method of observation, the method of the problem situation.

Subjective methods are aimed at revealing the internal deep characteristics of the attitude towards other children, which are always associated with the characteristics of his personality and self-consciousness. These methods in most cases have a projective character. Faced with unstructured stimulus material, the child, without knowing it, endows the depicted or described characters with their own thoughts, feelings, experiences, i.e. projects (transfers) his I. These include: the method of unfinished stories, identifying the assessment of the child and the perception of the assessment of others, pictures, statements, unfinished sentences.

Similar Documents

Analysis of psychological and pedagogical research on the problem of interpersonal relationships. Features of communication of preschoolers with peers and its impact on the ethical development of the child. Age features of the formation and development of interpersonal relationships.

term paper, added 03/06/2012


The concept of interpersonal relations in the psychological and pedagogical literature. Features of interpersonal relations of children of senior preschool age in the kindergarten group in the educational environment. Diagnostic tools for studying the problem.

term paper, added 10/21/2013


Research of interpersonal relations in the works of psychologists. Features of interpersonal relations of adolescents. Psychological climate groups. The influence of the style of pedagogical communication on the interpersonal relations of adolescents. Organization and methods of research.

term paper, added 01.10.2008


The problem of interpersonal relationships. Studies of the psychological structure of the joint activity of younger and older children. Development, implementation and evaluation of the effectiveness of a cycle of classes for the development of interpersonal relations of children in a group of different ages.

term paper, added 05/08/2015


Theoretical basis studying the problem of the development of interpersonal relations in children of senior preschool age. Experimental study of the level of development of children's communication. Analysis of the results and identification of features of interpersonal relations of preschoolers.

term paper, added 05/06/2016


Theoretical study and types of interpersonal relations in foreign and domestic literature. Psychological characteristics of children of older adolescence. Interpersonal relationships - how important factor affecting the social status of the child.

term paper, added 05/06/2011


The concept of a small group and a team. Essence and development of interpersonal relations in groups. Interpersonal interaction and its types. The influence of social norms on interaction in a group. The essence of R. Cattell's sixteen-factor personality questionnaire.

term paper, added 02/16/2011


Approaches to understanding interpersonal relationships. Diagnosis of relations: research methods and recommendations for their implementation. Problematic forms of interpersonal relationships of children. A system of games aimed at forming a benevolent attitude of preschoolers.

book, added 11/16/2010


Types family education and their impact on child development psychological features children. The results of studying the relationship between parental attitudes and sociometric status. Recommendations for the development of interpersonal relationships in a group of preschoolers.

term paper, added 03/19/2010


Interpersonal relationships as a socio-pedagogical problem and features of their development in adolescent children. The concept, essence, organization and conduct of group play therapy, its impact on the development of interpersonal relationships in adolescents.

Chapter 1. Theoretical aspects study of interpersonal relations in psychological and pedagogical science

1.1 The problem of interpersonal relations in the children's group and its development in psychological science

1.2 Dynamics and conditions for the development of interpersonal relations in the children's group

Chapter 2

2.1 The concept of "values" and "value orientations" of the teacher

2.2 The influence of the teacher's value orientations on the development of interpersonal relations of children in the kindergarten group

Chapter 3

Conclusion

Bibliography

Appendix

Introduction

Relation to other people is the basic fabric of human life. According to S.L. Rubinstein, a person's heart is all woven from his relationship to other people; the main content of the mental, inner life of a person is connected with them. It is these relationships that give rise to the most powerful experiences and actions. Attitude towards another is the center of the spiritual and moral formation of the individual and largely determines the moral value of a person.

Relationships with other people are born and develop most intensively in preschool age. problem today is the fact that since a year and a half the child has been in the environment of peers, therefore, how favorably the relationship between children depends mental health child. In the same period, the foundations of the personality of the baby are laid, therefore, increased requirements are placed on the skill, personality, level of spiritual development of the teacher in kindergarten. The wealth of the personality of the educator - indispensable condition the effectiveness of the impact on the child and the versatility of his attitudes.

Therefore, in preschool pedagogy a view of the work of preschool institutions is being formed and more and more expanding its position, not so much in terms of education, but in terms of familiarizing children with universal human values ​​and developing the ability to communicate and contact with other people.

Children attending preschool educational institutions during the day are under the supervision of a teacher who builds his work in accordance with the program of this institution, professional skills, refracting them through his personality traits. Hence it follows that professional activity educator - the process of continuous communication with preschoolers, the effectiveness of which depends on the results of educational work in kindergarten. Constant involvement in communication with children during the working day requires the educator to have great neuropsychic costs, emotional stability, patience, and control over external forms of behavior. The process of education is carried out constantly in direct contact with children as a continuous choice and justification by the teacher of his scale of values, his beliefs, attitudes, moods. This prompts us to turn to consideration themes our research, which sounds like this: The influence of the value orientations of the teacher on the development of interpersonal relations in the children's group.

In our opinion, the relevance of the study lies in the growing need to humanize the influence of educators on the development of the personality of preschoolers, on the formation of socially acceptable skills acquired by children among peers under the guidance of a teacher. The process of communication with others, the establishment of friendly relations depends on many factors, one of which is the neuropsychic state of the individual in the process of life and at the time of interaction with others. Given the special relationship of educators with preschool children, namely, imitation of the behavior of adults, the desire to demonstrate actions approved by the teacher, we pay attention to the personal characteristics of educators, their value orientations.

The problem of pedagogical communication was studied by B.G. Ananiev, A.L. Bodalev, Ya.L. Kolominsky, M.I. Lisina, A.A. Leontiev, T.A. Repin and other prominent Russian psychologists. Special attention to this problem is connected with the realization of the exceptional role of the process of pedagogical communication in the social psychological development child's personality.

Research conducted by L.N. Bashlakova (1986), D.B. Godovikova (1980), R. I. Derevyanko (1983), T. I. Komissarenko (1979), S.V. Kornitskaya (1974), M.I. Lisina (1974), G.P. Lavrentieva (1977), L.B. Miteva (1984), A. B. Nikolaeva (1985) and others, reveal various aspects of the mutual influence of educators and children in a preschool institution.

When choosing the age of children, we proceeded from the socio-psychological data obtained in the works of Ya.L. Kolominsky and T.A. Repina, indicating that by the older preschool age (compared to the younger and middle ones), the relationships of children acquire relative stability, differentiation, and emotional well-being in the system of relations of the social environment begins to play an increasingly important role in shaping the child's personality.

Object studies: the development of interpersonal relationships in a group of children.

Subject of study: the influence of the teacher's value orientations on the development of interpersonal relations in the children's group.

The purpose of the study was: To study the influence of the value orientations of a kindergarten teacher on the development of interpersonal relations of children in a group.

The objectives of our study:

1. Consider the concept of "interpersonal relations" in preschool age;

2. Determine the dynamics of interpersonal relationships and the conditions for their development in preschool age;

3. To study the concept of teacher's value orientations;

4. Organize pilot study to study the influence of value orientations of a kindergarten teacher on the development of interpersonal relations of children in a group using the example of senior preschool age;

5. Provide an analysis of the results obtained during the study.

Based on the analysis of the literature, we formulated the following research hypothesis: The dominance of certain value orientations of the teacher affects the nature of interpersonal relations in the children's group, that is:

- on the stability of status relations of certain categories of children;

- to determine the motives of their relationship to their peers;

- on the development of prosocial actions and emotional involvement with a peer;

- on the stability and sustainability of children's associations.

Chapter 1. Theoretical aspects of the study of interpersonal relations and their development in psychological and pedagogical science

1.1 The problem of interpersonal relations in the children's group in psychological and pedagogical science

Relationship to another person, to people is the basic fabric of human life, its core. According to S. L. Rubinshtein, the human heart is all woven from his human relations to people; the main content of the mental, inner life of a person is connected with them. It is these relationships that give rise to the most powerful experiences and the main human actions.

The relationship of a person with people is the area in which psychology is combined with ethics, where the mental and spiritual (moral) are inseparable. Attitude towards another is the center of personality formation and largely determines the moral value of a person.

As we have already noted earlier, interpersonal relationships are born and develop most intensively in childhood. A huge impact on the development of the child's personality has the opportunity to meet their needs for self-affirmation, recognition from the closest environment - peers and adults. The formation and development of these needs takes place in conditions of active and fairly broad interpersonal interactions.

So what are interpersonal relationships and interactions?

To define this concept, we turned to various sources- both to psychological and pedagogical, and philosophical, because "attitude is a philosophical category that characterizes the relationship of elements of a particular system" .

Interpersonal attitude- subjectively experienced relationships between people, objectively manifested in the nature and methods of mutual influences of people in the course of joint activities and activities. This is a system of attitudes, orientations, expectations, stereotypes and other dispositions through which people perceive and evaluate each other.

Kolominsky Ya.L. says that "relationships and relationships are phenomena of the inner world, the internal state of people."

"The relationship of social groups and national communities is manifested in their interaction regarding the satisfaction of their needs and the realization of their interests in appropriate working conditions, the consumption of material goods, the improvement of life, education, access to spiritual values."

Thus, having considered the concept of interpersonal relations, we determined that this is a phenomenon of the inner world and the state of people, subjectively experienced connections between them, manifested in the nature and methods of mutual influences of people in the course of joint activities.

Having defined the concept of the phenomenon we are studying, we turned to the origins of the formation of this problem of interpersonal relations in preschool age in the psychological and pedagogical literature.

In our country, initially the problem of interpersonal relations of preschoolers was considered mainly in the framework of socio-psychological research, by such authors as Kolominsky Ya.L., Repina T.A., Kislovskaya V.R., Kirichuk A.V., Mukhina V.S. , where the main subject was the structure and age-related changes in the children's team. These studies showed that during the preschool age, the structuredness of the children's team rapidly increases, the content and justification of the children's choices change, and it was also established that the emotional well-being of children largely depends on the nature of the child's relationship with peers. In the works of the authors listed above, the main subject of research was a group of children, but not the personality of an individual child. However, a little later, works appeared devoted to real, practical contacts of children and studying their influence on the formation of children's relationships. Among them are two main theoretical approaches: the concept of activity mediation of interpersonal relations A.V. Petrovsky and the concept of the genesis of communication, where the relationship of children was considered as a product of the activity of communication by M. I. Lisina.

In the theory of activity mediation, the main subject of consideration is the group, the collective. Joint activity in this case is a system-forming feature of the team. The group achieves its goal through a specific subject of activity and, thereby, changes itself, its structure and the system of interpersonal relations. The nature and direction of these changes depends on the content of activities and values ​​adopted by the community. The group, therefore, is inextricably linked with the personality: the group manifests itself in the personality, and the personal in the group. Joint activity, from the point of view of this approach, determines interpersonal relations, since it generates them, influences their content and mediates entry into the community. It is in joint activities that interpersonal relationships are realized and transformed.

At the same time, V.V. Abramenkova identifies three levels of interpersonal relationships:

functional-role - fixed in the norms of behavior specific to a given culture and realizing themselves in the performance of various roles (playing or social);

emotional-evaluative - manifested in preferences, likes and dislikes and in various kinds of selective attachments;

linnost-semantic - in which the motive of one subject acquires a personal meaning for another.

Despite the fact that in preschool childhood it is interaction and communication with adults that are the decisive factors in the development of the personality and psyche of the child, the role of the child's interpersonal relations with peers should not be underestimated. So, in the studies of T. A. Repina, it was found that under the conditions of strict regulation of the activity of preschoolers by adults, their relationship with each other is characterized by a specific structure. One of its features is that in a group of children, in the process of free communication, there are mainly two types of subgroups of children. Some of them are characterized stable and relatively long contacts members of the subgroup, while others can be evaluated as short-term associations, which quickly decay and change their composition.

The role of the peer group in the social, personal development of a preschool child is covered in many socio-psychological, psychological, pedagogical scientific works and studies. It is in the society of peers that the mechanisms of interpersonal perception and understanding develop most effectively, which underlie the formation of such personal qualities as sympathy, the desire to provide assistance and friendly support, the ability to share joy, as well as qualities that provide the ability to self-awareness. In a group of peers, the child learns one form or another of behavior, "focusing on the requirements of the group in the form of" role expectations ", that is, exercising in the performance of certain social roles given by the system of interpersonal interaction in a particular group. The approval of the group provides the child with the opportunity for self-expression and self-affirmation, promotes confidence, activity, positive self-perception.

T.A. Repina identifies the following most important functions of the preschool group:

§ the function of general socialization (in the practice of interaction with peers, children receive the first experience of working in a team, the first social experience of group communication, interaction on an equal footing, experience of cooperation);

§ the function of intensifying the process of sexual socialization and sexual differentiation, which is clearly manifested already from the age of five;

§ the information function and the function of forming value orientations (the characteristics of a child's life in kindergarten largely determine the nature of his value orientations, the direction of social communication, although, of course, the influence of close adults is still very strong);

§ evaluative function that affects the formation of self-esteem and the level of aspirations of the child, his moral self-awareness and behavior.

The problem of the relationship of the child with peers attracted the attention of many domestic psychologists and teachers. The following main areas related to the study of children's relationships in preschool age can be distinguished:

1. The study of interpersonal relations in the framework of socio-psychological research, where the main subject of research was the structure and age-related changes in the children's team, the study of children's electoral preferences (Ya.L. Kolominsky, T.A. Repina); the influence of children's practical contacts on the development of children's relationships (A.V. Petrovsky).

2. The study of interpersonal relations by the Leningrad Psychological School, where the subject of research was the child's perception, understanding and knowledge of other people (A.A. Bodalev).

3. The study of interpersonal relations within the framework of the concept of the genesis of communication by M.I. Lisina, where relationships were considered as internal psychological basis communication and interaction of the child with others.

4. The study of particular types of interpersonal relations in the framework of pedagogical and socio-psychological research (humane, collective, friendly relations, etc.).

Thus, the study of preschool groups in domestic psychology and pedagogy has more than half a century of history. Let us dwell in more detail on the differentiation of concepts that characterize the main interpersonal phenomena in preschool group.

According to many domestic psychologists, the spheres of activity, communication, and personal relationships are closely interconnected, influence each other, and in real life, the children's group act in unity and unity. But for the purpose of scientific study of interpersonal relations, it is necessary to clearly differentiate the concepts that characterize interpersonal phenomena. These are the concepts of "interpersonal relations", "communication", "interpersonal interaction".

Interaction is an element of any joint activity. In social psychology under interpersonal interaction refers to the objective connections and relationships that exist between people in social groups. This concept is used both to characterize the system of existing interpersonal contacts of people in the process of joint activity, and to describe the time-expanded, mutually oriented reactions of people to each other in the course of joint activity.

Communication is a specific type of human interaction with the help of a variety of communication means, consisting in the exchange between them of information of a cognitive or affective-evaluative nature.

In most foreign studies, the concepts of "communication" and "relationships", as a rule, are not divorced. In domestic psychological and pedagogical science, these terms are not synonymous. So, in the concept of M.I. Lisina's communication acts as a special communicative activity aimed at the formation of relationships. In the studies of T.A. Repina understands communication as communicative activity, the process of specific face-to-face contact, which can be directed not only to effective solution tasks of joint activity, but also on the establishment of personal relationships and knowledge of another person.

Interpersonal relations, as well as the concept of "relationship" close to them, is a diverse and relatively stable system of selective, conscious and emotionally experienced connections between members of the contact group. These connections are determined mainly by joint activities and value orientations. They are in the process of development and are expressed in communication, joint activities, actions and mutual assessments of group members. V individual cases when relationships are not active, they are limited to the sphere of only hidden experiences. Despite the fact that interpersonal relations “appear”, are actualized in communication and for the most part in the actions of people, the very reality of their existence is much wider. As noted by T.A. Repin, interpersonal relationships can be likened to an iceberg, in which only the surface part appears in the behavioral aspects of the personality, and the other, underwater part, larger than the surface, remains hidden.

Many psychologists have tried to classify interpersonal relationships and highlight their main parameters.

V.N. Myasishchev singled out personal emotional relationship(attachment, hostility, hostility, feelings of sympathy, love, hatred) and relations of a higher, conscious level - ideological and principled.

Ya.L. Kolominsky speaks of two types of relationships - business and personal, based on a feeling of sympathy or hostility.

A.A. Bodalev great importance attaches to evaluative relationships.

A.V. Petrovsky identifies special forms of relationships - referential and the phenomenon of DHEI (effective group emotional identification).

In the studies of T.A. Repina singled out three types of interpersonal relationships in the preschool group: actually personal, evaluative, and the beginnings of business relationships. T.A. Repina also emphasizes that there is a difference between internal, subjective relations and their scope. external manifestation, in ways of communicating with other people, that is, objective relationships. But in general, at preschool age, due to immediacy, in children, to a greater extent than in adults, subjective relations and their objective expression are brought together, and also, to a greater extent than among schoolchildren, interconnection and interpenetration are manifested. different types relationships and the emotionality of all types of relationships is especially pronounced.