Features of communication of children of senior preschool age. Features of communication of a preschool child with adults
Galiguzova L. N., Smirnova E. O. Stages of communication. - M., 1996.
Leontiev A. N. Psychic development in preschool age / / Izbr. psychologist, works: In 2 volumes - M., 1983.
Lisina M. I. Problems of ontogenesis and communication. - M., 1986.
Lisina M. I. Communication, personality and psyche of a child. - M.; Voronezh, 1997.
Mukhina B.C. Psychology of a preschooler. - M., 1975.
Psychology of personality and activity of a preschooler. - M., 1965.
Smirnova E. O. Psychology of the child: Textbook for pedagogical universities and pedagogical schools. - M., 1997.
Smirnova E. O. The development of will and arbitrariness in early and preschool age. - M.; Voronezh, 1998.
Elkonin D. B. Psychology of the game. - M., 1978.
Elkonin D. B. Izbr. psychologist. works. - M., 1997.
Part II. Communication between preschoolers and peers
Chapter 1. Features of communication with peers and its development in preschool age
The specifics of communication between a preschooler and peers
At preschool age, other children begin to occupy an increasing place in a child's life. If at the end of an early age the need for communication with peers is only taking shape, then for a preschooler it is already becoming one of the main ones. At four or five years old, the child knows for sure that he needs other children, and clearly prefers their company.
The communication of preschoolers with peers has a number of significant features that qualitatively distinguish it from communication with adults.
The first and most important distinguishing feature is the large variety of communicative actions and an extremely wide range. In communication with a peer, one can observe many actions and appeals that are practically never found in contacts with adults.
The child argues with a peer, imposes his will, calms, demands, orders, deceives, regrets, etc. It is in communication with other children that such complex forms of behavior as pretense, the desire to pretend, express resentment, coquetry, and fantasizing first appear.
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Communication of preschool children
Communication of preschool children - a problem or not? After all, it is not for nothing that the expression "childish spontaneity" was coined. Can every kid build relationships with peers?
And how to help the child become his own in the children's team?
How Babies Communicate
Features of communication in infancy - the need for positive emotions. Mother's smile, her gentle voice, gentle strokes - all this is important for a tiny man.
From the point of view of psychologists, the appearance of a revival complex (a conscious reaction to the appearance of a mother: cooing, waving arms and legs) indicates that the neonatal period has ended and infancy has begun.
Sounds and joyful movements are the conversation of small children, their greeting to their mother, and the first attempts to influence their parents. A little more - and the baby will learn to consciously manipulate adults with the help of crying and other emotions.
How important is it to saturate the child with communication with the mother, her love and affection? Studies in orphanages have shown that the role of communication in the development of the child is great. Orphanage children often lag behind in mental, physical and emotional development.
The lack of maternal attention affects the formation of speech and interest in the outside world.
Communication in a preschool team
Sooner or later, every mother understands that the time has come to accustom the baby to the society of peers. Games on the playground, meetings with friends' children, all kinds of early development clubs, nurseries - this is where you can find the right company for your child.
How easily a child will make contact depends on his life experience, temperament and other children. To make it easier for children to communicate with their peers, teach your baby to share his toys, and not to take strangers without asking, change, and not take away, treat friends with goodies. It is important that the baby learns from his own experience the rules of communication for children.
The peculiarities of the children's society are such that great importance is attached to the accepted canons of behavior, play and relationships. Communication with peers at preschool age teaches kids to live in a team - obey its requirements, work and play together, achieve a common goal.
If someone doesn't follow the rules, they just don't get accepted into the game. In their severity, children are far superior to adults!
At the same time, the peculiarities of communication of preschool children are such that, along with discipline, each member of a small circle learns self-respect and self-defense when someone tries to challenge his role and rights in the game. Remember who becomes the leader in the children's team - these are initiative, fair and self-confident guys.
Your assistant speech pathologist
The development of communication between preschoolers and peers begins with communication with adults. The experience gained in infancy is used in the future. Speech plays an important role in the communication of preschoolers.
In the future, the child's speech acquires a leading role in communication. Children with speech problems always have a hard time. Therefore, parents should pay special attention to how their kids talk: build sentences, pronounce sounds, use words correctly, prove their point.
In the state of any children's clinic there is a local speech therapist. Remember, an older preschooler must have a clean and correct speech. Otherwise, his comrades will simply tease him, and he may even turn out to be an outcast.
The game is a means of active communication for preschoolers
Unlike a conversation with adults, the features of communication between children and peers are such that the baby learns to fight for his opinion - on the one hand, and obey the rules of the majority - on the other. There is a two-sided development of personality. The main value of the fact that kids talk to each other on an equal footing is a sense of confidence and unity with comrades.
The children's team is built on interaction. Each child can offer his own idea or new rules. The game as a means of communication for children is of great value. What is a game? These are rules and a common goal.
Each child has their own role. Moreover, children choose the role of a bad character voluntarily, and also voluntarily follow the plot of the game.
There is a paradox in the game: the negative hero is emphatically bad for other players. He proves his "game aggressiveness" in every possible way. At the same time, all members of the company are partners and playmates, one team doing a common job.
How communication affects the mental development of a child
The role of communication in the mental development of the child is to obtain a unique emotional experience. An adult is an authoritative example for a child, and a peer is an accomplice. Communication with peers gives confidence and emotional recharge.
The behavior of children in the company of preschoolers is subject to special rules - their spontaneity is expressed in screams, squeals, fights, antics, laughter, jokes. The support of other guys, their approval or sympathy for his antics brings the baby incomparable pleasure and faith in himself, as in a good child.
Communication of children 2-3 years old
Features of communication of young children are in direct friendship and unconditional sympathy. Three-year-olds perceive their peers as a common mass - they are all friends, partners in the game and pranks. During this period, there is no place for jealousy for the praise and success of another child.
Such emotional unity lays in the baby's psyche the foundation of a "feeling of the elbow" with other people and belonging to the team. In order for games to bring joy not only to children, but also to adults, it is necessary to organize such fun in which all the children participate at the same time ("Cats and Mice", "Day and Night", "Geese Swans").
Communication of preschoolers 4-5 years old
Starting from 4-5 years old, a peer becomes a consciously desired partner in games. Children understand that playing with friends is more interesting than with mom or dad.
An exaggerated childish selfishness appears, aimed at emphasizing one's superiority over other children. The most popular forms of communication between a child and peers look like boasting.
Peers become a kind of standard, in comparison with which the baby sees himself better, more worthy, and more beautiful. Attentive adults should organize children in role-playing games, where each preschooler will have his own role.
Communication of older preschoolers 6-7 years old
Children 6-7 years old show interest in a peer as a person. Now the forms of communication of preschoolers are clothed in questions, answers, care for a friend. Children care about each other's mood and desires.
There is a rise to a new step of the children's social ladder.
Interest in peers is cognitive and observational in nature. Children try to learn as much as possible about their comrades, to help them, and disinterestedly. At this age, kindness is added to the behavior of preschoolers.
A team of children is able to rally to play or protect a friend. In a peer, the child now sees not an opponent, but an equivalent person.
Why is the child alone?
It happens that parents notice with excitement that the child does not want to communicate with other children. It must be remembered that there are no healthy asocial children. If the baby is lonely, then there is a reason for that.
Why do outcasts appear in children's companies? As a rule, these are children who are unpleasant to others: unscrupulous, vulgar, too naive, with physical and speech defects. No wonder the children's society is considered the most uncompromising and tough.
Children who do not fit into the general framework are expelled.
Features of communication at preschool age are such that children undergo a tough public casting: crybabies, weaklings, fat people, stutterers and dirty people are mercilessly rejected. Untidy (those who are not accustomed to a handkerchief, washing hands and face, toilet) and dishonorable children (whiners, sneaks, braggarts, cruel, selfish) are especially hostile. Parents need to remember all this - it is much more important to teach a child to live in a team than outside it.
Even small intellectuals can become renegades if they have not gained experience in communicating with peers and do not know how to obey general rules. Smart people, fools, weaklings, clowns - all this is what our children say about their peers who are different from them.
If adults do not intervene in the situation and do not find a way to introduce the child into the team, the problem will become quite serious. You may have to change kindergarten or school. Joint games in which an outcast can show superiority, special tasks that he will definitely perform best, exaggerated praise - this is a way to instill respect and arouse interest in a different child.
How to teach a child to communicate with peers?
- A personal example - benevolent and sociable parents have the same children.
- Giving the child instructions and asking for help more often - little helpers are more sociable and relaxed.
- Constantly praise the baby for something specific, as well as for personal qualities and behavior - for success in kindergarten, a beautiful drawing, an application; because he is kind, caring, beautiful.
- Make the communication of children in the team friendly, let the kids compete only with themselves (what did I do better today than yesterday?).
- Be fair in your own family - give all children love and affection equally.
- Be open in the manifestation of feelings - sincere children are more like their peers.
The game is the main and most important activity of a preschooler. How to teach a child to communicate with other children during play?
- Explain to the child that the rules of the game must be followed.
- Wean the baby to command and impose his opinion on others, whims and tantrums are unacceptable.
- Explain how nice it is to be kind and generous (especially since all the toys will return to him later).
- Recognize the child's right to prohibition: if he has good reasons not to share a toy, or not to be friends, or to be offended, let him decide for himself.
- Play with the baby from the very beginning - then he will be able to become the organizer of interesting games.
What to do if nothing can be done?
And, finally, a child suffering from a handicap that cannot be eliminated should be given an advantage over the rest of the children: if the child draws well, send him to an art school. Does he have an analytical mind? Let him play chess. Teach a needlewoman girl to sew beautiful outfits for dolls ...
Remember that you can’t send boys to “girlish” circles (dancing, singing, music ...) if you don’t intend to do it seriously - such hobbies are forgiven in a boyish society only to those guys who are truly talented and self-confident.
Communication is the child's means of expressing himself. Communicating with peers, a preschooler gains experience that determines his relationship with society in adulthood. The children's team is a small school where teachers and students are children themselves.
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Material www.vse-dlya-detey.ru
Peculiarities of communication at preschool age: popular and not popular children among peers
“Features of communication in preschool age:
popular and unpopular children among peers
1.2 Structure of interpersonal relationships
1.3 Formation and development of interpersonal relationships
Chapter 2
2.1 Emotional well-being of the child as a necessary condition for his mental health
2.2 Peer relationships among popular and non-popular preschoolers
2.3 Problematic forms of interpersonal relationships
Chapter 3
Conclusion
Bibliographic list of references
Introduction
The formation of an individual's personality cannot be considered in isolation from the society in which he lives, from the system of relations in which he is included. The nature of interpersonal relationships in any community is residually complex.
They manifest both purely individual qualities of the personality - its emotional and volitional properties, intellectual capabilities, as well as the norms and values of society assimilated by the personality. In the system of interpersonal relations, a person realizes himself, giving to society what he perceives in him.
It is the activity of the individual, his actions that are the most important link in the system of interpersonal relations. Entering into interpersonal relationships of the most diverse in form, content, values, structure of human communities - in kindergarten, in the classroom - an individual manifests himself as a person and provides an opportunity to evaluate himself in a system of relations with others.
The child lives, grows and develops in the interweaving of various kinds of connections and relationships. In children's and adolescent groups, interpersonal relationships are formed that reflect the interrelationships of the participants in these groups in a specific historical situation in the development of society. Despite the fact that the manifestations of interpersonal relations in each particular group have their own unique history, at different age stages there are general patterns of their formation and development.
Any group at any age level is characterized by its own special social situation of development. The concept of the social situation of development was introduced by L. S. Vygotsky to characterize the development of a child's personality within a certain age stage on the basis of a specific - historical system of his relations with social reality.
The concept of the social situation of development can also be applied to the characteristics of the children's group. These are, first of all, the objective conditions for the existence of a given group, determined by the historical era, culture, etc.
Another component of the social situation of the development of the children's group is its objective social status, determined primarily by the position of childhood as a social and age group in the structure of society.
In addition to the objective conditions of the social situation of development of the children's group, there is a subjective aspect of the social situation of development. It is represented by a social position, i.e. the attitude of the members of the children's group to these objective conditions, status, and their readiness to accept this position and act in accordance with it.
An analysis of the social situation of development makes it possible to reveal the content of interpersonal relations in children's groups. In children's and adolescent groups, functional-role, emotional-evaluative and personal-semantic relationships between peers can be distinguished.
Emotional-evaluative relationships are revealed in the direct interaction of children, reflecting the system of their preferences. Knowledge of these relationships allows you to answer many questions related to the behavior of the child. Emotional preferences come to the fore here - likes, dislikes, friendly preferences, etc.
Based on this, the relevance of this topic of the course work is determined by the following aspects:
Our attention must be directed to the special developmental situation of children of this age;
It is necessary to find points of contact between the changing world and the process of formation of such a type of child's activity at this age as emotional and personal communication, as well as to clarify the impact of the current social situation on him;
The next aspect is the need to study the motives of emotional choice in the interpersonal relations of children, which in turn is expressed by the need for changes in the educational work of preschool institutions, in connection with the emergence of new educational technologies.
Special studies (L. I. Bozhovich, L. S. Vygotsky, A. V. Zaporozhets, A. R. Luria, D. B. Elkonin and others) indicate that a child’s mental health is determined by his emotional well-being.
However, among the emotions typical for children, not only positive, but also negative emotions often occupy a significant place, negatively affecting both the general psychological mood of the child and his activities, including educational.
Negative emotional states lower the vitality of the individual and are the cause of the emotional detachment of a person, characterized by a break in interpersonal relationships.
In this regard, taking into account the emotional state of the child is the starting point for the implementation of any pedagogical influence. The formation of cultural emotions, competent and careful correction of the shortcomings of the emotional sphere should rightfully be considered as the most important, priority task of education.
Object of study: interpersonal relationships in a group of peers.
Subject of study: the emotional well-being of the child, depending on his status in this group of peers.
The purpose of the course research is to identify the characteristic features of the influence of interpersonal communication on the emotional well-being of the child.
In accordance with this goal, the following tasks were set in the work:
1. Analyze the features of the development of interpersonal relationships and self-esteem of preschool children, considering their structure, formation and development.
2. Describe the emotional well-being of the child in the peer group.
3. Show different forms of interpersonal relationships.
Chapter 1. Features of the development of interpersonal relationships and self-esteem of preschool children
1.1 Communication between boys and girls
A special place in the communication of children begins to occupy the relationship of boys and girls. Even at the end of an early age, the child acquires some ephemeral knowledge about his gender, but he has not yet learned what content the words "boy" and "girl" should be filled with.
During preschool age, adults begin to consciously or unconsciously teach the child a gender role in accordance with generally accepted stereotypes, orienting him in what it means to be a boy or a girl. Boys are usually allowed to be more aggressive, encourage physical activity, initiative. Girls are expected to be sincere, sensitive and emotional.
At preschool age, the child discovers the external differences between men and women in clothing and behavior. Children imitate everything: forms of behavior that are useful and acceptable to others, stereotypical forms of adult behavior, is a harmful social habit (swearing, smoking, etc.), so boys, although they do not use these “symbols of masculinity” in their practice, but already making them into story games.
Awareness of one's "I" certainly includes awareness of one's own gender. The sense of one's own gender is normally already becoming stable in a child at preschool age.
In accordance with the perception of himself as a boy or girl, the child begins to choose playing roles. At this age, an open, benevolent predilection for children of the same sex and an emotionally colored, hidden predilection for children of the opposite sex are revealed.
This determines the development of self-awareness in the context of gender identity. The communication of children during the period of preschool age shows their biased involvement in the social roles of men and women. In games and in the practice of real communication, children learn not only the social roles associated with the gender identity of adults, but also the ways of communication between men and women, boys and girls.
1.2 The structure of interpersonal relationships in groups of children
For a preschooler, peers act as carriers of norms and forms of behavior set by adults. At this age, the basic stereotypes of the social behavior of the individual are laid. The motives of interpersonal attractiveness are not recognized by preschoolers.
Contacts that arise either spontaneously (when children themselves choose a partner for playing together), or as organized by adults, are of a short duration. In this case, adults act as a source of ideas about normative behavior.
Assimilation of the norms and rules of interpersonal relations occurs in interaction with peers. By middle preschool age, the child can already demonstrate his personal relationships. Interpersonal connections become more selective and acquire a relatively stable character.
The norms regulating interpersonal relations of preschoolers are in the process of formation. The lack of personal social experience encourages children in their actions to be guided by the opinion of the majority (to be "like everyone else"). Likes and dislikes of a preschooler are due to the extent to which a peer corresponds to a social standard, which is formed on the basis of adult assessments and peer assessments.
In almost every kindergarten group, a complex and sometimes dramatic picture of the relationship of children unfolds. Preschoolers make friends, quarrel, reconcile, get offended, jealous, help each other, and sometimes do small "dirty things". All these relationships are acutely experienced and carry a lot of different emotions.
Parents and educators are sometimes unaware of the wide range of feelings and relationships that their children experience, and, naturally, do not attach much importance to children's friendships, quarrels, and insults. Meanwhile, the experience of the first relationships with peers is the foundation on which the further development of the child's personality is built.
This first experience largely determines the nature of a person's relationship to himself, to others, to the world as a whole. This experience is not always successful.
In many children already at preschool age, a negative attitude towards others is formed and consolidated, which can have very sad long-term consequences. To identify problematic forms of interpersonal relationships in time and help the child overcome them is the most important task of parents. To do this, it is necessary to know the age characteristics of children's communication, the normal course of development of communication with peers, as well as the psychological causes of various problems in relationships with other children.
An important issue in studying the characteristics of intra-group relationships both in preschool children and not only them is to identify directly the very structure of such relationships, their content. This can be done on the basis of an analysis of the social situation of the development of the group.
In children's groups, functional-role-playing, emotional-evaluative and personal-semantic relationships between peers can be distinguished. Functionally - role-playing relations appear in the study of "business" communication and joint activities, which allows answering the questions: "in what specific activity do these relations unfold?" and "what do they reflect?" These relationships are fixed in the spheres of children's life activities specific to a given community (labor, educational, productive, play) and unfold in the course of the child's assimilation of norms and methods of action in a group under the direct guidance and control of an adult.
Functionally - role relations, manifested in play activities, are largely independent and free from direct control by an adult. In the game itself, as, indeed, in all other forms of joint activity of children in a group, two types of relations are manifested: proper play relations and relations regarding joint activity in the game.
For example, actually - game relations reproduce socially - typical patterns of behavior: the doctor is kind to the patient; teacher with student is strict. These are relations "in general", they are "subjectless" and are given to the child in communication with peers.
Another type of game relations arises "around" the game, when discussing its concept, building a "scenario", and distributing roles. The psychological meaning of the child's communication here lies in the fact that it is in the context of these relations that the child himself makes a personal choice of this or that role. This is how essential conflicts of children's life arise and are resolved: "what to play?"; "Whom to take into the game?"; "Who will be in charge?"
In the children's group, mutual correction of behavior is carried out in accordance with the learned social norms. If a child follows these norms, then he is evaluated positively by other children; if he deviates from these norms, then “complaints” arise to an adult, dictated by the desire to confirm the norm.
An analysis of the motivational plan of joint activity in a children's group opens the way to the study of personal-semantic relations that stand out when answering the question: for what, in and
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Question #59 Psychological characteristics of preschool age. Features of communication of a preschooler with adults and serniks.
Preschool age - from 3 to 7 years.
The separation of the child from the adult creates a new social situation of development in which the child strives for independence. For the first time, the child goes beyond his family world and establishes a relationship with the world of adults. But the child cannot yet take part in the life that adults lead, and the tendency of the child to live in the life of an adult turns into an ideal form of living together with an adult. The ideal form with which the child begins to interact becomes the world of social relations that exist in the world of adults. The ideal form, as Vygotsky believed, is that part of objective reality with which he enters into direct interaction; this is the realm the child is trying to enter. At preschool age, the world of adults becomes this ideal form. According to Elkonin, here the preschool age revolves around its center around an adult, his functions, his tasks. The adult here acts in a generalized form, as a carrier of social functions in the system of social relations (an adult is a doctor, dad ...). Elkonin sees the contradiction of this social situation of development in the fact that the child is a member of society, he cannot live outside society, his main need is to live together with the people around him, but this cannot be done in modern socio-historical conditions: the life of a child passes in conditions indirect, but not direct connection with society, but through a special type of activity - a role-playing game that allows you to simulate adult relationships. The subject of this activity is precisely an adult as a bearer of social functions and relations, because social development situation called: "the child is a social adult." Children model relationships, not actions, this is not imitation.
Leading activity at preschool age - role-playing game. According to Leontiev, its peculiarity lies in the fact that the motive of the game lies in the content of the game action (children play in order to play). According to Elkonin, the game belongs to the symbolic-modeling type of activity, in which the operational and technical side is minimal (since it is not actions that are important, but relationships), operations are reduced, objects are conditional. The content of an extended developed form of a role-playing game is not an object and its use, but relations between people, carried out through actions with objects. The unit of play is the role that the child takes on. The content of the game is what is reproduced by the child as a central characteristic moment of activity and relations between adults in their work and social life. Elkonin distinguished the plot of the game from the content of the game. The plot of the game is that area of reality that is reproduced in the game by children.
Consider the structure of a role-playing game:
1. the role of an adult, which the child takes on. In this case, in the role of play, the child assumes a certain generalized social function;
2. an imaginary situation in which meaning is transferred from one situation to another. The content of this situation is the substitution of objects. But only such an object can replace, with which it is possible to reproduce at least the pattern of the action;
3.game actions - actions that are free from the operational and technical side, these are actions not with objects, but with meanings, they are pictorial in nature;
4.rules. due to following the game rules, arbitrariness of behavior develops;
5. The game needs a friend, without him it loses its meaning.
Elkonin distinguishes 4 levels of development of the role-playing game, reflecting the dynamics of its development throughout preschool childhood:
At the first level, the central content of the game is mainly objective actions. In fact, there are roles, but they do not determine actions, but themselves stem from the nature of the actions performed by the child. Actions are monotonous and repeatable, their logic is easily broken.
At the second level, objective actions still remain the central content of the game. At the same time, the correspondence of the game action to the real one is brought to the fore. The number and types of game actions are expanding.
At the third level, the main content of the game is the performance of the role and related actions. Game actions appear, the actions are varied, a specific role-playing speech appears.
At the fourth level, the main content of the game is the performance of actions that reflect the attitude towards other people.
Elkonin pointed to the double symbolization of children's play: firstly, during the playful use of an object, i.e. when transferring the action to another object and renaming it, and, secondly, when taking on and performing the role of an adult, which involves a generalized reproduction of a sequence of actions expressing the social essence of the accepted role. The psychological significance of substitution lies in the fact that in this process the child's thought is separated from the action, however, at the beginning, a reference point is needed for this thought about the action, which is the substitute object.
Elkonin singled out 4 lines of influence of the game on the mental development of the child:
1.development of the motivational-need sphere;
2. overcoming the cognitive egocentrism of the child;
3.development of the ideal plan;
4.development of arbitrariness of actions. Voluntary behavior is such behavior that is carried out in accordance with a pattern and is controlled by comparison with this pattern as a standard).
The main new formations in the development of the motivational-demand sphere are determined by the emotionally effective orientation of the child in the world of social relations, motives, tasks and meanings of human activity, the allocation of the main functions of social activity. The result of this orientation is the formation in the child of social motives that are new in content, the most important of which are the desire for socially significant and socially valued activities and the motive to take a new social position. In the game, the primary subordination of motives is formed, “volitional motives” are formed. The control function is born in the game. Vygotsky saw the main significance of children's play in the formation of mediation, in the formation of an ideal plane of consciousness. According to Feldstein, the main psychological new formations arise in the game - orientation to the people around, the ability to evaluate one's actions and deeds in terms of their requirements, personal behavior mechanisms develop: control and self-control, evaluation and self-esteem.
The role-playing game is not the only type of activity that affects the development of the personality of a preschooler. Of great importance in this regard are the so-called productive activities: drawing, modeling, etc.) according to Elkonin, their characteristic feature is that they have a plan that is realized under certain conditions using known materials and with the help of known tools . At preschool age there is also teaching, but in order for a child to study according to the program set by an adult, he must be personally ready for it.
A special place in the development of the child is occupied by the perception, experience and composition of a fairy tale. The fairy tale helps to go beyond the family world, to understand the moral meaning of actions in the world of adults, empathizing and "assisting" the heroes of the fairy tale, to establish self-confidence.
The forms of elementary labor are interesting and important because a kind of relationship of real mutual assistance, coordination of actions, and distribution of duties are established between the child and the adult.
Major neoplasms preschool age.
1. Elkonin noted that at the end of preschool age, the first outline of the worldview is formed. The child believes that the world is man-made;
2. Leontiev noted that the most important mental neoplasm that occurs by the end of preschool age is the subordination of motives. Throughout the preschool age, there are 4 main motives: play, the motive associated with establishing good relationships, the motive associated with the desire to be like an adult, the motive of self-love and self-respect. By the end of the age, 4 more motives appear: cognitive, competitive, social (the desire to do something useful) and moral (the desire to do the right thing). As a result of the subordination of motives in the event of their collision, cognitive and social motives must suppress the play;
3.specifically human motives become at the head of the emerging hierarchy.
4. formation of arbitrariness of behavior;
5. the emergence of primary ethical instances and moral feelings;
6. the emergence of personal consciousness - the emergence of consciousness of one's limited place in the system of relations with an adult. Gradually, the child begins to understand what qualities he possesses, how others treat him and why. The preschooler becomes aware of the possibilities of his actions, he begins to understand that he can not do everything (the beginning of self-esteem). In order to properly evaluate himself, he learns to properly evaluate others. At first, the evaluation of others depends on the attitude towards him, but then the attitude towards others is separated from his actions. Emotions that push him to act overshadow the act itself, and only towards the end of preschool age does the child learn to correctly evaluate his actions, comparing himself with others;
7. The emotional sphere also develops. Feelings acquire depth and stability, the "reasonableness" of feelings develops (the child begins to understand their meaning). Emotions become more generalized and stable, they become intellectualized. Emotional control develops, adequate emotional response, the guys learn to restrain feelings. The child begins to understand the "language" of feelings, appropriately and adequately embody it. The beginning of the formation of higher feelings (higher social feelings, empathy, aesthetic feelings);
8. A special role in the development of personality is played by the emergence of will as the ability to control behavior. Mukhina connects the emergence of the will with: a) the development of purposefulness of actions (the ability to keep the goal in the spotlight);
b) establishing a relationship between the motive and the purpose of the action (the action is uninteresting, and the motive is distant);
c) development of the planning function of speech.
9. The development of orientation is the essence of the development of all cognitive functions in preschool age.
10. development of speech. There is a practical mastery of the language, speech becomes meaningful. There is an enrichment of the dictionary by 3 times due to compound words. Phonemic hearing develops and awareness of the verbal composition of speech occurs. An understanding of the verbal composition of the sentence develops (which word is the first ...). The communicative function of speech develops. With special training, contextual speech is formed. Some children develop the explanatory function of speech.
11. The development of perception at this age, in fact, is the development of ways and means of orientation. There is an assimilation of sensory standards - historically established ideas about the varieties of individual properties of objects and the correlation of the corresponding objects with these standards. Thanks to the assimilation of standards, the process of perception of reality begins to acquire an indirect character. The use of standards makes it possible to move from a subjective assessment of what is perceived to its objective characteristics. Such actions of perception are developed as: observation, systematic and consistent examination of an object, the action of identification, comparison, equating to a sensory sample and modeling actions (the ability to draw a plan);
12. attention acquires greater focus and stability. The main change in attention at preschool age is that children for the first time begin to control their attention, consciously direct it to certain objects, phenomena, and hold on to them, using certain methods for this. The sensitive period for the development of voluntary attention is 5-7 years. First, the adult controls the child's attention with a gesture and a word, then the child himself controls his attention with a gesture and a word;
13. At the center of consciousness in preschool age, according to Vygotsky, is memory. Arbitrary memory is formed at the end of age. The child first becomes aware of the mnemonic task itself, the adult teaches him the methods of arbitrary memorization, linking new material with the old. And, finally, the child himself uses arbitrary memory;
14. Productive imagination develops, it is necessary to develop reproductive and creative imagination Vygotsky said that in all types of children's creativity, the activity of fantasies is aimed at a specific goal. According to Vygotsky, the movement of feelings is closely connected with the activity of the imagination (everything fantastic is real in the emotional sense), but in all its fantastic ups and downs the imagination feeds on the real experience of the child - the richer the child's experience, the more vivid are the products of his imagination. Dyachenko distinguishes between cognitive and affective imagination of a preschooler. Cognitive imagination is associated with the development of a symbolic function (the use of a substitute), its main task is a specific reflection of the objective world, overcoming contradictions in the idea of reality. Affective imagination arises in situations of contradiction between the child's "I-image" and reality, and is one of the mechanisms for its construction.
15. The basis for the development of thinking is the formation and improvement of mental actions (comparison, seriation, establishment of cause-and-effect relationships, classification, generalization). Development of awareness. The leading type of thinking is visual-figurative. By the end of the age, thinking becomes visual-schematic. Development of the sign-symbolic function (substitution, schematization, understanding of the symbol). Logical thinking begins to develop, based on the sign-symbolic function. The basis of logical thinking is the formation of everyday concepts.
According to Bozovic, awareness of one's social self and the emergence of an internal position on this basis, i.e. some holistic attitude towards the environment and oneself, gives rise to corresponding needs and aspirations, on which new needs arise, which the game is not able to satisfy. The child has a need to go beyond his childhood way of life, to take a new place available to him and to carry out real, socially significant activities. The inability to realize this need creates a crisis of seven years.
The crisis of seven years is associated with the emergence of a new systemic education central to the personality, which is denoted by the term "internal position". A child at the turn of 7-8 years old begins to experience himself as a "social individual", and he has a need for a new position in life and socially significant activities that provide this position.
There is a problem of readiness of the child for school here. According to Bozhovich, a child entering school should have: a certain level of development of cognitive interests, a willingness to change their social position, a desire to learn, in addition, he should have a hierarchy of motives, internal ethical instances, self-esteem. All this constitutes psychological readiness for school.
School readiness is a holistic education that includes functional, mental and personal readiness.
Functional readiness is a level of morphological and functional development at which the requirements of systematic training, various kinds of intellectual and physical activity will not be burdensome for the child.
Cognitive readiness: differentiated perception, development of visual-figurative thinking, the ability to orderly navigate the world, the development of voluntary attention, voluntary and involuntary memory, developed speech, recreating and creative imagination.
Personal readiness: the ability of an individual to correlate his own behavior, activities, successes, failures with social norms and rules, diverse assessments of the environment; the ability to act in an ever-expanding system of social relations. The desire to learn, the hierarchy of motives, voluntary behavior, the ability to communicate, cognitive motives of behavior, the appropriate level of development of emotions and feelings, the development of self-awareness and self-esteem.
The main neoplasms of preschool age in the field of cognitive sphere.
The development of speech. The functions of speech develop. Communicative speech goes the way of development from situational to contextual (quite fully describing the situation, fact, content of the book).
Sensory development of the preschooler. As Elkonin's studies have shown, at this age, the phonemes of the native language are assimilated: "Children begin to hear them in a categorical manner." Standards are the achievement of human culture, they are the "grid" through which we look at the world. Thanks to the assimilation of standards, the process of perception of reality begins to acquire an indirect character. Along with the assimilation of sensory standards of perception of the child, such actions of perception develop; observation, systematic and consistent examination of the subject, identification actions, reference to the standard, modeling actions.
The development of attention. In addition to situational means (for example, a gesture) that organize attention in connection with a specific, particular task, there is a universal means of organizing attention - speech. Initially, adults organize the attention of the child with the help of verbal instructions. He is reminded of the need to perform a given action, taking into account certain circumstances. In addition to the development of the planning function of speech, the child becomes able to organize his attention in advance on the upcoming activity, to formulate verbally what he should be guided by.
Memory development. The memory of the child is basically not arbitrary, the child most often does not set himself conscious goals to remember anything. As Znchenko showed, in the game, the involuntary memory retains what was the goal of the game action. At the end of preschool age, voluntary memorization begins to develop.
development of the imagination, At preschool age, reproductive imagination should be purposefully developed (which is necessary for educational activities), as well as creative imagination.
Development of thinking. Acting in the mind with images, the child imagines a real action with an object and its result, and in this way solves the problem facing him. This is visual thinking. Performing an action with signs requires distraction from real objects. In this case, words and numbers are used as substitutes for objects. Thinking, carried out with the help of actions with signs, is abstract thinking - logical thinking. Figurative thinking is the main type of thinking of a preschooler. In the process of playing, drawing, constructing and other types of activity, the sign function of the child’s consciousness develops, he begins to master the construction of a special type of signs - visual spatial models that display the connections and relationships of things that exist objectively, regardless of the actions, desires and intentions of the child himself. Thus, under appropriate learning conditions, figurative thinking becomes the basis for mastering generalized knowledge by older preschoolers.
Second part of the question
Communication. In the 1st half of doshk. age, the child develops an extra-situational-cognitive form of communication with adults. It takes place in the form of joint cognitive activity. The motive of communication is cognitive. Children ask a lot of questions. Communication is non-situational.
By the end of the dosh. age in children, an extra-situational-personal form appears in communication, a cat. driven by personal motivation. Adult for a child - a specific social. person, member of society. Therefore, the child reflects not only the side that the adult is directly turned to him in this situation (feeds, heals, teaches), but also discusses such details of the life of an adult, a cat. reb-ka do not touch.
Communication with peers arises and develops in close connection with communication between a child and an adult and is influenced by the latter. In the course of communication with peers, self-esteem and self-awareness is achieved differently than in communication with an adult.
1. The child himself unfolds an activity aimed at familiarization.
2. Detects emots. relation to the influences that the partner has on him.
3. Strives to show himself in ability and skill, allows you to get to know yourself.
4. Shows sensitivity to how the partner treats him, reacting affectively to the attitude of the latter.
Conclusion (Lisina): the need to communicate with peers, as well as with an adult, is the desire of children to know and evaluate a partner and to self-esteem and self-knowledge through another child and with his help.
Neoplasms: hierarchy of motives, the beginning of moral development, the beginning of moral consciousness.
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Federal State Budgetary Educational Institution of Higher Professional Education
"Sakhalin State University"
South Sakhalin Pedagogical College
Department of Psychological and Pedagogical Disciplines
Specialty 050104.52 - Preschool education
Course work
Obrezanenko Maria Anatolyevna
Course III, group 313 "b"
Scientific adviser:
Sukhareva Natalya Vladimirovna
Yuzhno-Sakhalinsk 2014
Introduction
Chapter 1. Theoretical aspects of communication of older children
1.1 Psychological and pedagogical characteristics of children of senior preschool age
1.2 Characteristics of the communication process
Summary of Chapter 1
Chapter 2
2.1 Communication of the child with adults
2.2 Communication of the child with peers
Summary of chapter 2
Conclusion
List of used literature
Glossary
Introduction
At the present stage, great importance and relevance acquires the study of the child in the system of his relations with peers and adults, tk. preschool age is a particularly important period in education. It is the age of the initial formation of the child's personality. At this time, rather complex relationships arise in the communication of the child, which significantly affect the development of his personality.
How easily a child will be able to communicate with people around him, to establish contact, depends on his further educational, work activities, his fate and place in life. Namely, during this period, the skill is laid to take responsibility for one's speech and organize it correctly in order to establish relationships with people around. It also lays the ability to discipline oneself, organize both personal and group activities, understanding the value of cooperation, communication and relationships in joint activities.
Modern children began to communicate less, as a computer appeared in their lives. But it is at this age that the rules and norms of communication are assimilated, which he will follow always and everywhere, regardless of the prevailing circumstances. And the nature of verbal and expressive communication will determine the degree of independence and the degree of freedom of the child among other people during his life.
Communication is a necessary condition for the mental development of a child. The need for communication early becomes his basic social need. Communication with adults and peers plays an important role in the life of a preschooler. It is a condition for the formation of social qualities of the child's personality, the manifestation and development of the beginnings of the collective relationship of children Lisina M.I. Problems of ontogenesis and communication. M.: Pedagogy, 2006. S. 23. .
Numerous psychological studies show that a child's communication with adults and peers is the main and decisive condition for the formation of all mental abilities and qualities of a child: thinking, speech, self-esteem, emotional sphere, imagination. The level of future abilities of the child, his character, his future depend on the quantity and quality of communication Bodalev A.A. Personality and communication. Moscow: Enlightenment, 1994; Galiguzova L.N. Communication steps from one year to six: advice from a psychologist M.: Nauka, 2002; Lisina M.I. Communication, personality and psyche of the child / Ed. A.G. Ruzskaya. Moscow: "Institute of Practical Psychology", 1997; Smirnova E.O. Features of communication with preschoolers. M.: Academy, 2000. .
Many researchers addressed the problem of children's communication: L.S. Vygotsky, A.V. Zaporozhets, Ya.L. Kolominsky, M.I. Lisina, V.S. Mukhina, T.A. Repina, E.O. Smirnova, A.S. Spivakovskaya, A.P. Usova, D.B. Elkonin and others.
Given the above, object of our study are children of older preschool age.
Subject of study make up the features of communication of children of senior preschool age.
Purpose of the study: to identify the features of communication of children 5 - 7 years old.
To achieve this goal, we have set the following research objectives:
1. Give a psychological and pedagogical description of children of senior preschool age.
2. Describe the process of communication.
3. Analyze the child's communication with adults.
4. Open the child's communication with peers.
Research method a theoretical analysis and synthesis of literature sources on the research problem was determined.
Practical significance of the study is that the results of the study can be used by educators and psychologists of preschool educational institutions in their work practice.
Study Structure consists of an introduction, two chapters, a conclusion and a list of references.
The introduction substantiates the relevance and parameters of the study.
The first chapter presents the psychological and pedagogical characteristics of children of senior preschool age, characterizes the process of communication.
The second chapter describes the features of the child's communication with adults and peers.
In conclusion, the main conclusions are given.
The list of used literature contains 20 sources.
Chapter 1. Theoretical Aspectscommunication with older children
1.1 Psychological and pedagogical characteristics of children of senior preschool age
Childhood is a period of active social "deployment of a growing person, his personal "maturing", which takes place with the direct participation of an adult interacting with him. In the process of interacting with the world, people "docking" of the child's important needs is carried out, including the need for self-realization as a manifestation and approval themselves among others and the need for socialization as an opportunity to find their place in the world.
Preschool childhood? this is the period from the moment you become aware of yourself as a member of human society (from 2-3 years old) until the moment of systematic learning (6-7 years old). Here, the decisive role is played not by the calendar terms of development, but by the social factors of personality formation. During the period of preschool childhood, the individual psychological characteristics of the child are formed, the prerequisites for the formation of the social and moral qualities of the individual are created.
This stage is characterized by: the maximum need of the child for the help of adults to satisfy the main vital need; the highest possible level in satisfaction of all basic types of needs (material, spiritual, cognitive); the minimum possibility of self-defense from the adverse effects of the environment.
The purpose of preschool education is to give each child a basic education, to give the basics of basic culture (sensory development, mental education, aesthetic moral education) Kozlova S.A. Preschool pedagogy. M.: Academy, 2007. S. 15. . In the Concept of preschool education, a common goal is also defined - this is humanization, that is, the orientation of the teacher to the personality of the child Chumicheva N.I. The concept of preschool education // Obruch. 2003. No. 3. S. 23. .
The tasks of preschool education: to ensure physical health; ensure emotional well-being; ensure intellectual development; ensure the development of every child.
Preschool age is a stage of psychological development from 3 to 7 years. It is characterized by the fact that the leading activity is the game, which is very important for the formation of the personality of the child.
There are 3 periods of preschool age:
1) junior preschool age from 3 to 4 years;
2) the average younger age is from 4 to 5 years;
3) senior preschool age from 5 to 7 years Uruntaeva G.A. Preschool psychology. M.: Academy, 2006. S. 176. .
At preschool age, changes concern all types and properties of attention. Its volume is increasing: a preschooler can already act with 2 - 3 objects. The possibility of distribution of attention increases in connection with the automation of many actions of the child. The development of the attention of a preschooler is closely related to the fact that the organization of his life is changing, he is mastering new types of activities (playing, working, productive). A qualitatively new stage in the development of speech also begins. The motive for active mastery of the native language is the growing needs of the preschooler to learn, tell and influence himself and another person. Speech is included in all types of activity, including cognitive.
Memory in preschool age is figurative. Its development and restructuring are associated with changes taking place in various areas of the child's mental life, and above all in cognitive processes - perception and thinking.
At preschool age, a qualitatively new stage in the development of speech begins. The motive for active mastery of the native language is the growing needs of the preschooler to learn, tell and influence himself and another person. Speech is included in all types of activity, including cognitive. The development of all aspects of speech is impossible without mastering its sound culture of speech, which is the basis, the central moment of mastering the language. The sound culture of speech increases the ability of a preschooler in complex relationships of grammatical forms, ensures the development of the morphological system of the language. Significant qualitative and quantitative changes are observed in the development of the preschooler's vocabulary.
A new stage in the development of the grammatical structure of speech is also observed. This is the period of assimilation of the morphological system of the language, declensions and conjugations. Mastering the forms of declensions in preschoolers occurs with the main role of the child's orientation to the form of the word, that is, its ending in the nominative case. By the end of preschool age, the child has situational and contextual speech. The use of each of them depends on the tasks and conditions of his communication with others.
The imagination of a preschooler differs from the imagination of an adult; behind his seeming wealth lies poverty, vagueness, sketchiness and stereotyping of images. Before reaching the age of 5-6, almost throughout the entire preschool age, they have no idea or it is extremely unstable, easily destroyed.
Thinking at this age is based on ideas. The child may think about what he does not perceive at the moment, but what he knows from his past experience. Changes in the thinking of a preschooler are primarily due to the fact that ever closer relationships between thinking and speech are being established.
During the game? game activity - there is an assimilation of the basic methods of tool activity and norms of social behavior.
Along with play activities, other forms of activity are formed at this age: design, drawing, and so on. Significant in the formation of personality is the mutual consistency of the motives and desires of the child: more or less significant ones are distinguished from them, due to which there is a transition from impulsive, situational behavior to behavior mediated by certain rules and patterns.
At 5-7 years old, it is very important to pay attention to the development of the child's subtle emotional reactions to the beauty of the world around him. At this age, children are sensitive to color, shape, they can be delighted with the contemplation of a bright landscape - a field of dandelions in the spring, an endless expanse of the blue sea, beautiful music Uruntaeva G.A. Psychology of preschool age. M.: Academy, 2012. S. 94 - 98. .
Thus, a feature of the preschool period, which distinguishes it from other, subsequent stages of development, is that it provides precisely the general development that serves as the foundation for acquiring any special knowledge and skills in the future and mastering various types of activities. Personal growth as a process of expanding the prospects for the individual experience of a preschool child in various spheres of life in a preschool educational institution ensures the formation and differentiation of qualities, properties of the psyche of children, which determine the general nature of the child's behavior, his attitude towards himself and to everything around him; they are expressed in psychological personality neoplasms achieved by the end of a given age period.
1.2 Characteristics of the communication process
There are many definitions of communication in the psychological and pedagogical literature. Communication is the interaction of two (or more) people, aimed at harmonizing and combining their efforts in order to build relationships and achieve a common result. Communication is the interaction of people entering into it as subjects Petrovsky A.V. Introduction to psychology. M.: Academy, 1995. S. 44. .
From the point of view of psychology, communication is understood as the process of establishing the maintenance of a purposeful, direct or indirect contact between people, one way or another psychologically connected with each other. The implementation of this contact allows either to change the course of joint activities by coordinating "individual" activities according to certain parameters, or, conversely, the division of functions (socially oriented communication), or to carry out a targeted impact on the formation or change of an individual in the process of collective or "individual ", but socially mediated activity (personally oriented communication) Craig G. Psychology of development. St. Petersburg: Piter, 2000. S. 34. .
A simpler definition is given by M.I. Lisina: communication is the interaction of two or more people aimed at coordinating and combining efforts in order to build relationships and achieve a common result Lisina M.I. Problems of ontogenesis and communication. M .: Pedagogy, 2006. S. 27. . As with any object of scientific study, communication has a number of inherent properties. Among them:
Communication is a mutually directed action;
It implies the activity of each of its participants;
Its participants expect to receive a response / response from a communication partner;
Each of the participants in this process acts as an individual
The main functions of communication are:
1. Organization of joint activities of people (coordination and unification of efforts to achieve them).
2. Formation and development of interpersonal relationships.
3. People's knowledge of each other.
4. Communication is a necessary condition for the formation of a personality, its consciousness and self-awareness.
Consideration of the problems of communication is complicated by the difference in interpretations of the very concept of "communication".
So, A.S. Zolotnyakova accepted the general as a socially and personally oriented process in which not only personal relationships are realized, but also attitudes towards social norms. She saw the common as a process of transferring normative values. At the same time, she presented "general" as "a social process through which society influences the individual." If we combine these two provisions, we can see that what was common for her was a communicative-regulatory process. , in which not only the sum of social values is transmitted, but also their assimilation by the social system is regulated Zolotnyakova A.S. Problems of the psychology of communication. Rostov-on-Don: Rostov University Press, 1996. P. 18. .
A.A. Bodalev proposes to consider communication as "the interaction of people, the content of which is the exchange of information using various means of communication to establish relationships between people. Bodalev A.A. Personality and communication. M .: Education, 1994. S. 56. .
B.D. Parygin believes that "communication is a necessary condition for the existence and socialization of the individual" Tikhomaritskaya O.A. Social Psychology: A Reader. M .: Education, 2000. S. 13. .
V.S. Korobeinikov defines communication as "the interaction of subjects with certain social characteristics" Ibid. P. 12. .
From this, far from complete, list of statements by psychologists, sociologists and philosophers, it is clear how great the interest of scientists in the phenomenon of communication of preschoolers is.
Preschoolers are constantly in communication with each other, are included in the system of interpersonal relationships, everyday interaction mediated by their joint activities. At this age, communication with peers becomes the leading need, which is satisfied in the game.
It is in the older preschool age that the motives for communication are further developed, by virtue of which the child seeks to establish and expand contacts with people around him.
As you know, the term "motive" is interpreted by different psychologists very differently. In the concept of activity, which is taken as the basis for interpreting communication, the concept of motive is closely connected with the concept of need. A.N. Leontiev writes about it this way: “In the very need state of the subject, the object that is able to satisfy the need is not rigidly recorded. Before its first satisfaction, the need “does not know” its object, it still has to be discovered. Only as a result of such discovery does the need acquire its objectivity. , and the perceived (imagined, conceivable) object - its motivating and guiding function, i.e. becomes a motive "Leontiev A.N. Selected psychological works: In 2 vols. T. 2. M .: Labyrinth, 2003. S. 205. . Thus, the motive of activity coincides with its object. Consequently, for each participant in the interaction, the motive for communication is another person, his communication partner. In the case of communication with an adult, the motive for communication that prompts the child to turn to an adult by performing an initiative act of communication, or to respond to him by performing a reactive action, is the adult himself. When communicating with a peer, the other child is the motive for communication.
But both peers and adults are very complex and diverse. In addition, they are constantly changing under the influence of various events and circumstances. At different periods of childhood, a child is able to see in his partner only a part of his real qualities. Growing up, the child comprehends other people in their more and more essential and deep properties. At the same time, that in the partner also changes, which motivates the social acts of children at various stages of preschool childhood. Thus, different categories of communication motives arise and each of them develops.
It is very important to take into account the fact that all participants in the interaction are active in the process of communication. Consequently, if communication unfolds between a child and an adult, then not only the adult turns out to be the motive of the child's social behavior: the child also necessarily becomes the object - and hence the motive - of the activity of communication in an adult. These two motives belong to different people: one - to the child, and the other - to his partner, but they function in a single interaction of these people and therefore mutually determine each other.
The motives that encourage a child to enter into communication with adults are related to his three main needs: these are 1) the need for impressions, 2) the need for active activity, and 3) the need for recognition and support. Communication with an adult is only part of a wider interaction between a child and an adult, which is based on these needs of children.
The existence of an acute need for impressions in children is evidenced by the work of many researchers. The need for new experiences gives children the desire to make contact with adults. This is how the first group of motives for communication arises, which are called cognitive, or motives for communication between children and adults on cognitive topics. According to the proposed concept, this motive is the adult himself in one of his specific qualities: as a source of information and as an organizer of the child's new impressions.
The need for active activity is as obvious to children as the need for impressions. Anyone who has observed a child is amazed at his indefatigable activity. The restlessness of children, their transition during the day from one activity to another, speaks of the acuteness of the hunger they experience. McGraw M. Neuromuscular maturation in a child. from English. S. Vasilenko. M.: Williams, 2007. S. 15. . The lethargy of the child, his passivity are an unmistakable sign of his morbid condition. Perhaps the need of children for vigorous activity is a special case of the phenomenon that is referred to as "the need for an organ to function" Bernshtein N.A. On the construction of movements. M.: Delo, 1997. S. 112. . But for purposes of analysis, it is sufficient that such a need is inherent in children.
During the first 7 years, the activity shown by children reaches a high level of development both in form and content. But to achieve maximum effectiveness, children always need the participation and help of an adult. This leads to the fact that interaction with an adult appears in the activities of children, and among the different types of interaction, the type of interaction that we call communication steadily occupies a permanent place. Thus, the need of children for vigorous activity becomes a source of motives for turning to an adult and gives rise to a special group of motives for communication, which are called business, thereby emphasizing the main role of the business in which the child is engaged, and the service, subordinate role of communication, which the child enters with the goal of the speedy achievement of some practical result (subject or game). According to the developed ideas, the business motive for communication is an adult in his special capacity - as a partner in joint practical activities, an assistant and a model of correct actions.
The need of children for recognition and support is emphasized by many researchers. Upon closer examination, it turns out that the need for recognition and support for children is their desire for communication, because only as a result of this activity can they receive an assessment of their personality from others and realize the desire for community with other people.
This communication does not constitute a "service" part of the child's broader activity - cognitive or productive, but is isolated from other types of interaction and closes in on itself. A characteristic feature of the described kind of communication should be recognized as its focus on the personality of people - on the personality of the child himself, who is looking for support; on the personality of an adult who acts as a bearer of the rules of moral behavior, and other people whose knowledge ultimately serves the cause of self-knowledge of children and their knowledge of the social world. Therefore, the motives of the third group are called personal. In contrast to the cognitive and business motives of communication, which play a service role and mediate more distant, final motives, born from the needs for impressions and active activity, personal motives receive their final satisfaction in the activity of communication. As this last motive, an adult person appears before the child as a special person, as a member of society, a representative of a certain group of it.
The leading motives of communication are cognitive, business and personal motives that appear during the formation of communicative activity almost simultaneously. In the real life practice of the child, all three groups of motives coexist and are closely intertwined. But in different periods of childhood, their relative role changes: now one, then another of them occupy the position of leaders. Moreover, we are not talking about the individual characteristics of the relationship between different motives of Vlasov H.H. Studying the features of dominance in children of primary school age // Questions of Psychology. 1999. No. 1. S. 97 - 106., but about the features of the age, typical for the majority or for many children of the corresponding age. The promotion of a certain group of motives to the fore is associated with a change in the content of communication, and the latter reflects the features of the child's general life: the nature of his leading activity, the degree of independence.
Thus, at preschool age, three periods are observed in the development of communication motives: first, business communication motives take the leading place, then cognitive, and finally, as in infants, personal.
Summary of Chapter 1
Thus, a child of older preschool age is distinguished by even greater physical and mental capabilities than children of the middle group. Their relationships with peers and adults become more complex and meaningful. Children have the vocabulary necessary for free communication, all aspects of the child's personality are formed: intellectual, moral, emotional and strong-willed, effectively - practical; elements of labor activity are also formed - self-service skills, work in nature, etc. The leading activity is a role-playing game, a game with rules. In the game, they reflect not only actions and operations with objects, but also the relationship between people. The main changes in the activity, consciousness and personality of the child lies in the appearance of the arbitrariness of mental processes - the ability to purposefully control one's behavior and mental processes - perception, attention, memory, etc. There is a change in the self-image, its image - I.
Communication is understood as the interaction of two (or more) people, aimed at harmonizing and combining their efforts in order to establish relationships and achieve a common result. At preschool age, three periods are observed in the formation of communication motives: first, business communication motives take the leading place, then cognitive, and finally, as in infants, personal.
Chapter 2Features of communication of children of senior preschool age
2.1 Communication between children and adults
Domestic psychologist M.I. Lisina considered the communication of a child with an adult as a kind of activity, the subject of which is another person. Like any other activity, communication is aimed at satisfying a special need. The psychological essence of the need for communication is the desire to know oneself and other people Lisina M.I. Problems of ontogenesis and communication. M.: Pedagogy, 2006. S. 77. .
Extra-situational-personal communication of a child with adults is the highest form of communicative activity observed in preschool childhood.
Unlike the previous one, it serves the purposes of cognition of the social, and not the objective world, the world of people, not things. Therefore, extra-situational-personal communication exists independently and is a communicative activity, so to speak, in its "pure form".
This last feature brings extra-situational-personal communication closer to that primitive personal (but situational) communication that constitutes the first genetic form of this activity and is observed in infants during the first six months of life. It is this circumstance that made us call the first and fourth forms of communication personal.
Extra-situational-personal communication is formed on the basis of personal motives that encourage children to communicate, and against the background of a variety of activities: labor, cognitive. But now it has an independent meaning for the child and is not an aspect of his cooperation with adults.
Such communication is of great vital importance for preschool children, as it allows satisfying the need to know oneself, other people, relationships between people. The older partner of the child serves as a source of knowledge about social phenomena for him and at the same time becomes an object himself; knowledge as a member of society, as a special personality with all its properties and relationships. In this process, the adult acts as the highest competent court. Finally, adults serve as a model for the child, a model of what and how to do in different conditions.
In contrast to what took place in the framework of previous forms of communication, the child strives to achieve mutual understanding with an adult and empathy as the emotional equivalent of mutual understanding.
Over the years, the number of children who have mastered extra-situational-personal communication increases and reaches the largest number in the senior preschool group, and here it appears in its most perfect form. On this basis, extra-situational-personal communication is considered as characteristic of older preschool age.
The leading motives at the level of the fourth form of communication are personal motives. An adult as a special human personality is the main thing that encourages a child to seek contacts with him. The diversity and complexity of the relationships that preschoolers develop with different adults leads to the hierarchization of the child's social world and to a differentiated idea of the different properties of one individual person. Such an attitude towards an adult favors the memorization and assimilation of information received from the teacher, and, apparently, serves as an important condition for the psychological preparation of children for schooling. Among the various means of communication at the fourth level, as well as at the third, the main place is occupied by speech.
Thanks to the success of children in the framework of extra-situational-personal communication, they reach a state of readiness for schooling, an important part of which is the child's ability to perceive an adult as a teacher and take the position of a student in relation to him with all the ensuing consequences.
The transition from lower forms of communication to higher ones is carried out according to the principle of interaction between form and content: the content of mental activity achieved within the framework of the previous form of communication ceases to correspond to the old form, which ensured the progress of the psyche for some time, breaks it down and causes the emergence of a new, more perfect form of communication.
Of paramount importance in the emergence and development of communication are the influences of an adult, whose anticipatory initiative constantly "pulls" the child's activity to a new, higher level according to the principle of the "zone of proximal development". The practice of interaction with children organized by adults contributes to the enrichment and transformation of their social needs Semenyuk L.M. Reader on developmental psychology / Ed. DI. Feldstein. Moscow: Institute of Practical Psychology, 1996. P. 125 - 127. 304 p. .
Extra-situational-personal communication of a child with an adult is important for the development of the personality of a preschooler.
Firstly, in the process of such communication, he consciously learns the norms and rules of behavior, which contributes to the formation of moral consciousness.
Secondly, through personal communication, children learn to see themselves as if from the outside, which is an important condition for the development of self-awareness and self-control.
Thirdly, in personal communication, children begin to distinguish between different roles of adults - educator, doctor, seller, teacher, etc., and in accordance with this, build their relationship with them in different ways Smirnova E.O. Features of communication with preschoolers. M.: Academy, 2000. S. 38. .
To teach a child to communicate with an adult in a new way, special classes are needed. The nature of these activities should depend on the individual characteristics and capabilities of each child. Individual work with a child is a necessary condition for the development of communication. However, despite the endless variety of individual activities with children to develop their communication, one can single out a general principle for organizing such activities. This principle is the leading initiative of an adult.
An adult should give the child patterns of communication that he does not yet own. Therefore, in order to teach children this or that type of communication, you need to be able to communicate yourself. The main difficulty in conducting such classes is not just to demonstrate to the child more advanced and yet inaccessible forms of communication - cognitive and personal, but to lead the child along, include him in this communication.
This is possible only if the teacher knows and understands the existing interests and ideas of the preschooler and relies on the level of development he has achieved. Therefore, it is better to start classes from the level of communication that the child has already reached, i.e. from what interests him. It can be a joint game that the child especially likes and which he chooses himself (outdoor games, games with rules, etc.). 8 - 10 people can participate in such games. At the same time, the teacher must play the role of an organizer and participant in the game: monitor compliance with the rules, evaluate the actions of children and at the same time join the game himself. In such joint games, children learn to focus on a partner, not to be offended if they lose. They feel the joy of joint activities, feel included in a common activity. In addition, during play activities, closed and shy children begin to feel more light and free. After the teacher has played with them, they are usually no longer afraid to turn to him with a question, request or complaint.
The main task of such preliminary classes is the creation of a free positive attitude towards the educator, which is necessary for the formation of more complex types of communication Smirnova E.O. Features of communication with preschoolers. M.: Academy, 2000. S. 44 - 45. .
2.2 Communication of the child with peers
preschooler communication personality consciousness
A child communicates with peers in a completely different way than with adults. First, a striking characteristic of peer communication lies in its extreme emotional richness. Contacts of preschoolers are characterized by increased emotionality and looseness, which cannot be said about the interaction of a baby with an adult. If a child usually speaks relatively calmly with an adult, then conversations with peers are usually characterized by sharp intonations, screaming, and laughter. On average, in the communication of peers, 9-10 times more expressive-mimic manifestations are observed, expressing various emotional states - from violent indignation to violent joy, from tenderness and sympathy - to a fight. With an adult, the child, as a rule, tries to behave smoothly, without extreme expression of emotions and feelings.
Such a strong emotional richness of the contacts of preschoolers is due to the fact that, starting from the age of four, a peer, rather than an adult, becomes a more attractive partner for a child. Preschoolers themselves clearly understand that they are interested in children like them, and not just with mom and dad.
The second important feature of children's contacts is their non-standard and unregulated nature. If in communication with an adult, even the smallest children adhere to certain norms of behavior, then when interacting with their peers, preschoolers behave at ease. Their movements are characterized by a special looseness and naturalness: children jump, take bizarre poses, grimace, squeal, run after each other, mimic each other, invent new words and come up with fables, etc. Such free behavior of preschool children usually tires adults, and they strive to stop this "disgrace". However, for the children themselves, such freedom is very important. Oddly enough, such "grimacing" is of great importance for the development of the child.
Peer society helps the child to show their originality. If an adult instills norms of behavior in a child, then a peer encourages manifestations of individuality. It is no coincidence that those activities that require the manifestation of creativity - playing, fantasizing, dramatization - are so popular among peers. Naturally, growing up, children are more and more subject to generally accepted rules of behavior. However, the looseness of communication, the use of unpredictable and non-standard means remains a hallmark of children's communication until the end of preschool age.
The third distinctive feature of peer communication is the predominance of initiative actions over reciprocal ones. Communication involves interaction with a partner, attention to him, the ability to hear him and respond to his proposals. Young children do not have such abilities in relation to their peers. This is especially evident in the inability of preschoolers to conduct a dialogue, which breaks up due to the lack of reciprocal activity of the partner. For a child, his own action or statement is much more important, and in most cases the initiative of a peer is not supported by him. As a result, everyone speaks about his own, and no one hears his partner. Such inconsistency in the communicative actions of children often gives rise to conflicts, protests, and resentment.
These features are typical for children's contacts throughout the preschool age (from 3 to 6 - 7 years). However, the content of children's communication does not remain unchanged during all four years: communication and relationships of children go through a complex path of development, in which three main stages can be distinguished: younger preschool age, middle preschool age and senior preschool age.
At the senior preschool age, by the age of 5-7, the attitude towards peers again changes significantly in children. At this time, the child is capable of extra-situational communication, in no way connected with what is happening here and now. Children tell each other about where they have been and what they have seen, share their plans or preferences, evaluate the qualities and actions of other children. At this age, communication is already possible between them in the usual sense of the word for us, that is, not related to games and toys. Children can simply talk for a long time (which they did not know how to do at a younger preschool age), without performing any practical actions. The relationship between them also changes significantly. By the age of 6, the friendliness and emotional involvement of the child in the activities and experiences of peers increases significantly. Often older preschoolers carefully observe the actions of their peers and are emotionally included in them. Quite often, even contrary to the rules of the game, they seek to help the same age, tell him the right move. If four-five-year-old children, following an adult, willingly condemn the actions of their peers, then six-year-olds, on the contrary, defend a friend or can even support his "opposition" to an adult. At the same time, the competitive, competitive beginning in the communication of children is preserved. However, along with this, older preschoolers develop the ability to see in a partner not only his toys, mistakes or successes, but also his desires, preferences, moods.
Children of this age not only talk about themselves, but also ask their peers questions: they are interested in what he wants to do, what he likes, where he was, what he saw. These naive questions reflect the emergence of a disinterested, personal attitude towards another person. By the age of six, many children have a desire to help a peer, give or give him something. Malevolence, envy, competitiveness appear less frequently and not as sharply as at the age of five.
Sometimes children are already able to empathize with both the successes and failures of their peers. Such emotional involvement in the actions of peers indicates that peers become for the child not only a means of self-affirmation and comparison with themselves, not only preferred partners. Interest in a peer comes to the fore as a valuable person, important and interesting, regardless of her achievements and the objects that she possesses. Parents, of course, should support their children in such an attitude towards their peers, teach them by personal example to care for others and take children's attachments seriously.
Summary of chapter 2
At preschool age, communication with an adult acquires an extra-situational character. By the senior preschool age, an extra-situational-personal form of communication appears, which is distinguished by the need for mutual understanding and empathy and personal motives for communication. The main means for extra-situational forms of communication is speech.
At preschool age, communication with peers becomes an important part of a child's life. By about four years of age, a peer is a more preferred communication partner than an adult.
Communication with peers is distinguished by a number of specific features, including: the richness and variety of communicative actions; extreme emotional saturation; non-standard and unregulated communicative manifestations; the predominance of initiative actions over reciprocal ones, insensitivity to peer influences.
The development of communication with peers in preschool age goes through a number of stages. At the third stage (6 - 7 years), communication with a peer acquires features of extra-situation, communication becomes extra-situational-business; stable electoral preferences.
Throughout preschool age, the process of differentiation in the children's team is growing: some children become popular, others are rejected. The position of a child in a peer group is influenced by many factors, the main of which is the ability to empathize and help peers.
Conclusion
Preschool age is a period of intensive formation of the psyche based on the prerequisites that have developed in early childhood. Along all lines of mental development, neoplasms of varying severity arise, characterized by new properties and structural features. They occur due to many factors: speech and communication with adults and peers, various forms of cognition and inclusion in various activities (playing, productive, household). Along with neoplasms, in the development of psychophysiological functions on the basis of an individual organization, complex social forms of the psyche arise, such as personality and its structural elements (character, interests, etc.), subjects of communication, cognition and activity and their main components - abilities and inclinations. At the same time, further development and socialization of the individual organization takes place, most pronounced at the psychophysiological level, in cognitive functions and psychomotor. New mental functions are formed, more precisely, new levels, which, thanks to the assimilation of speech, acquire new properties that allow the child to adapt to social conditions and the requirements of life.
At preschool age, relationships with other people are born and develop most intensively. The first experience of such relationships becomes the foundation on which the further development of the personality is built. The subsequent path of his personal and social development, and hence his future fate, largely depends on how the relationship of the child develops in the first team in his life - the kindergarten group. Preschoolers are constantly in communication with each other, are included in the system of interpersonal relationships, everyday interaction mediated by their joint activities. At this age, communication with peers becomes the leading need, which is satisfied in the game.
Children began to communicate less not only with each other, but also with adults. But live human communication significantly enriches the lives of children, paints the sphere of their sensations with bright colors. A child who communicates little with adults and peers and is not accepted by them because of the inability to organize communication, to be interesting to others, feels hurt and rejected, which can lead to emotional distress: a decrease in self-esteem, an increase in shyness in contacts, isolation, the formation of anxiety, or vice versa, to excessive aggressive behavior.
The inability of a preschooler to communicate can bring a lot of all sorts of problems. It is no secret that one of the main criteria by which a child is admitted to school is communicative readiness, that is, the ability to communicate and communicate with others. Therefore, the development of the communicative sphere in preschool childhood should be given more attention.
List of used literature
1. Bernstein H.A. On the construction of movements. M.: Delo, 1997. 254 p.
2. Bodalev A.A. Personality and communication. Moscow: Education, 1994. 94 p.
3. Vlasova H.H. Studying the features of dominance in children of primary school age // Questions of Psychology. 1999. No. 1. S. 97 - 106.
4. Galiguzova L.N. Stages of communication from one to six: advice from a psychologist M .: Nauka, 2002. S. 42 - 47.
5. Zolotnyakova A.S. Problems of the psychology of communication. Rostov-on-Don: Rostov University Press, 1996. P. 18.
6. Kozlova S.A. Preschool pedagogy. M.: Academy, 2007. 324 p.
7. Craig G. Psychology of development. St. Petersburg: Piter, 2000. 392 p.
8. Leontiev A.N. Selected psychological works: In 2 vols. T. 2. M .: Labyrinth, 2003. S. 205.
9. Lisina M.I. Problems of ontogenesis and communication. M.: Pedagogy, 2006. 250 p.
10. Lisina M.I. Communication, personality and psyche of the child / Ed. A.G. Ruzskaya. M.: "Institute of Practical Psychology", 1997. 384 p.
11. McGraw M. Neuromuscular maturation in a child / Per. from English. S. Vasilenko. Moscow: Williams, 2007. 212 p.
12. Petrovsky A.V. Introduction to psychology. M.: Academy, 1995. 209 p.
13. Semenyuk L.M. Reader on developmental psychology / Ed. DI. Feldstein. Moscow: Institute of Practical Psychology, 1996. 304 p.
14. Smirnova E.O. Features of communication with preschoolers. M.: Academy, 2000. 160 p.
15. Smirnova E. Communication of the child with peers // Mom and baby. 2004. No. 9. S. 21 - 24.
16. Smirnova E.O. Child psychology. M.: Vlados, 2008. 366 p.
17. Tikhomaritskaya O.A. Social Psychology: A Reader. Moscow: Education, 2000. 139 p.
18. Uruntaeva G.A. Preschool psychology. M.: Academy, 2006. 368 p.
19. Uruntaeva G.A. Psychology of preschool age. M.: Academy, 2012. 272 p.
20. Chumicheva N.I. The concept of preschool education // Obruch. 2003. No. 3. S. 23.
Glossary
|
Definition |
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Extra-situational-personal communication (lat. situatio - position) |
This is the highest form of communication between a child and an adult in the concept of M.I. Lisina, which occurs at the senior preschool age and is typical for children 6-7 years old. |
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This is a period of active social "deployment" of a growing person, his personal "maturing", which takes place with the direct participation of an adult interacting with him. |
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preschool childhood |
This is the period from the moment one becomes aware of oneself as a member of human society (from 2-3 years old) until the moment of systematic learning (6-7 years old). |
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It is a function that satisfies the need for union and separation. Contact gives each person a chance to get to know the world around him. |
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This is a defined need. |
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Communication motive |
This is for an adult child. |
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This is the interaction of two (or more) people, aimed at coordinating and combining their efforts in order to build relationships and achieve a common result. |
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Communication (M. Lisina) |
This is the interaction of two or more people, aimed at coordinating and combining efforts in order to establish relationships and achieve a common result. |
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Communication between a child and an adult |
This is a kind of activity, the subject of which is another person. |
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Need |
This is an internal state of psychological or functional feeling of insufficiency of something, which manifests itself depending on situational factors. |
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The child grows and matures very quickly. In the first months, the baby is mainly in contact with parents and close relatives. Every year the circle of contacts expands. The world of a preschooler can no longer be limited to the family. The kid begins to communicate with peers: he tries to make friends with someone, but conflicts with others. Psychologists say that in every kindergarten group there is an interesting life that sometimes resembles the script of a dramatic film. Child relationships are not easy. Boys and girls make peace and quarrel, make friends and come up with nicknames for each other, help overcome difficulties and "dirty", take offense and confess their love, are jealous.
The relationships of children are diverse and unpredictable, and kids experience any emotions very sharply, and sometimes painfully. Emotional tension in children's relationships, as well as conflict, is higher than in adults. Unfortunately, most often, relatives and educators do not even realize how many-sided and deep the feelings that the kids are experiencing, and for this reason they do not pay attention to quarrels, children's tears and insults. Or they don't matter much.
But these relationships leave an imprint on the whole future life of the child. The experience of children's communication is the foundation for the development of the personality of the crumbs. It determines the attitude towards other people and oneself. It's a shame if the first experience of knowing the world is negative. Parents should understand that negativity towards people is developed and consolidated in childhood, and subsequently can have sad results.
Communication of preschoolers with adults and peers
The child communicates with peers differently than with adults. Children are not afraid to show their emotions when playing and interacting with other children: they laugh loudly, scream, squeal. With older people, the crumbs behave more restrained, they try to speak calmly and quietly, they are often shy.
According to psychologists, from about the age of four or five, it becomes more preferable for a child to communicate with peers, which is non-standard. Children can behave freely, freely, naturally. They show “faces” to each other, make faces, call names, tease, jump, scream, squeal, play catch-up and hide and seek, they can tell invented stories on the go, etc.
Most adults do not accept such behavior, they quickly get tired and try to stop such "outrages" as soon as possible. But it should be borne in mind that children need freedom, kids should periodically splash out their emotions and feelings. It is in a society of the same age that a child has the opportunity to show all his abilities, to be original and unpredictable. Children need to be allowed at least occasionally to feel complete freedom. Adults can instill generally accepted norms of behavior in kids, and peers reveal his personality.
Over time, boys and girls obey the rules, behave more restrained. A feature of the communication of preschool children is the prevalence of initiative actions, looseness, the use of non-standard means of interaction. Parents at this age should teach the child to respect the opinions of others, to establish contacts with other children, to “hear” the suggestions of a partner of friends.
Increasingly, parents have to deal with outbursts of envy, resentment, manifestations of jealousy. One of the means that will help normal communication with the child is the game. At this age, adults need to teach kids tolerance and respect for the opinions of other children, involve them in joint games, and also independently invent an exciting pastime for themselves.
That is, communication is no longer limited to games and toys. Children talk and exchange thoughts without any practical action. The feeling of rivalry and competition remains, but it is at this time that the ability to notice not only the victories and failures of partners is born, but also to understand their mood, desires, interests.
The child is interested in knowing the opinion of a friend, he asks where he was, what he saw, with whom he talked. And most importantly, the feeling of gloating and envy appear less and less. Children have a genuine interest in peers, often independent of the achievements and toys that they own. The children show a sense of empathy and rejoice at the success of their friends.
Communication affects all the achievements of preschool age: the development of the cognitive sphere and the formation of the foundations of a child's worldview; on the occurrence of arbitrary behavior, the ability to act in accordance with the rules; for the formation of a personal
During preschool age, the form of communication with peers changes. A. G. Ruzskaya identifies several forms of communication with peers.
Children aged 2–4 years are characterized by emotionally practical communication. The content of communication with peers appears in the form of a desire for complicity in joint practical exercises (actions with toys, manipulations, dressing, crawling, running away).
This form of communication contributes to the deployment of children's initiative, since communication with peers implies equality; favors a sharp expansion of the range of emotions - both positive and negative; communication contributes to the formation of self-awareness through the opportunity to see their capabilities. The main means of communication are locomotion or expressive expressive movements. Contacts are extremely situational.
The situationally businesslike form of communication with peers is typical for children aged 4–6. A peer in his attractiveness at this age begins to overtake an adult and becomes a preferred communication partner. This is due to a change in the leading activity, says A. G. Ruzskaya. A role-playing game is being formed, where the child models human relationships. This requires the cooperation of several partners. The content of communication is business cooperation. In situational business communication, preschoolers are engaged in a common business that requires coordination in achieving the goal, fulfilling the role. There are two types of relationships in the game: real and role-playing. Children clearly distinguish between these two types of relationships. The difference between such cooperation and adult cooperation is that for preschoolers, it is not the result that is important, but the process. Interactions are situational.
The main content of their communicative need is the desire to gain recognition and respect from their peers. The desire to attract a peer and sensitivity to his attitude towards himself acquire maximum brightness at this time. These relationships act in the form of an "invisible mirror". In a peer at this time, the preschooler sees himself (his attitude towards himself) and sees only the positive; later he begins to see his peer, but only his shortcomings. The child constantly compares himself with his peer, is closely interested in everything that his peer does. Among the means of communication at this stage, speech begins to predominate - children talk a lot with each other, but their speech remains situational.
Out-of-situation - a business form of communication develops by 6-7 years. This turning point is externally manifested in the appearance of selective attachments, friendship and the emergence of more stable and deeper relationships between children. Appeals to a peer at this age are increasingly becoming extra-situational. Children tell each other about the events of their lives, discuss plans for joint activities, their own and other people's actions. In games, the rules of the game come first. Conflicts often arise from non-compliance with the rules. More and more contacts are made at the level of real relationships and less and less - at the level of role-playing ones. The image of a peer becomes more stable, independent of the situation, the circumstances of the interaction.
A huge role, according to M. I. Lisina, is played by the influence of an adult. When children communicate with each other, he helps to see a person equal to themselves in the same age, to respect him. Communication, like any other activity, ends with a certain result. The result of communication can be considered as its product. Among them, an important place is occupied by relationships and the image of oneself.
In this way:
Communication in preschool age determines the arbitrariness of behavior, self-awareness.
The conditions for the successful development of communication are the development of a role-playing game, features of the cognitive sphere (overcoming egocentrism) and the formation of arbitrary behavior, the ability to mediate one's behavior by certain norms and rules.
At preschool age, two extra-situational forms of communication with an adult are formed: extra-situational cognitive and extra-situational personal.
From about 4 years old, a peer becomes a more preferred communication partner than an adult. At preschool age, popular and unpopular children can be distinguished in the peer group, which differ in different sociometric status. Throughout the preschool age, A. G. Ruzskaya distinguishes situationally business and non-situation business forms of communication with peers.