The social and personal development of a preschooler includes the child's first understanding of the norms that are accepted in society. At the same time, it is also the basis for the formation of a full-fledged individual adapted to the society.

From the name it is clear that the development of the child's personality occurs in close relationship with those social norms that are accepted in the place of residence of the child. Such development is only then full-fledged when it contains 2 components:

• o relationships with people from the close environment of the child;
• o activities important for this period, which include games, training and help.

At the same time, each period of development is a symbiosis of rights that are manifested within the framework of what is permitted in connection with the age and level of thinking of the child, as well as responsibilities that, taking into account the adaptation to the outside world, the child is able to perform. All this forms a collective concept for psychologists called the social situation of development. Despite the individual development of each baby, the developmental situation is no exception or peculiarity. This is a situation caused by the psychological laws of growth that can shape the personal development of a preschooler.

The tendencies of such development are developed empirically and historically formed. But at the same time, the development of a certain generation of children can change depending on the demands of the time.

The most convenient and effective form of social development for children is the play form. Play until the age of seven is the main activity of every child. And communication is an integral part of the game.

During the game, the child develops both emotionally and socially. He tries to behave like an adult, “tries on” the behavior of his parents, learns to take an active part in social life. In the game, children analyze different ways of resolving conflicts, learn to interact with the world around them.

However, for preschoolers, in addition to play, conversation, exercise, reading, study, observation and discussion are important. Parents should encourage the child's moral behavior. All this helps the child in social development. The child is very sensitive to everything: he feels beauty, with him you can visit cinema, museums, theaters.

It must be remembered that if an adult is feeling unwell or in a bad mood, then you should not organize joint activities with the child. After all, he feels insincerity and falsehood. And therefore can copy this behavior.

To be successful in society, it is necessary to have social skills and abilities, to establish contacts and solve problems together, showing respect and tolerance for each other. The rudiments of social development begin to manifest themselves even in infancy. In preschool age, friendly relations continue to form, where the partner is assessed for business and personal qualities. The level of social development of a preschooler (OV Solodyankina) is presented below.

Self-service skills mastery levels:

low: knowledge is elementary, not systematized according to age and the requirements of the training program. The amount of knowledge does not make it difficult to communicate and interact with other people. Most of the practical actions are performed only in joint actions with adults, with the constant help of an adult.

medium: knowledge, skills and abilities are partly systematized according to age and the requirements of the training program. Most of the practical actions are performed independently, but not regularly.

high: knowledge, skills and abilities are systematized. The child independently performs actions in accordance with the age and requirements of the educational program.

Levels of social adaptation

low: a high level of emotional anxiety, low self-esteem, incomplete or distorted ideas about the methods or norms of social interaction. Learning based on situational personal and business interests. The child externally does not show initiative (acts individually or passively follows the initiator).

medium: the average level of emotional anxiety, stereotypical self-esteem, the emergence of opportunities to reflect not only personal, but also social experience in communication; communication based on personal and cognitive interest. The child does not outwardly show initiative, but actively accepts the partner's position.

high: a low level of emotional anxiety, self-esteem, based on their importance of personal and socially significant characteristics, communication in accordance with knowledge about socially acceptable ways of communication, communication based on out-of-situational personal cognitive interest. The child takes the initiative (knows how to coordinate his actions with the wishes of partners, acts reckoning with the actions of the partner).

Social competence:

low: needs support for his initiative in games and actions according to his own rules. In every possible way attracts the attention of peers and adults. Single games with objects and toys are more successful than group games. Interactions with peers develop successfully with the participation of an adult or correction on his part. Needs an assessment of actions by adults (especially positive). Often does not want to show concern for others, openly protests such proposals. He is often emotionally deaf to the pain caused to people and animals around him.

average: prefers peers to adults in his studies. Collective games prefers all other activities. Needs peer attention and recognition of their successes. May follow the sequence rules. Shows compassion and care for loved ones.

high: feels the need for cooperation and knows how to subordinate his interests to the rules of the game. Prefers regular partners for joint games. Preferences can turn into friendship. Restless, but can subordinate his activity to not very distant goals. May keep the younger one interesting for his occupation. Interested in the assessment of work by peers and adults. Holds the assumed role until the end of the game. Shows compassion and care for loved ones; initiative, inquisitive, with pleasure and fearlessly participates in the search for a way out of difficult situations.

Social status:

low: the child is not accepted or is isolated.

medium: the child is accepted.

high: the child is preferred over others.

Surely many adults know that the foundations of personality are laid in early childhood. Preschool age is a period of formation of social development and behavior, an important stage in social education. So, what should be the social education of the child and what is the role of the preschool institution in this?

What is the social development of a preschooler?

The social development of a child is the assimilation of the traditions of society, culture, the environment in which the baby grows up, the formation of his values, communication skills.

Even in infancy, the child establishes the first contacts with the world around him. Over time, he learns to establish contacts with adults and trust them, to control his body and actions, to build his speech and formalize it with words. For the formation of a harmonious social development of the child, it is necessary to devote maximum time and attention to him and his curiosity. This is communication, explanations, reading, games, in a word, arming with a maximum of information about the human environment, the rules and norms of communication, behavior.

At the first stage, the family is the main unit for the transfer of experience and knowledge accumulated earlier.... For this, the parents of the baby, his grandparents are obliged to create an optimal psychological atmosphere in the house. This is an atmosphere of trust, kindness, mutual respect, which are called primary social education of children.

Communication is a key factor in the social formation of a baby's personality. Communication forms the basis of social hierarchy, which manifests itself in the relationship "children-parents". But the main thing in these relationships should be love, which begins from the womb. It is not for nothing that psychologists say that a desired child is a happy, self-confident and prospectively successful person in society.

Social education of the preschooler

Social education is the basis of social development. It is in preschool age that a system of relationships between children and adults is formed, the types of children's activities become more complicated, and joint activities of children are formed.

In early childhood, babies learn a wide range of actions with objects, they discover ways of using and using these objects. It is this “discovery” that leads the child to the adult as the bearer of the way of performing these actions. And the adult also becomes a model with which the baby compares himself, whom he inherits, repeats his actions. Boys and girls carefully study the world of adults, highlighting the relationship between them, ways of interaction.

Social education of a preschooler is the comprehension of the world of human relations, the discovery by the child of the laws of interaction between people, that is, the norms of behavior. The desire of a preschooler to become an adult and growing up is to subordinate his actions to the norms and rules of behavior of adults accepted in society.

Since the leading activity of the preschooler is play, the role-playing game becomes the main one in the formation of the child's social behavior. Through this game, kids simulate the behavior and relationships of adults. At the same time, the foreground among children is the relationship between people and the meaning of their work. By fulfilling certain roles in play, boys and girls learn to act, subjecting their behavior to moral norms. For example, children often play in the hospital. They take on the roles of the patient and the doctor. Moreover, the role of the doctor is always more competitive, since it has the function of recovery and assistance. In this game, kids inherit the doctor's behavior, his actions with a phonendoscope, examination of the throat, syringes, and prescribing. The hospital game reinforces the relationship of mutual respect between the doctor and the patient, the implementation of his recommendations and appointments. Usually, children inherit the pattern of behavior of doctors whom they visited in the clinic or their district pediatricians.

If you observe the children in the role-playing game "Family" or, as the kids say, "to father and mother", then you can find out what atmosphere reigns in the family of each of them. So, the child will subconsciously take on the role of leader in the family. If it's a dad, then even girls can be a dad, go to work, and then “go to the garage to fix the car”. They can instruct their "half" to buy something in the store, cook their favorite dish. At the same time, the moral climate, the relationship between parents, can also be manifested in children's play. This is a kiss of parents before leaving for work, an offer to lie down after work and rest, the tone of communication is commanding or affectionate. The child's copying of the parents' standards of behavior suggests that it is they who form the child's model of family relations. Equality will be either submission, mutual respect or diktat - it depends on the parents. They must remember this every minute.

Social education of a preschooler is the formation of humanistic feelings and attitudes. For example, attention to the interests of other people, their needs, interest in their work, respect for any profession. This is the ability of a boy and a girl to sympathize with troubles and rejoice in other people's joys. Today this is very important, because envy is often formed in children already in preschool age. And this is precisely the inability to rejoice for one's neighbor, which, as the child grows up, develops into duplicity and chameleonism, the predominance of material values ​​over moral values. Social upbringing is also the child's ability to feel guilty for violating generally accepted norms of behavior. For example, a boy should feel remorse for taking a car from a peer, he should ask forgiveness for an offense. The girl must worry about the damaged doll. She must understand that it is impossible to spoil toys, they should be treated with care, as well as all things, objects, clothes.

Social education of preschoolers is the ability to live in a group of peers, respect for adults, adherence to norms of behavior in public places, in nature, on a visit.

Social development in kindergarten

Since the majority of parents are employed and working people (students), the kindergarten and educators play an important role in the social development of girls and boys of preschool age.

The social development of children in kindergarten is the purposeful formation of values ​​and traditions, culture and norms of behavior in society. This is the child's assimilation of ethical norms, the formation of love for nature and all the people around him. Such tasks of social development, covering activities in a kindergarten.

While playing and communicating with adults, the child learns to coexist with others, to live in a team, to take into account the interests of the members of this team. In our case, kindergarten groups.

If the baby attends a kindergarten, then educators and music workers, nannies and physical education teachers take an active part in its socialization.

The kid trusts the teacher and endows him with authority, since the whole life of a boy and a girl in kindergarten depends on him. Therefore, often the word of the educator will prevail over the word of the parents. “And the teacher said that you can't do that!” - this phrase and others like her often hear parents. This suggests that the teacher is really an authority for the kids. After all, she arranges interesting games, reads books, tells fairy tales, teaches to sing and dance. The teacher acts as a judge in children's conflicts and disputes, she can help and regret, support and praise, and maybe scold. That is, the behavior of the educator serves as a model for the pupil in different situations, and the teacher's word serves as a guide in actions, deeds, and relationships with other children.

Social development in kindergarten can only take place in the warm atmosphere of relations between children created by the educator. A favorable climate in a group is when children feel relaxed and free, when they are heard and appreciated, praised and given correct comments. A good educator knows how to make the child feel significant in a group of peers, while maintaining individuality. In this way, he develops self-esteem and self-confidence. He knows that they are hoping for him at the matinee, that he is obliged to help the nanny and water the flowers on time while on duty. In a word, the social development of a child is the ability to live in a team, conscientiously fulfill assigned duties and prepare for a more serious and adult stage of social relations - school.

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Non-state educational institution of higher professional education

Eastern Economic and Legal Academy of Humanities (VEGU Academy)

Direction Pedagogy

Profile focus - Preschool education

COURSE WORK

Preschool pedagogy. Features withsocial development of preschoolers

Khusainova Irina Vladimirovna

Almetyevsk 2016

• 1. Social and personal development
• 2. What affects the social development of preschoolers
• 3. Help in the social development of preschoolers
• 4. Stages of personality formation
• 5. Methods of social and moral education
• 6. Five basic elements of the development of preschool children
• 7. Social factors in the development of the child's personality
• 8. Basic principles of organizing the process of social education
• Conclusion
• Literature

1. Social and personal development

The full-fledged formation of children largely depends on the specifics of the social environment, the conditions for its formation, the personal characteristics of the parents, which serve as the most important example for the formation of the personality of children. The closest circle of a child is considered to be parents and close relatives - grandmothers, grandfathers, that is, his family. It is in her that the final basic experience of relationships with others will take root, in the process of which the child develops ideas about adult life. It is their child that then transfers into communication with a wide circle - in kindergarten, on the street, in a store. The child's assimilation of social norms, models of role behavior is usually called socialization, which is considered by famous scientific researchers as a process of social development through a system of all kinds of relationships - communication, play, cognition.

The social processes taking place in modern society create the preconditions for the development of new goals of education, the center of which is the individual and his inner world. The foundations that determine the success of personal formation and development are laid in the preschool period. This important stage of life makes children full-fledged personalities and gives birth to such qualities that help a person to determine in this life, to find their worthy place in it.

Social development, being the main task of education, begins during the period of primary socialization in infancy and early age. At this time, the child receives the necessary communication skills in life. All this is cognized through sensations, touches, everything that the child sees and hears, feels, is laid down in his subconscious as the basic basic program of development.

In the future, cultural experience is assimilated, aimed at reproducing by the child the historically formed abilities, methods of activity and behavior fixed in the culture of each society and acquired by him on the basis of cooperation with adults. This also includes ritual traditions.

As children master social reality, the accumulation of social experience, it becomes a full-fledged subject, personality. However, in the early stages, the priority goal of the child's development is the formation of his inner world, his self-valuable personality.

The behavior of children in one way or another correlates with his ideas about himself and about what he should or would like to be. The child's positive perception of his own "I am a personality" directly affects the success of his activities, the ability to make friends, the ability to see their positive qualities in communication situations. Its quality as a leader is determined.

In the process of interacting with the external world, the child is an actively acting world, cognizes it, and at the same time cognizes himself. Through self-knowledge, the child comes to a certain knowledge about himself and the world around him. He learns to distinguish good from bad, to see what to strive for.

Morality, morality, rules of behavior in society, unfortunately, are not laid down in a child at birth. The environment is not particularly conducive to their acquisition. Therefore, purposeful systematic work with the child is necessary to organize his personal experience, where self-knowledge is naturally formed in him. This is not only the role of parents, but also the role of a teacher. In the types of activities available to him, the following will be formed:

Moral consciousness - as a system of simple moral ideas in a child, concepts, judgments, knowledge about moral norms, rules adopted in society (cognitive component);

Moral feelings - feelings and attitudes that evoke these norms of behavior in a child (emotional component);

The moral orientation of behavior is the actual behavior of the child, which corresponds to the moral standards adopted by others (behavioral component).

Direct training and upbringing of a preschooler occurs through the formation of an elementary system of knowledge, ordering disparate information and ideas. The social world is not only a source of knowledge, but also of all-round development - mental, moral, aesthetic, emotional. With the correct organization of pedagogical activity in this direction, the child's perception, thinking, memory and speech develop.

At this age, the child masters the world through acquaintance with the main aesthetic categories that are in opposition: truth - lies, courage - cowardice, generosity - greed, etc. To get acquainted with these categories, he needs various material for study - this material is contained in many respects in fairy tales, folklore and literary works, in everyday life events. By participating in the discussion of various problem situations, listening to stories, fairy tales, performing game exercises, the child begins to better understand himself in the surrounding reality, compare his own and the actions of the heroes, choose his own line of behavior and interaction with others, learn to evaluate his own and others' actions. While playing, the child is always at the junction of the real and the game world, along with this, occupies two positions: the real one - the child and the conditional one - the adult. This is the most important achievement of the game. It leaves behind a plowed field in which the fruits of abstract activity - art and science - can grow.

And didactic play acts as a means of comprehensive education of the child's personality. With the help of instructive games, the teacher teaches children to think independently, to use the knowledge gained in various conditions in accordance with the established task.

Children's play is a type of activity for children, which consists in repeating the actions of adults and the relations between them, aimed at orienting and comprehending objective activity, one of the means of physical, mental, mental and moral education of children. When working with children, it is suggested to use fairy tales of a social nature, in the process of telling which children learn that they need to find friends for themselves, that one is bored and sad (the tale "How a Truck I Was Looking for a Friend"); that you need to be polite, to be able to communicate using not only verbal, but also non-verbal means of communication ("The Tale of an ill-bred mouse").

Through the children's subculture, the most important social needs of the child are satisfied:

- the need for isolation from adults, closeness with other people separately from the family;

- the need for independence and participation in social transformations.

Many didactic games pose a task for children to use the existing knowledge in mental operations: to find inherent features in objects and phenomena of the surrounding world; classify, compare objects according to certain criteria, draw correct conclusions, generalizations. The activity of children's thinking is the main prerequisite for a conscious attitude to the acquisition of solid, deep knowledge, the establishment of reasonable relationships in the team.

2. What affects the social development of preschoolers

preschool personality social education

The social development of preschoolers is strongly influenced by the environment, namely the street, house and people, who are grouped according to a certain system of norms and rules. Each person brings something new to the baby's life, influences his behavior in a certain way. This is a very important aspect in the formation of a personality, his perception of the world.

The adult serves as an example for the child. The preschooler strives to copy all actions and deeds from him. After all, an adult - and especially parents - is a standard for a child.

Personal development occurs only in the environment. To become a full-fledged person, a child needs contact with the people around him. He needs to realize himself separate from the family, to realize that he is responsible for his behavior, actions not only in the family circle, but also in the world around him. The role of the teacher in this regard is to correctly guide the child, to show by the example of the same fairy tales - where the main characters also experience some moments of life, solve situations. All this will be very useful to the child, especially in the identification of good and evil. Indeed, in Russian folk tales there is always a hint that helps the child to understand, using the example of another, what is good and what is bad. How to act and how not.

The most important source of development of the child's personality is the family. She is a guide who offers the child knowledge, experience, teaches and helps to adapt to the harsh conditions of life. A favorable home atmosphere, trust and mutual understanding, respect and love are the key to the success of the correct development of the personality. Whether we like it or not, the child will always be like his parents in some sense - behavior, facial expressions, movements. By this he is trying to express that he is a self-sufficient person, an adult.

From six to seven years old, children's communication takes on a personal form. Children begin to ask questions about the person and his essence. This time is the most responsible in the social formation of a small citizen - he often needs emotional support, comprehension and empathy. Adults are a role model for children, because they lively adopt their communication style, behavioral features and develop their own individuality. They start asking many questions, which are often very difficult to answer directly. But it is necessary to reveal the problem together with the child, to explain everything to him. In the same way, in due time, the child will give his knowledge to his child, remembering how the parents or the teacher did not push him away with the lack of time, but competently and easily explained the essence of the answer.

The child's personality is formed from the smallest bricks, among which, in addition to communication and play, various activities, exercises, creativity, music, books and observation of the world around them play a significant role. At preschool age, every child deeply perceives everything interesting, therefore the task of parents is to acquaint him with the best human works. Children ask adults a lot of questions that need to be answered fully and honestly. This is very important, because for a child your every word is an immutable truth, therefore, do not allow the collapse of faith in your infallibility. Show them your openness and interest, participation in them. The social development of preschoolers also occurs through play as a leading child's activity. Communication is an essential element of any game. During the game, the child's social, emotional and mental development takes place. Play gives children the opportunity to reproduce the adult world and participate in the social life they represent. Children learn to resolve conflicts, express emotions and adequately interact with the people around them.

3. Help in the social development of preschoolers

The most convenient and effective form of social development for children is the play form. Play until the age of seven is the main activity of every child. And communication is an integral part of the game.

In the process of playing, the child is formed both emotionally and socially. He seeks to behave like an adult, "tries on" the behavior of his parents, learns to take an active part in social life. In the game, children analyze different ways of resolving conflicts, learn to interact with the world around them.

However, for preschoolers, in addition to play, conversation, exercise, reading, study, observation and discussion are important. Parents should encourage the child's moral behavior. All this helps the child in social development.

The child is very impressionable and receptive to everything: he feels beauty, with him you can visit cinemas, museums, theaters.

It must be remembered that if an adult is feeling unwell or in a bad mood, then you should not organize joint activities with the child. After all, he feels hypocrisy and deception. And therefore can copy this behavior. In addition, it has been scientifically proven that the child is very sensitive to the mood of the mother. It is better at such moments to distract the child with something else, for example, give him paints, paper and offer to draw a beautiful picture on any topic you choose.

Among other things, preschoolers need communicative communication - joint games, discussions. They, like small children, learn the adult world from the beginning. They learn to be adults in the same way as we did in our time.

The social development of preschoolers is mainly due to communication, the elements of which we see in the facial expressions, movements, and sounds of children.

4. Stages of personality formation

The theoretical foundations of the social and moral education of preschoolers were laid by R.S. Bure, E.Yu. Demurova, A.V. Zaporozhets and others. They identified the following stages of personality formation in the process of moral education:

the first stage is the formation of moral feelings and social emotions;

the second stage is the formation of moral ideas and the accumulation of knowledge;

the third stage is the transition of knowledge into beliefs and the formation on this basis of a worldview and value orientations;

the fourth stage is the transformation of beliefs into concrete behavior, which can be called moral.

In accordance with the stages, the following tasks of social and moral education are distinguished:

- the formation of moral consciousness;

- the formation of social emotions, moral feelings and attitudes towards different sides of the social environment;

- the formation of moral qualities and the activity of their manifestation in activities and actions;

- the formation of friendly relations, the beginnings of collectivism and the collectivist orientation of the preschooler's personality;

- education of useful skills and behavior habits.

To solve the problems of moral education, it is necessary to organize activities in such a way as to create a maximum of conditions conducive to the realization of the possibilities contained in it. Only under appropriate conditions, in the process of independent various activities, the child learns to use the rules known to him as a means of regulating relations with peers.

The conditions of social and moral education in kindergarten should be compared with the conditions for the implementation of other directions of children's development, since it is pivotal for the organization of the entire educational process: for example, the integration of the lines of socio-moral and socio-ecological education of preschoolers.

At the same time, the content of social and moral education includes the development of a social and moral culture of a preschooler's personality and its individual components - motivational-behavioral and emotional-sensual.

These components are formed and added to a single system in the course of the following stages of work (according to S.A.Kozlova):

Preliminary,

· Artistic and educational,

· Emotionally effective.

Their content is selected in accordance with educational programs (for example, the program of social development and education of preschoolers and younger schoolchildren "I am a man!"

5. Methods of social and moral education

There are several classifications of methods of social and moral education.

For example, V.I. Loginova, based on the activation of the mechanism of moral development in the process of education:

* Methods for stimulating feelings and relationships (example of adults, encouragement, demand, punishment).

* Formation of the child's moral behavior (training, exercise, activity management).

* Formation of the child's moral consciousness (persuasion in the form of clarification, suggestion, ethical conversations).

B. T Likhachev's classification is based on the logic of the process of moral education itself and includes:

* Methods of trusting interaction (respect, pedagogical requirements, discussion of conflict situations, persuasion).

* Educational influence (clarification, stress relief, appeal to consciousness, will, deed, feeling,).

* Organization and self-organization of the educational team in the future (game, competition, uniform requirements).

As methods aimed at the child's comprehension of the meaning and correctness of moral rules, the researchers suggest: reading literature, in which the meaning of the rules is revealed by influencing the consciousness and feelings of a preschooler (E.Yu.Demurova, L.P. Strelkova, A.M. Vinogradova ); conversations using assimilation of positive and negative images of characters (L.P. Knyazeva); solving problem situations (R.S. Bure); discussion with children of acceptable and unacceptable ways of behaving towards others. Consideration of plot pictures (A.D. Kosheleva). Organization of games-exercises (S.A. Ulitko), games-dramatizations.

The means of social and moral education are:

- acquaintance of children with different aspects of the social environment, communication with children and adults;

- communication with nature;

- artistic means: folklore, music, films and filmstrips, fiction, fine arts, etc.

- organization of children's activities - games, work, etc.,

- the inclusion of children in the subject-practical activity, the organization of collective creative affairs;

Thus, the content of the educational process can vary depending on the direction of social and moral education. At the same time, the originality of the process of social and moral education of preschool children lies in the decisive role of the environment and education in the formation of a child, in the absence of principled interchangeability in the process of moral education and flexibility of educational actions.

Social and moral upbringing is an active purposeful process of the child's entry into the social environment, when the comprehension of moral norms and values ​​takes place, the child's moral consciousness is formed, and moral feelings and behavioral habits develop.

The upbringing of ethical norms of behavior in a child is a moral problem that has not only social, but also pedagogical significance. At the same time, the family, kindergarten, and the surrounding reality influence the development of children's ideas about morality. Therefore, teachers and parents are faced with the task of educating a highly educated and well-bred young generation, possessing all the achievements of the created human culture. It is necessary to convey to children, especially preschool age, all the most important aspects of human life. Try to bring the positive aspects of upbringing from your life experience as much as possible.

Social and moral education in preschool age is determined by the fact that the child develops the very first moral assessments and considerations, he begins to understand what a moral norm is, and develops his attitude towards it, which, however, does not always ensure its observance in real actions. Social and moral upbringing of children takes place throughout their life, and the environment in which he develops and grows plays a decisive role in the formation of a child's morality. Therefore, it is very important not to miss important moments in a child's life, thereby giving him a chance to become a person.

The solution of the problems of social and moral development is facilitated by the organization of the educational process on the basis of a personality-oriented model, which provides for close interaction of children with a teacher who admits and takes into account the presence of preschoolers' own judgments, suggestions, and disagreements. Communication in such conditions takes on the character of a dialogue, joint discussion and development of common solutions.

6. Five basic elements of the development of preschool children

This is the development of the child's nervous system and his reflex activity, as well as certain hereditary characteristics. This type of development is primarily affected by heredity and the close environment of the baby.

If you are interested in the smooth development of your child, then pay special attention to special courses that help parents better understand their child and learn how to interact with him as effectively as possible. Thanks to such courses, the child easily goes through preschool development and grows up to be a very successful and self-confident person.

This type of development is influenced by absolutely everything that surrounds the baby, from music to observing people who are in the close environment of the child. Also, the emotional development of preschool children is greatly influenced by games and stories, the child's place in these games and the emotional side of the game.

Cognitive development is the process of information processing, as a result of which the aggregate facts are added to a single store of knowledge. Preschool education of children is very important and requires taking into account all stages of this process, namely: what information the child will receive and how he can process it and apply it in practice. For example, these are retellings of fairy tales for practice. For the harmonious and successful development of preschoolers, you need to select information that will:

· Set out from an authoritative source by the right people;

· Meet all cognitive abilities;

· Opened and properly processed and analyzed.

Thanks to the preschool development of children in special courses, the child will receive the most necessary information, which will have a very positive effect on his general development, as well as the development of logical thinking and social skills. In addition, the baby will replenish his knowledge base and rise one more step in his development.

PsychologicalOe development of preschool children

This type of development includes all aspects that are associated with age-related characteristics of perception. At the age of three, the child begins the process of self-knowledge, thinking develops and initiative awakens. In any course, teachers will help the child cope with psychological developmental problems, which will contribute to the child's quick socialization.

Speech development is personal for each child individually. Parents, as well as teachers, are obliged to help the formation of the child's speech, increase his vocabulary and the formation of clear diction, and the elimination of speech defects. The development of children in preschool age will help the child to master oral and written speech, the baby will learn to feel the native language and can easily use complex speech techniques, as well as form the necessary communication skills.

It is important not to leave your child's development unattended. The temporary intervention of experienced teachers, as well as the attention of parents, will help the child to assimilate as painlessly and easily as possible in this frightening adult world.

If you feel that you cannot give all the necessary skills and abilities to your own child, be sure to contact the specialists at the preschool development center. Thanks to experienced teachers, the child will learn to speak, write, draw and behave correctly in society.

Social and personal development of preschool children

The development of a baby in society means that he understands the customs, values ​​and culture of the society in which he is brought up. The child receives the first skills of social development when communicating with his parents and close relatives, then from communicating with peers and adults. He is constantly being formed as a person, he learns what can be done and what is not, take into account his personal interests and the interests of those around him, how to behave in this or that place and environment.

The social development of preschool children plays a significant role in the formation of personality formation. Helps the child to become a full-fledged person with his own interests, principles, attitudes and desires, which should not be infringed upon by his environment.

For social development to take place rhythmically and correctly, each baby needs communication, love, trust and attention, first of all, from parents. It is mom and dad who can give their baby experience, knowledge, family values, teach them the ability to adapt in life to any conditions.

From the first days, newborn babies learn to communicate with their mother: to catch her voice, mood, facial expressions, some movements, and also try to show what they want at a certain point in time. From six months to about two years old, the baby can already communicate with parents more consciously, can ask for help or do something with them. Helping around the house for example.

The need to be surrounded by peers arises by about three years. Children learn to interact and communicate with each other. Come up with different games, situations together, play them.

The development of children in society from three to five years. This is the age of "why". Precisely because there are many questions about what surrounds the child, why it happens exactly that way, why it happens and what will happen if ... Children begin to diligently study the world around them and what is happening in it.

The study takes place not only by examining, feeling, trying to taste, but also by speaking. It is with her help that a child can receive information of interest to him and share it with the children and adults around him.

Preschool children, six to seven years old, when communication is personal. The child begins to be interested in the human being. At this age, children should always be given answers to their questions, they need the assistance and understanding of their parents.

Because close people are the main example for them to copy.

The social and personal development of children occurs in several directions:

· Obtaining social skills;

· Communication with children of the same age;

· Teaching the child a good attitude towards himself;

· Development in the course of the game.

In order for a child to relate well to himself, it is necessary to create certain conditions that help him understand his significance and value for others. It is important for children to find themselves in situations where they will be the center of attention, they are always drawn to this themselves.

Also, each child needs approval for their actions. For example, collect all the drawings made by children in the garden or at home, and then show them to guests or other children at family celebrations. On the child's birthday, all attention should be paid to the birthday boy.

Parents should always see the experiences of their baby, be able to sympathize with him, be happy or upset together, and provide the necessary help in case of difficulties.

7. Social factors in the development of the child's personality

The development of children in society is influenced by some aspects that play a significant role in the development of a full-fledged personality. Social factors of child development are divided into several types:

· Microfactors are family, close environment, schools, kindergartens, peers. What most often surrounds the child in everyday life, where he develops and communicates. This environment is also called a microsociium;

· Mesofactors are the place and living conditions of the child, the region, the type of settlement, the ways of communication between the people around them;

· Macro factors are the influence of the country, state, society, political, economic, demographic and environmental processes in general on the child.

Developing social skills

The development of social skills in preschoolers has a positive effect on their activities in life. General good manners, expressed in graceful manners, easy communication with people, the ability to be attentive to people, try to understand them, condole, help are the most important indicators of the development of social skills. Another important thing is the ability to speak about one's own needs, set goals correctly and achieve them. In order to direct the upbringing of a preschooler in the right direction of successful socialization, we propose to follow the aspects of the development of social skills:

1. Show your child social skills. In the case of babies: smile at the baby - he will answer you the same. This is how the first social interaction takes place.

2. Talk to the baby. Answer the sounds made by the baby with words, phrases. This will establish contact with your baby and teach him how to speak soon.

3. Teach your child to be sympathetic. You shouldn't bring up an egoist: more often let your child understand that other people also have their own needs, desires, and concerns.

4. When raising, be affectionate. In upbringing, stand your ground, but without screaming, but with love.

5. Teach your child reverence. Explain that items have value and need to be treated with care. Especially if these are other people's things.

6. Teach to share toys. This will help him make friends faster.

7. Create a social circle for your baby. Strive to organize communication between the baby and peers in the yard, at home, in a child care facility.

8. Praise good behavior. The child is smiling, obedient, kind, gentle, not greedy: what is not a reason to praise him? He will record an understanding of how to better behave and acquire the necessary social skills.

9. Talk to your child. Teach preschoolers to communicate, share worries, analyze actions.

10. Encourage mutual help, attention to children. Talk more often about situations in the child's life: this way he will learn the basics of morality.

Social adaptation of children

Social adaptation is a prerequisite and result of a preschooler's successful socialization.

It takes place in three areas:

· activity

· consciousness

· communication.

The field of activity implies a variety and complication of types of activity, good command of each of its types, understanding and mastering it, the ability to carry out activities in different forms.

Indicators of a developed sphere of communication are characterized by an expansion of the child's circle of communication, an increase in the quality of its content, possession of generally established norms and rules of behavior, the ability to use its different forms and types, suitable for the child's social environment and in society.

The developed sphere of consciousness is characterized by work on the formation of the image of the personal "I" as a subject of activity, comprehension of one's social role, and the formation of self-esteem.

When socializing, the child, simultaneously with the desire to do everything as everyone else does (mastering the established rules and norms of behavior), shows a desire to stand out, express individuality (development of independence, his own opinion). Thus, the social development of a preschooler occurs in harmoniously existing directions:

Socialization

· Individualization.

In the case when a balance is established between socialization and individualization during socialization, an integrated process takes place, aimed at the child's successful entry into society. This is social adaptation.

Social maladjustment

If, when a child enters a certain group of peers, there is no conflict between generally established standards and the child's personal qualities, then it is considered that he has adapted to the environment. If this harmony is violated, then the child may show indecision, isolation, depressed mood, unwillingness to communicate, and even autism. Children rejected by a certain social group are hostile, withdrawn, and inadequately assess themselves.

It so happens that the socialization of the child is complicated or inhibited for reasons of a physical or mental nature, as well as as a result of the negative influence of the environment in which he grows up. The result of such cases is the emergence of asocial children, when the child does not fit into social relations. Such children need psychological help or social rehabilitation (depending on the degree of difficulty) in order to properly organize the process of their adaptation to society.

The childhood of any baby consists of a certain number of different periods, some of them are very easy, and some are quite difficult. Children are learning something new all the time, getting to know the world around them. For several years, the child will have to overcome a lot of crucial stages, each of which becomes decisive in the crumbs' worldview.

Features of the development of preschool children are that this period is the formation of a successful and mature personality. Preschool development of children lasts several years, during this period the child needs caring parents and competent teachers, only then the child will receive all the necessary knowledge and skills.

At preschool age, the child enriches his vocabulary, develops socialization skills, and also develops logical and analytical abilities.

The development of children in preschool age covers the period from 3 to 6 years, each subsequent year you must take into account the peculiarities of the child's psychology, as well as methods of getting to know the environment.

Preschool development of a child is always directly related to the play activity of the child. For the development of personality, story games are necessary, in which the child is unobtrusively learning with the people around him in different life situations. Also, the tasks of preschool development of kids are that kids need to be helped to realize their role in the whole world, they need to be motivated to succeed and taught to easily endure all failures.

In the development of preschool children, many aspects need to be taken into account, of which five main ones stand out, they need to be smoothly and harmoniously developed along the entire path of preparing the child for school, and throughout his entire subsequent life.

If we try to take into account all aspects of the harmonious upbringing of a child, create favorable conditions for all-round development, maintain friendly relations and contribute to the disclosure of his creative potential, then the process of social development of a preschooler will be successful. Such a child will feel confident and, therefore, will be successful.

The development of social competence is an important and necessary stage in the socialization of a child in the general process of assimilating the experience of social life and social relations. Man is by nature a social being. All the facts describing the cases of forced isolation of young children, the so-called "Mowgli", show that such children never become full-fledged people: they cannot master human speech, elementary forms of communication, behavior and die early.

Socio-pedagogical activity in a preschool educational institution is that work that includes pedagogical and psychological activities aimed at helping the child, teacher and parent in the development of their own individuality, organization of themselves, their psychological state; assistance in solving emerging problems and overcoming them in communication; as well as help in the formation of a small person in society.

The word "society" itself comes from the Latin "societas" meaning "comrade", "friend", "friend". From the very first days of life, a child is a social being, since any of his needs cannot be satisfied without the help and participation of another person.

Social experience is acquired by a child in communication and depends on the variety of social relations that are provided to him by the immediate environment. A developing environment without an active adult position aimed at translating cultural forms of relationships in human society does not carry social experience. The child's assimilation of universal human experience accumulated by previous generations occurs only in joint activities and communication with other people. This is how the child masters speech, new knowledge and skills; his own beliefs, spiritual values ​​and needs are formed, character is laid.

All adults who communicate with the child and influence his social development can be divided into four levels of proximity, characterized by various combinations of three factors:

· The frequency of contacts with the child;

· Emotional richness of contacts;

· Informativeness.

At the first level parents are found - all three indicators have the maximum value.

Second level occupied by preschool educators - the maximum value of information content, emotional saturation.

Third level- adults who have situational contacts with the child, or those whom children can observe on the street, in the clinic, in transport, etc.

Fourth level - people whose existence the child may know, but whom he will never meet: residents of other cities, countries, etc.

The immediate environment of the child - the first and second levels of intimacy - due to the emotional richness of contacts with the child, not only affect his development, but also themselves change under the influence of these relationships. For the success of the child's social development, it is necessary that his communication with the closest adult environment be dialogical and free from directiveness. However, even direct communication between people is actually a complex and multifaceted process. In it communicative interaction is carried out, information is exchanged. The main means of communication between people are speech, gestures, facial expressions, pantomime. Not yet proficient in colloquial speech, the child accurately reacts to the smile, tone and intonation of the voice. Communication assumes that people understand each other. But young children are self-centered. They believe that others think, feel, see the situation in the same way as they do, so it is difficult for them to enter the position of another person, to put themselves in his place. It is the lack of mutual understanding between people that is most often the cause of conflicts. This explains such frequent quarrels, disputes and even fights between children. Social competence is achieved through productive communication between the child and adults and peers. For most children, this level of development of communication can be achieved only in the educational process.

8. Basic principles of organizing the process of social education

Individual assistance in the elimination of conflict and critical

· Situations in the social interaction of the individual, the value formation of her life relations;

• education in a person of the abilities and needs to discover and create oneself in the basic forms of human activity;

· Development of the ability to cognize oneself in unity with the world, in dialogue with it;

· Development of the ability of self-determination, self-actualization on the basis of reproduction, development, appropriation of the cultural experience of self-development of mankind;

· The formation of the need and ability to communicate with the world on the basis of humanistic values ​​and ideals, the rights of a free person.

Modern trends in the development of the education system in Russia are associated with the implementation of the request for an optimal update of its content and methods in accordance with the growing progress of society, science, and culture. The public order for the development of the education system is predetermined by its main goal - to prepare the younger generation for active creative life in the world community, capable of solving the global problems of mankind.

The current state of science and practice of preschool education testifies to the presence of a huge potential in the development and implementation of programs and technologies for the social development of preschool children. This direction is reflected in the requirements of the state educational standard, included in the content of federal and regional complex and partial programs ("Childhood", "I am a person", "Kindergarten - a house of joy", "Origins", "Rainbow", "I, you , we "," The introduction of children to the origins of Russian folk culture "," Enduring values ​​of the small homeland "," Development of children's ideas about history and culture "," Community ", etc.). These programs allow you to reveal the problem of preschool development.

An analysis of the available programs allows us to judge the possibility of implementing certain areas of social development of preschoolers.

Social development is a process during which a child learns the values, traditions of his people, the culture of the society in which he is going to live. This experience is represented in the personality structure by a unique combination of four closely interdependent components:

1. Cultural skills - represent a set of specific skills imputed by society to a person in various situations as mandatory. For example: the skill of ordinal counting to ten before entering school. Studying the alphabet before school.

2. Specific knowledge - representations received by a person in the individual experience of mastering the surrounding world and bearing the imprints of his interaction with reality in the form of individual preferences, interests, value systems. Their distinctive feature is a close semantic and emotional relationship with each other. Their combination forms an individual picture of the world.

3. Role behavior - behavior in a specific situation due to the natural and sociocultural environment. Reflects a person's acquaintance with norms, customs, rules, regulates his behavior in certain situations, determines his social competence. Even in preschool childhood, a child already has many roles: he is a son or daughter, a kindergarten pupil, someone's friend. It is not for nothing that a small child behaves differently at home than in kindergarten, and communicates with friends differently from unfamiliar adults. In every situation and environment, the child feels differently and tries to present himself from a different point of view. Each social role has its own rules, which can change and are different for each subculture, the system of values, norms, traditions adopted in a given society. But if an adult freely and consciously accepts this or that role, understands the possible consequences of his actions and realizes responsibility for the results of his behavior, then the child only has to learn this.

4. Social qualities, which can be combined into five complex characteristics: cooperation and care for others, rivalry and initiative, independence and independence, social openness and social flexibility.

All components of social development are closely related. Therefore, changes in one of them inevitably entail changes in the other three components.

For example: a child has gained acceptance in games of peers who previously rejected him. His social qualities changed immediately - he became less aggressive, more attentive and open to communication. He felt like a person to be reckoned with and accepted. His horizons expanded with new ideas about human relations and himself: I am also good, it turns out that children love me, children are also not evil, it is interesting to spend time with them, etc. His cultural skills after a while will inevitably be enriched with new methods of communication with objects of the world around him. as he will be able to observe and try these techniques with playmates. Previously, this was impossible, the experience of others was rejected, because the children themselves were rejected, the attitude towards them was unconstructive.

All deviations in the social development of a preschool child are the result of the wrong behavior of the surrounding adults. They simply do not understand that their behavior creates situations in the child's life that he cannot cope with, so his behavior begins to be antisocial.

The process of social development is a complex phenomenon, in the course of which the child appropriates objectively given norms of human community and the constant discovery, assertion of himself as a social subject.

The content of social development is determined, on the one hand, by the totality of social influences of the world level of culture, universal values, on the other hand, by the attitude of the individual to this, actualization of his own "I", the disclosure of the creative potential of the individual.

How to contribute to the social development of a preschooler? The following tactics of interaction between the educator and children can be proposed in order to form socially acceptable forms of behavior and the assimilation of the moral norms of society:

· To discuss more often the consequences of actions of a child or an adult on the feelings and emotions of another person;

· Emphasize the similarities between different people;

· Offer children games and situations in which cooperation and mutual assistance is necessary;

· Involve children in the discussion of interpersonal conflicts arising on moral grounds;

· Consistently ignore cases of negative behavior, pay attention to the child who is behaving well;

· Do not repeat endlessly the same requirements, prohibitions and punishments;

· Articulate rules of conduct. Explain why you should do this and not otherwise.

Social experience, to which a child is attached from the first years of his life, accumulates and manifests itself in social culture. The assimilation of cultural values, their transformation, contributing to the social process, is one of the fundamental tasks of education.

With regard to the content of preschool education in the aspect of social development, we can talk about the following sections of culture and the corresponding directions of the organization of the pedagogical process: the culture of communication, included in the content of moral education; psychosexual culture, the content of which is reflected in the section on sex education; national culture, realized in the process of patriotic education and religious education; ethnic culture included in the content of international education; legal culture, the content of which is presented in the section on the foundations of legal consciousness. This approach, perhaps, slightly limits the content of social development, omitting the sections of ecological, mental, labor, valeological, aesthetic, physical, economic education. But these approaches are fundamental to the social development of the child.

However, the process of social development presupposes the implementation of an integrated approach, the legitimacy of the conditional separation of these sections from the integral pedagogical process is confirmed by one of the essential grounds associated with the social identification of a child at preschool age: species (child - human), generic (child - family member), sexual ( a child is a carrier of a sexual essence), national (a child is a carrier of national characteristics), ethnic (a child is a representative of the people), legal (a child is a representative of a legal state).

Social development of the individual is carried out in activity. In it, a growing person goes from self-discrimination, self-perception through self-affirmation to self-determination, socially responsible behavior and self-realization.

Due to the specifics of the development of mental processes and functions, identification of a preschooler is possible at the level of emotional experience that arises in the course of comparing oneself with other people. The effectiveness of social development as a result of socialization-individualization is due to the influence of various factors. In the aspect of pedagogical research, the most important of them is education, the purpose of which is to familiarize with culture, its recreation, appropriation and creation. Modern research on the personal development of a child (in particular, the team of authors on the development of the basic program "Origins") makes it possible to supplement, concretize the indicated list and refer to universal human abilities a number of basic personality characteristics, the formation of which is feasible in the process of social development: competence, creativity, initiative, arbitrariness, independence, responsibility, safety, freedom of behavior, self-awareness of the individual, the ability to self-esteem.

Social experience, to which the child joins from the first years of his life, is accumulated and expressed in social culture. The study of cultural values, their transformation, contributing to the social process, is one of the fundamental tasks of education.

The copying mechanism is of great importance in the process of mastering culture and in the formation of universal social abilities as one of the ways to penetrate the semantic structures of human activity. Initially, imitating the people around him, the child masters the generally accepted ways of behavior, regardless of the characteristics of the communicative situation. Interaction with other people is not divided according to species, generic, sex, national characteristics.

With the actualization of mental activity, the enrichment of the semantic social spectrum of interaction, there is an awareness of the value of each rule, norm; their use becomes associated with a specific situation. Actions that were previously mastered at the level of mechanical imitation acquire a new, socially significant meaning. Awareness of the value of socially directed actions means the emergence of a new mechanism of social development - normative regulation, the influence of which in preschool age is inestimable.

The implementation of the tasks of social development of preschool children is most effective in the presence of a unified pedagogical system, built in accordance with the main approaches of the general scientific level of pedagogical methodology.

· The axeological approach makes it possible to determine the set of priority values ​​in education, formation and self-development of a person. With regard to the social development of preschoolers, the values ​​of communicative, national, legal culture can act as such.

· The culturological approach allows taking into account all the circumstances of the place and time in which a person was born and lives, the specifics of his immediate environment and the historical past of his country, city, the main value orientations of the representatives of his people, ethnic group. The dialogue of cultures, which is one of the dominant paradigms of the modern education system, is impossible without familiarizing with the values ​​of one's culture. From childhood, parents teach their children the customs of their culture, unconsciously instilling in them cultural development, which the children, in turn, will pass on to their descendants.

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Ministry of Education and Science in the Volgograd Region State budgetary educational institution of additional professional education (advanced training) of specialists"Volgograd State Academy of Advanced Training and Retraining of Educators"(GBOU DPO "VGAPK and PRO")

Department of Preschool Education

Features of the social development of preschool children

Test

Completed by: listener

According to program number 224/3

teacher of the MOU kindergarten number 60

Volgograd, Krasnooktyabrsky district

Gavrish Larisa Alexandrovna

Checked by: Marina Korepanova

Doctor of Pedagogy, Professor.

Volgograd - 2014

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

1 The main directions of social and personal development of children in preschool educational institutions ………………………………… ..... 4

2 Features of social and personal development of young children ... 8

3 Features of communication of older preschool children with peers …………………………………………………………………… ... fourteen

References ………………………………………………………… .. 19

Introduction

Social development –

The social development of a child proceeds in two directions: through the assimilation of the rules of human relationships with each other and through the interaction of the child with an object in the world of permanent things. But it is not enough just to provide the child with knowledge about how society works, how it is customary to behave in it. It is necessary to create conditions for him to acquire personal social experience, since socialization involves the active participation of the person himself in mastering the culture of human relations, mastering social norms and roles, and developing psychological mechanisms of social behavior.

1. The main directions of the social and personal development of children in a preschool educational institution

In kindergarten, teachers face the following problems: there are children with communication disorders, with increased shyness, anxiety, aggressiveness, hyperactivity, insecure children, etc. The reasons for these violations can be very different, but all these violations interfere not only with others, but also to the children themselves.

It is necessary to carry out work on the social and personal development of children in a preschool educational institution.

Social development – it is a process during which a child learns the values, traditions of his people, the culture of the society in which he is to live. Socialization continues throughout a person's life, but the preschool period is extremely significant for the child's entry into the world of social relations.

Due to little life experience, the child understands the social world in his own way. Here are some features of children's perception of the world around them:

1. Children are very observant and curious. They notice a lot. Ask questions. Sometimes they make their own inferences and are not necessarily correct. It is especially difficult for children to evaluate the behavior of people: adults and children, and themselves.
2. The child is characterized by imitativeness, which leaves an imprint on his behavior.
3. Egocentrism (from Lat. Ego - I and the center), attitude to the world, characterized by concentration on their individual "I", an extreme form of egoism. Children believe that others think, feel, see the situation in the same way as they do, so it is difficult for them to enter the position of another person, to put themselves in his place. The Swiss psychologist J. Piaget defines the concept of "egocentrism" as a special stage in the development of a child from 3 to 6 years old. He believed that socialization is a process that allows a child to overcome his own egocentrism.
4. Emotionality - first they feel, and then they realize. Very often, emotional assessments are ahead of objective ones.

Social experience is acquired by a child through communication. Communication assumes that people understand each other. In each kindergarten group, a complex picture of children's relationships unfolds. Preschoolers make friends, quarrel, reconcile, get offended, jealous, help each other, and sometimes do small "dirty tricks". All these relationships are acutely experienced by children. Lack of mutual understanding leads to conflicts. This explains such frequent quarrels, disputes and even fights between children.

It is necessary to create conditions for the formation of tolerance (tolerance - tolerance, the ability to understand another person who is not like you). For most children, this level of development of communication can be achieved only in the educational process.

The assimilation of social experience by a child occurs not only in communication, but also in joint activities with other people to master the objective world. Throughout the entire process of socialization, the child learns new types of activity. At one time or another, preference is given to a certain type of activity. (At an early age - subject activity, in preschool - play, at school - educational, etc.) The development of children occurs as a result of targeted impact through the creation of the educational space of the kindergarten: play, educational, work, outside educational activities of children. In the course of the implementation of activities, the development of new roles and understanding of their significance takes place.

Child's assimilation of social experiencehappens and in the processdevelopment of personality self-awareness. In its most general form, we can say that the process of socialization means the formation of an image in a person - I. It is necessary to draw the child's attention to himself: who I am, what I am, my body, my capabilities, feelings, thoughts, skills, actions. It is necessary to teach the child to analyze his actions, skills, experiences. The process of self-education, self-improvement only gradually becomes attractive to him.

Therefore, teachers are faced with the following tasks:

1. Provide pedagogical support to children who have learning problems, difficulties in communication, adaptation;
2. Contribute to the creation of a favorable microclimate in the group; be able to manage the behavior of children;
3. To develop the social competence of preschoolers (cognitive, general cultural, communicative, value-semantic, personal competencies necessary for entering society);
4. To be able to diagnose the social development of preschool children;
5. To improve the legal literacy of pupils; include in socially significant activities.
6. Take into account individual and gender-role differences;
7. Study families and provide advice to parents, improve their pedagogical competence in the issues of upbringing and solving social and pedagogical problems of the child.

Thus, a brief overview of the main problems of social development leads to the following conclusions:

• social development is a multidimensional process, as a result of which a person is introduced to the "universal social"
• preschool age is a sensitive period in the social development of a person;
• social development of preschool children is carried out in the actual activity of mastering the objective world and the world of relations between people.

Our task is to educate an active creative personality, capable of self-realization, able to establish harmonious relationships with other people, with oneself.

2 Features of social and personal development of young children

Early age is a period of intensive development by a child of various types of activity and personality development. In child psychology and pedagogy, the following main directions in the development of a child at this age stage are distinguished:

Development of objective activity;

Development of communication with adults;

Development of speech;

Game development;

Introduction to various types of artistic and aesthetic activities;

Development of communication with peers, physical development and personal development.

This division is rather arbitrary, since development is a single process in which the selected directions intersect, interact and complement each other.

The social development of a child begins already in the first weeks and months of his life. The helplessness of a newborn is an unconditional prerequisite for his appeal to the people around him. The child's well-being in subsequent years, including school years, largely depends on how successful his early social experience turned out to be.

Socialization is understood as the process of developing biologically necessary and socially approved stereotypes of behavior, the formation of ideas about the norms and social expectations of certain behavior. At the same time, socialization is usually understood as the entire multifaceted process of assimilation by a person of the experience of social life and social relations. Early socialization is associated primarily with the first stage of this process. Socialization at an early age begins almost simultaneously with the moment when the child is physically separated from the mother. One of the main indicators of a young child's social maturation is his consent to let his mother leave her for a short time. This means that he is already able to independently interact with other people for some, even a short time.

An equally important indicator of the development of a child's social needs is the emergence of interest in other children on the street. The desire to communicate with other children indicates that the baby has a range of interests that go beyond family contacts. A child's possession of basic self-care skills also indicates a willingness to do without assistance. It is known that it is socially active children who strive for independence and do not feel fear of new life experience more quickly master the skills of self-service. Consequently, this parameter, despite its external persuasiveness, is secondary, derived from the level of development of the child's social needs.

In the third year of life, the child continues to master the surrounding objective world. The baby's actions with objects become more varied and dexterous. He already knows how to do a lot himself, knows the names and purpose of household items, seeks to help adults: wash the dishes, wipe the table, vacuum the floor, water the flowers. He more and more consciously wants to act like an adult, he begins to be attracted not only by the process of performing the action, but also by its result. A child tries to get the same result as an adult. Thus, the child's attitude to his activity is gradually changing: the result becomes its regulator. In independent studies, games, the kid begins to be guided by a plan, a desire to achieve success in activities.

The mastery of objective activity stimulates the development of such personal qualities of children as initiative, independence, purposefulness. The child becomes more and more persistent in achieving the set goal.

Relationship with an adult is moving to a new level. Now an adult is a bearer of knowledge and samples of human actions with objects, with his help the child learns the objective environment. It should be borne in mind that the child's full mastery of object-related activity occurs only in the process of communication with adults.

Communication between a child and adults at an early age has specific features. A child who has full communication with adults is characterized by the following features:

The kid is initiative in relation to the adult - seeks to draw his attention to his actions, asks for help and assessment of his actions;

Persistently demands from an adult complicity in his affairs;

He is sensitive to the attitude of an adult, to his assessment, knows how to restructure his behavior depending on the behavior of an adult, subtly distinguishes between praise and censure;

Readily imitates an adult, fulfills his requests and instructions; timely masters active speech, uses it for communication purposes.

Mastering speech is the most important event at this age. This occurs in communication with an adult by naming objects and indicating actions. Later, speech acquires the function of the main mental instrument. It becomes a means of thinking, imagination, mastering one's own behavior, etc.

At an early age, self-care skills are formed: the baby dresses himself, uses a spoon and fork, drinks from a cup, goes to the pot, washes his hands, etc.

Interest in objects and actions with them leads to the emergence of procedural play: the process itself is important for the baby, for example, feeding a doll or rolling a bear on a typewriter By the end of this period, elements of creativity appear in the child's play, an imaginary situation comes to the fore in relation to the visual one and develops an independent plot game, which is important in development and becomes the leading activity of a preschool child.

A noticeable break in communication takes place: actions towards a peer as an inanimate object are waning, there is a desire to interest him in oneself, sensitivity to the attitude of a peer. Increasingly, babies experience the pleasure of playing together. Their unpretentious and short-term actions are based on imitation of each other, but they speak of nascent communication. However, no matter how attractive a game with a peer is, an adult or a toy that appears in the field of view distracts children from each other.

In the third year of life, communication with peers begins to take an increasing place. This is due to the fact that by the age of three there is a special, specific content of communication between children.

The feeling of similarity with a peer and the stormy joy caused by this stimulate new attempts to prolong pleasure, to experience a state of community with another person. A peer for the child acts as a kind of mirror, in which the child sees a reflection of his being. Therefore, communication is a powerful means of self-knowledge, the formation of an adequate self-image.

Communication with peers is one of the most important sources for the development of a child's cognitive activity. The presence of a peer nearby activates even a baby. Contacts between children give them additional impressions, positive experiences, open up the opportunity to demonstrate their skills, contribute to the disclosure of creativity and originality. In the course of communication with each other, the kids establish and improve joint practical and play actions, form ideas about another person.

So, in the third year of life, the child experiences a special need for communication with a peer, which is satisfied in emotionally colored play. But even by the end of an early age, the communication of children with each other is still inferior in attractiveness to communication with adults and objective activity.

The primary experience associated with the period of early childhood, with the formation of basic mental functions and elementary forms of social behavior, acts as one of the main sources of socialization of the individual.

The family is for the child not only a source and condition for the development of his psyche, expanding his knowledge and ideas about the world around him, but also the first model of social relations adopted in this particular society, with which he meets. It is in the family that the child gets to know the meaning and essence of the social roles of the mother, father, grandmother, grandfather, brother, sister, son, daughter. As he grows older, he also realizes that layer of family ties, the center of which is not he, but other family members: husband, wife, uncle, aunt, and other relatives.

Even if the structure of the family in which the child lives is rather complex and hierarchical, it cannot provide the child with the opportunity to fully acquire the experience of social behavior that is necessary for entering a different, wider circle of social relations that goes beyond family ties. The older the child becomes, the greater the role begins to play such an aspect of his social development as mastering the norms and rules of social relations.

Thus, the social development of the child proceeds in two directions: through the assimilation of the rules of people's relationships with each other and through the interaction of the child with an object in the world of permanent things. But it is not enough just to provide the child with knowledge about how society works, how it is customary to behave in it. It is necessary to create conditions for him to acquire personal social experience, since socialization involves the active participation of the person himself in mastering the culture of human relations, mastering social norms and roles, and developing psychological mechanisms of social behavior.

3 Features of communication of older preschool children with peers

In a kindergarten group, there are relatively long-term attachments between children. The existence of a relatively stable position of a preschooler in the group is traced (according to T.A. A certain degree of situationality is manifested in the relations of preschoolers. The selectivity of preschoolers is due to the interests of joint activities, as well as the positive qualities of their peers. Also significant are those children with whom the subjects interacted more, and these children are often peers of the same gender. The question of what influences the position of the child in the peer group is of exceptional importance. By analyzing the quality and abilities of the most popular children, one can understand what attracts preschoolers to each other and what allows the child to win the favor of his peers. The question of the popularity of preschool children was decided mainly in connection with the playing abilities of children. 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 the role-playing game is not the same - they play the role of leaders, others - in the role of followers. The preference of children and their popularity in the group largely depends on their ability to invent and organize joint play. In the study by T.A. Repina, the position of the child in the group was also studied in connection with the child's success in constructive activity. It has been shown that an increase in success in this activity increases the number of positive forms of interaction and increases the status of the child.

It can be seen that the success of the activity has a positive effect on the position of the child in the group. However, when assessing the success in any activity, it is important not so much its result as the recognition of this activity on the part of others. If the success of the child is recognized by others, which is in connection with the value attitudes of the group, then the attitude towards him on the part of peers improves. In turn, the child becomes more active, self-esteem and the level of aspirations increase.

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

So, the analysis of psychological research shows that the basis of the selective attachments of children can be a variety of qualities: initiative, success in activities (including play), the need for communication and recognition of peers, recognition of an adult, the ability to satisfy the communicative needs of peers.

There are groups that are more prosperous than others, with a high level of mutual sympathy and satisfaction in relationships, where there are almost no “isolated” children. In these groups, a high level of communication is found and there are almost no children whom peers do not want to take into the general game. Value orientations in such groups are usually directed towards moral qualities.

The need for communication with other children is formed in a child during his lifetime. Different stages of preschool childhood are characterized by unequal content of the need for communication with peers. A.G. Ruzskaya and N.I. Ganoshchenko conducted a number of studies to identify the dynamics of the development of the content of the need for communication with peers and found out the following changes: the number of contacts of preschoolers with peers associated with their desire to share experiences with peers increases significantly (doubled). At the same time, the desire for purely business cooperation with a peer in specific activities is somewhat weakened. It is still important for older preschoolers to respect peers and the opportunity to “create” together. There is a growing tendency for preschoolers to play around with emerging conflicts and to resolve them.

By the end of preschool age, the need for mutual understanding and empathy increases (empathy means the same attitude, a similar assessment of what is happening, the consonance of feelings caused by a community of opinions). Research N.I. Ganoshchenko and I.A. Bald spots showed that in a state of excitement, children visually twice, and with the help of speech, three times more often turned to a peer than to an adult. In communication with peers, the appeal of older preschoolers becomes more emotional than in contacts with adults. Preschoolers actively address their peers for a variety of reasons.

The need for communication of a preschooler is inextricably linked with the motives of communication. Motives are the motivating forces of an individual's activity and behavior. The subject is encouraged to interact with a partner, i.e. becomes motives of communication with him, precisely those qualities of the latter, which reveal to the subject his own “I”, contributes to his self-awareness (MI Lisina). In Russian psychology, there are three categories of motives for communication between older preschoolers and peers: business, cognitive and personal preschoolers.

At each stage, all three motives operate: the position of the leaders in two or three years is occupied by personal and business motives; at three or four years old - 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 to seven years old - business and personal. Thus, at the beginning, the child enters into communication with a peer for the sake of play or activity, to which he is prompted by the qualities of the peer, which are necessary for the development of exciting activities. During preschool age, the cognitive interests of children develop. This creates a reason for addressing a peer, in which the child finds a listener, a connoisseur, and a source of information. Personal motives that remain throughout preschool childhood are divided into comparing oneself with a peer, with his capabilities and the desire to be appreciated by a peer. The child demonstrates his skills, knowledge and personality, encouraging other children to validate their value. The motive for communication becomes his own qualities in accordance with the property of a peer to be their connoisseur.

In the field of communication with peers, M.I. Lisina distinguishes three main categories of means of communication: among younger children (2-3 years old), expressive and practical operations take the leading position. Starting from the age of 3, speech comes to the fore and takes a leading position.

In older preschool age, the nature of interaction with a peer is significantly transformed and, accordingly, the process of cognition of a peer: the peer, as such, as a certain individuality, becomes the object of the child's attention. A kind of reorientation stimulates the development of peripheral and nuclear structures of the peer image. The child's understanding of the skills and knowledge of the partner expands, there is an interest in such aspects of his personality that were not noticed before. All this contributes to the identification of stable characteristics of a peer, the formation of a more holistic image of him. The dominant position of the periphery over the nucleus is preserved, since the image of a peer is realized more fully and more accurately, and distorting tendencies caused by the activity of nuclear structures (affective component) have less effect. The hierarchical division of the group is due to the choice of preschoolers. Consider a value relationship. Comparison and evaluation processes arise when children perceive each other. To evaluate another child, it is necessary to perceive, see and qualify him from the point of view of the evaluative standards and value orientations of the kindergarten group already existing at this age. These values, which determine the mutual evaluations of children, are formed under the influence of the surrounding adults and largely depend on changes in the leading needs of the child. 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 children's relationships, the style of these relationships. In a group, as a rule, socially approved values ​​prevail - 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 trying to subjugate other children can become the "leader".

The content of the motives underlying the creation of play associations for older preschool children largely coincides with the content of their value orientations. According to T.A. Repina, children of this age called the community of interests, gave a high assessment to the business success of the partner, a number of his personal qualities, at the same time, it was revealed that the motive for unification in the game may be the fear of being alone or the desire to command, to be in charge.

Bibliography:

1. Avdeeva N.N., Silvestru A.I., Smirnova E.O. Development of ideas about oneself in a child from birth to 7 years // Education, training and psychological development. - M., 1977.
2. Education of self-esteem and activity in preschool children. - M., 1973.
3. Galiguzova L.I. Psychological analysis of the phenomenon of child shyness // Questions of psychology. - 2000. - No. 5.
4. Ganoshenko N.I., Ermolova T.V., Meshcheryakova S.Yu. Features of personal development of preschoolers in the pre-crisis phase and at the stage of the crisis of seven years // Questions of psychology. - 1999. - No. 1.
5. Kolominskiy Ya.L., Panko E.A. Diagnostics and correction of psychological development of a preschooler. - Minsk, 1997.
6. Lisina M.I., Silvestru A.I. The psychology of self-awareness in preschoolers. - Chisinau: Shtiintse, 1983.
7. Lisina M.I., Smirnova R.A. Formation of selective attachments in preschoolers // Genetic problems of social psychology. - Minsk. - 1985.
8. Mukhina V.S. Psychology of the preschooler. - M., 1975.
9. Development of the image of oneself, the image of a peer and the relationship of children in the process of communication // Development of communication between preschoolers and peers. - M .: Pedagogy, 1989.
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12. Royak A.A. Psychological conflict and features of the individual development of the child's personality. -M .: Pedagogy, 1988.

Everyone knows that childhood is a special and unique period in everyone's life. In childhood, not only the foundations of health are laid, but also a personality is formed: its values, preferences, guidelines. The way a child's childhood goes directly affects the success of his future life. Social development is a valuable experience of this period. The child's psychological readiness for school largely depends on whether he knows how to build communication with other children and adults, to cooperate with them correctly. It is also important for a preschooler how quickly he acquires knowledge appropriate to his age. All these factors are the key to successful studies in the future. Next, what you need to pay attention to in the social development of a preschooler.

What is social development

What does the term "social development" (or "socialization") mean? This is a process by which the child adopts the traditions, values, culture of the society in which he will live and develop. That is, the baby has a basic formation of the initial culture. Social development is carried out with the help of adults. While communicating, the child begins to live by the rules, trying to take into account his interests and interlocutors, adopts specific behavioral norms. The environment surrounding the baby, which also directly affects his development, is not just the outside world with streets, houses, roads, objects. The environment is, first of all, people who interact with each other according to certain rules prevailing in society. Any person who meets a child's path brings something new into his life, thus directly or indirectly shaping him. The adult demonstrates knowledge, skills and abilities in how to make contact with people and objects. The child, in turn, inherits what he saw, copies it. Using this experience, children learn to communicate with each other in their small world.

It is known that individuals are not born, but become. And the formation of a fully developed personality is greatly influenced by communication with people. That is why parents should pay enough attention to the formation of the child's ability to find contact with other people.

In the video, the teacher shares the experience of socializing preschoolers

“Did you know that the main (and first) source of a child's communicative experience is his family, which is a“ guide ”to the world of knowledge, values, traditions and experience of modern society. It is from parents that you can learn the rules for communicating with peers, learn to communicate freely. A positive social and psychological climate in the family, a warm home atmosphere of love, trust and mutual understanding will help the baby to adapt to life and feel confident. "

Stages of social development of the child

1. . Social development begins in a preschooler as early as infancy. With the help of a mother or another person who often spends time with a newborn, the baby learns the basics of communication, using communication tools such as facial expressions and movements, as well as sounds.
2. Six months to two years. The child's communication with adults becomes situational, which manifests itself in the form of practical interaction. A child often needs help from parents, some kind of joint action, for which he asks.
3. Three years. In this age period, the baby already requires society: he wants to communicate in a team of peers. The child enters the children's environment, adapts in it, accepts its norms and rules, and the parents actively help in this. They tell the preschooler what to do and how not to: is it worth taking other people's toys, is it good to be greedy, is it necessary to share, is it possible to offend children, how to be patient and polite, and so on.
4. Four to five years old. This age segment is characterized by the fact that kids begin to ask an infinitely large number of questions about everything in the world (which are not always answered by adults!). Communication of a preschooler becomes brightly emotionally colored, aimed at cognition. The baby's speech becomes the main way of his communication: using it, he exchanges information and discusses the phenomena of the surrounding world with adults.
5. Six to seven years old. The child's communication takes on a personal form. At this age, children are already interested in questions about the essence of a person. This period is considered the most important in the formation of the personality and citizenship of the child. A preschooler needs an explanation of many life moments, advice, support and understanding of adults, because they are a role model. Looking at adults, six-year-olds copy their style of communication, relationships with other people, the peculiarities of their behavior. This is the beginning of the formation of your personality.

Social factors

What influences the socialization of the baby?

• family
• kindergarten
• environment of the child
• children's institutions (, development center, circles, sections, studios)
• child activity
• television, children's press
• literature, music
• nature

All this constitutes the social environment of the child.

When raising a baby, do not forget about the harmonious combination of various ways, means and methods.

Social education and its means

Social education of preschoolers- the most important side of a child's development, because preschool age is the best period of a child's development, the development of his communicative and moral qualities. At this age, there is an increase in the volume of communication with peers and adults, the complication of activities, the organization of joint activities with peers. Social education is interpreted as the creation of pedagogical conditions for the purpose of positive development of a person's personality, his spiritual and value orientation.

We list basic means of social education of preschoolers:

1. A game.
2. Communication with children.
3. Conversation.
4. Discussion of the actions of the child.
5. Exercises for the development of horizons.
6. Reading.

The main activity of preschool children and an effective means of social education is role-playing game... By teaching the kid such games, we offer him certain patterns of behavior, actions and interactions that he can play. The child begins to think about how relationships occur between people, realizes the meaning of their work. In his games, the kid most often imitates the behavior of adults. Together with his peers, he creates games-situations where he “tries on” the roles of dads and moms, doctors, waiters, hairdressers, builders, drivers, businessmen, etc.

“It is interesting that by imitating different roles, the child learns to perform actions, harmonizing them with the moral norms prevailing in society. This is how the baby unconsciously prepares himself for life in the world of adults. "

Such games are useful in that while playing, the preschooler learns to find solutions to various life situations, including resolving conflicts.

"Advice. More often conduct exercises and activities for the child that develop the outlook of the baby. Introduce him to the masterpieces of children's literature and classical music. Explore colorful encyclopedias and children's reference books. Do not forget to talk with your child: kids also need clarification of their actions and advice from parents and teachers. "

Social development in kindergarten

How does kindergarten affect the successful socialization of a child?

• a special socially forming environment has been created
• communication with children and adults is organized
• play, labor and cognitive activities are organized
• a civil-patriotic orientation is being implemented
• organized
• the principles of social partnership have been introduced.

The presence of these aspects predetermines a positive impact on the child's socialization.

It is believed that going to kindergarten is not at all necessary. However, in addition to general developmental activities and preparation for school, the child who goes to kindergarten also develops socially. All conditions are created for this in kindergarten:

• zoning
• play and educational equipment
• didactic and teaching aids
• the presence of a children's team
• communication with adults.

All these conditions simultaneously include preschoolers in intensive cognitive and creative activity, which ensures their social development, forms communication skills and the formation of their socially significant personal characteristics.

It will not be easy for a child who does not attend kindergarten to organize a combination of all the above developmental factors.

Developing social skills

Developing social skills in preschoolers, it has a positive effect on their activities in life. General good manners, manifested in graceful manners, easy communication with people, the ability to be attentive to people, try to understand them, sympathize, help are the most important indicators of the development of social skills. Another important thing is the ability to speak about one's own needs, set goals correctly and achieve them. In order to direct the upbringing of a preschooler in the right direction of successful socialization, we propose to follow the aspects of the development of social skills:

1. Show your child social skills. In the case of babies: smile at the baby - he will answer you the same. This is how the first social interaction takes place.
2. Talk to your baby. Answer the sounds made by the baby with words, phrases. This will establish contact with your baby and teach him how to speak soon.
3. Teach your child to be attentive. You shouldn't bring up an egoist: more often let your child understand that other people also have their own needs, desires, and concerns.
4. When raising, be affectionate. In upbringing, stand your ground, but without screaming, but with love.
5. Teach your child to respect. Explain that items have value and need to be treated with care. Especially if these are other people's things.
6. Teach to share toys. This will help him make friends faster.
7. Create a social circle for your baby. Strive to organize communication between the baby and peers in the yard, at home, in a child care facility.
8. Praise good behavior. The child is smiling, obedient, kind, gentle, not greedy: what is not a reason to praise him? It will reinforce the understanding of how to better behave and acquire the necessary social skills.
9. Talk to your child. communicate, share experiences, analyze actions.
10. Encourage mutual help, attention to children. Talk more often about situations in the child's life: this way he will learn the basics of morality.

Social adaptation of children

Social adaptation- a prerequisite and result of successful socialization of a preschooler.

It takes place in three areas:

• activity
• consciousness
• communication.

Field of activity implies a variety and complication of activities, good command of each of its types, understanding and mastering it, the ability to carry out activities in various forms.

Indicators of developed spheres of communication characterized by the expansion of the child's circle of communication, the deepening of the quality of its content, the possession of generally accepted norms and rules of behavior, the ability to use its various forms and types, suitable for the child's social environment and in society.

Developed sphere of consciousness characterized by work on the formation of the image of their own "I" as a subject of activity, understanding their social role, the formation of self-esteem.

During socialization, a child, simultaneously with the desire to do everything as everyone else does (mastering generally accepted rules and norms of behavior), manifests a desire to stand out, to show individuality (development of independence, one's own opinion). Thus, the social development of a preschooler occurs in harmoniously existing directions:

Social maladjustment

If, when a child enters a certain group of peers, there is no conflict between generally accepted standards and the individual qualities of the child, then it is considered that he has adapted to the environment. If this harmony is violated, then the child may show self-doubt, depressed mood, unwillingness to communicate, and even autism. Children rejected by a certain social group are aggressive, non-contact, inadequately assess themselves.

It so happens that the socialization of a child is complicated or slowed down for reasons of a physical or mental nature, as well as as a result of the negative influence of the environment in which he grows. The result of such cases is the emergence of asocial children, when the child does not fit into social relations. Such children need psychological help or social rehabilitation (depending on the degree of difficulty) in order to properly organize the process of their adaptation to society.

conclusions

If we try to take into account all aspects of the harmonious upbringing of a child, create favorable conditions for all-round development, maintain friendly relations and contribute to the disclosure of his creative potential, then the process of social development of a preschooler will be successful. Such a child will feel confident and, therefore, will be successful.