Methods for the formation of interpersonal relationships in a team of older preschool children. Interpersonal relationships in the children's team

01.07.2019

Interpersonal relationships in the children's group

thesis

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

As we have already noted earlier, many authors consider the categories of communication and relationships, without making significant distinctions between these concepts. Therefore, referring to the experience of such teachers as T.A. Repin, J.L. Kolominskiy, M.I. Lisin, we also investigated the problem of the dynamics of the development of children's communication, since the above authors, speaking about the communication of children, imply the category of relationships.

T.A. Repina notes that the interpersonal relationships of children are invariably manifested in communication, in activity and in social perception.

In a kindergarten group, there are relatively long-term attachments between children. The existence of a relatively stable position of the preschooler in the group is traced. A certain degree of situationality is manifested in the relations of preschoolers. The selectivity of preschoolers is due to the interests of joint activities, as well as the positive qualities of their peers. Also significant are those children with whom the subjects interacted more, and these children are often peers of the same gender.

However, the dynamics of the development of interpersonal relations is most fully presented in the book by S.G. Jacobson "Preschooler: Psychology and Pedagogy of Age".

In the process of analyzing the literature, we identified such indicators of the development of interpersonal relations as the prosociality of actions and emotional involvement with a peer. Therefore, tracing the dynamics of the development of interpersonal relations in preschool children, we will not disregard the above indicators. In addition, they need to understand how popular - "stars" and unpopular - "outcast" children stand out in the group of preschoolers, as well as what conditions affect stability in the relationships of preschoolers.

So, as S.G. Jacobson, a special place in work with children of the third year of life should take control over their relationship. Unlike an adult, a peer at this age is not of fundamental importance for the development of a child. Three-year-olds are generally quite indifferent to the actions of their peers, they do not care about their successes or failures. At the same time, they easily become infected with the joyful emotions of a peer, they can give up a toy or a queue in a game if an adult asks about it. All this may indicate that the peer does not yet play a significant role in the inner life of the child.

Here we can say that this period of a child's life is the most favorable for instilling in children the need and habit for a peaceful and benevolent coexistence. It was during this period that a stereotype of behavior in the group was formed. It is at this age that it is important to establish traditions of mutual respect, tolerance and goodwill, which will greatly facilitate life in the years to come.

Research conducted by E.O. Smirnova and V.G. Utrobina, described in the article "Development of relations with a peer in preschool age", proves that for children of the younger age group, the most characteristic is "a significant number of prosocial actions with a general indifferent attitude towards another child." As we indicated earlier, three-year-old children are indifferent to the actions of their peers and their assessment by adults. At the same time, they quite easily solve problem situations "in favor" of others: they give up the queue in the game, share postcards and sticks. True, their gifts are more often addressed to adults than to their peers. All this may indicate that the peer is not yet part of his self-consciousness. The child does not seem to notice the actions and states of his peer, but his presence increases the overall emotionality and activity of the baby. This is evidenced by the desire of children for emotional and practical interaction, imitation of the movements of a peer. The child, "looking at a peer," as it were, objectifies himself and selects specific properties in himself. But this community has a purely external, procedural and situational character. At this age, one does not yet have to talk about any associations of children, as well as about the selection of the most popular or unpopular children.

A decisive change in attitudes towards a peer occurs in the middle of preschool age at 4-5 years of age. One of the reasons for these changes is the enrichment and change of children's play. She begins to stimulate episodic play contacts, borrowing play goals and methods from a peer. And at the same time leads to conflicts over toys. But these conflicts are now engendered by completely different reasons. The child tries to grab or take away a toy not because he has a fleeting desire to take possession of it, but because he really needs it in the course and meaning of his own game. Some children who have not developed productive goal-setting are also becoming a new source of conflict. Not being able to occupy themselves, they tend to pester their peers and interfere with them. There is a danger of the emergence of a new undesirable style of relationship.

S.G. Jacobson also points out that at this age, conflicts are possible due to "divergence of views" (one girl thinks that a bear watching the dressing of children in the locker room can catch a cold and puts it in the closet, another girl wants him to sit in its place).

For about five years, a benevolent and calmly indifferent attitude towards a peer is replaced by intense attention to him. There is a need for cooperation and joint action. During this period, emotional involvement in the actions of another child sharply increases. In the process of play or joint activity, children intently and jealously observe the actions of their peers and evaluate them. Empathy with peers also increases dramatically. However, this empathy is often inadequate - the success of a peer can upset and offend the child, and his failures can make him happy. All these changes are associated with the transition to joint play and occasional non-play communication with peers in the form of exchange of opinions, information, and demonstration of their knowledge.

And this circumstance introduces fundamental changes in the nature of children's relationships. On the one hand, such changes are associated with significant individual differences in children's play abilities. Some know how to play more interestingly than others, while others hardly know how. Many people are drawn to well-playing kids. They have the opportunity to choose partners and reject unwanted ones. Children who play poorly have to make sure to play with them and be content with any partner who accepts them in the game. But this is not always possible and not for everyone. Therefore, in the "children's society" itself, regardless of the adult, a stratification begins into those who find themselves in a privileged position and receive a number of advantages, and those who, on the contrary, find themselves in a rather unfavorable situation - the most popular children and those with whom preschoolers do not want to communicate stand out.

Gradually, the place of episodic clashes over toys, individual manifestations of aggression and ill will begin to take stable relations, which quite often become relations of leadership - subordination. Submission to a peer, to which children go for the sake of playing together, is a new and not always pleasant social experience for them.

Thus, as we have already noted earlier, a decisive change in attitudes towards a peer occurs in the middle of preschool age. According to E.O. Smirnova “In the middle age group, the picture of children's behavior in problem situations changes significantly: firstly, the number of prosocial solutions to problem situations decreases by more than 2 times, and secondly, in the middle group, emotional involvement in the actions of another child sharply increases. In this group, much more often than in others, there is a paradoxical emotional reaction to the encouragement and censure of an adult, which consists in grieving children when encouraging a peer and in obvious joy when censuring him. " Smirnova E.O., Utrobina V.G. Development of attitudes towards a peer in preschool age // www.elib.org.ua.

All this allows us to speak about a profound qualitative restructuring of the child's attitude to his peer, the essence of which is that the preschooler begins to relate to himself through another child.

In this respect, the other child becomes an isolated, opposed being and an object of constant comparison with himself. This comparison is not aimed at revealing commonality (as in three-year-olds), but at opposing oneself to another, which reflects, first of all, changes in the child's self-awareness. “His Self is objectified, individual skills, skills and qualities are already highlighted in him, but they can be realized not by themselves, but in comparison with someone else's, the bearer of which can be an equal, but another person, that is, peer. " There, it is only through comparison with a peer that one can evaluate and establish oneself as the owner of certain merits, which are important not in themselves, but "in the eyes of another." This other, again, for a 4 - 5-year-old child becomes a peer.

Also E.O. Smirnov and V.G. Utrobina, draw our attention to the fact that moral qualities, which are realized mainly in the prosocial behavior of children, acquire special significance at this age. The main bearer of these qualities and their connoisseur is an adult for a child. At the same time, the implementation of prosocial behavior at this age faces significant difficulties and causes internal conflict. It can be assumed that this conflict is not a conflict between a known moral norm and the child's selfish desire (as is usually explained), but a conflict between the "correct behavior" embodied in an adult and one's own superiority in the eyes of a peer. In other words, it is a "conflict between an" inner adult "and an" inner peer. " Smirnova E.O., Utrobina V.G. Development of attitudes towards a peer in preschool age // www.elib.org.ua.

An important feature of the new relationship is, according to S.G. Jacobson, their stability and insensitivity to pedagogical influences.

In the sixth year of life, a peer acquires a truly serious significance in the life of every child. Progress in mental development by the age of six creates favorable conditions for the emergence of a new type of relationship with peers.

Firstly, this is the development of speech, which in most children, as a rule, reaches such a level that it no longer interferes with mutual understanding.

Thirdly, the development of arbitrariness, as well as intellectual and personal development, allows you to independently, without the help of an adult, establish and carry out a joint game.

Fourthly, the child's interest in himself and his qualities, which receives an additional stimulus due to the development of ideas about himself, extends to his peers.

All this, taken together, leads to two significant changes in the child's life:

1. a change in the role of peer relationships in the emotional life of a child and the complication of these relationships;

2. the emergence of interest in the personality and personal qualities of other children.

In some groups, there is a division of children into more visible and popular, who enjoy the sympathy and respect of their peers, and subtle children who, against this background, are not of interest to the rest.

Sympathies and antipathies arise, the manifestations of which are deeply felt by children. So, long-term and strong grief of the child begins to deliver unwillingness to play and communicate with him an attractive peer for him. As for the complication of the relationship itself, such complex forms as deception and petty blackmail appear among them.

By the age of 6-7, friendliness towards a peer and the ability to help each other significantly increase. Preschoolers not only talk about themselves, but also ask their peers with questions: what he wants to do, what he likes, where he was, what he saw. By the end of preschool age, stable selective attachments arise between children, the first shoots of friendship appear. Preschoolers “gather” in small groups and show a clear preference for their friends. At this age, emotional involvement in the activities and experiences of the peer increases significantly, there is a direct and disinterested desire to help the peer, to give him something or to give in; schadenfreude, envy, and competitiveness manifest themselves much less frequently and not as sharply as in the previous stage. A peer becomes not only a preferred partner, but also a self-worth person, important and interesting, regardless of their achievements. There is a desire not only to respond to the experiences of a peer, but also to understand them. By the age of seven, the manifestations of childish shyness, demonstrativeness are significantly reduced, the severity and tension of preschoolers' conflicts decreases.

The new sides that determine the attitude of children to each other and are extremely engaging for them are their personal qualities and the nature of the relationship. And the range of personality traits recorded by a child in a peer is quite large ("an honest girl", "she is a liar", "she is a sneak").

So, in older preschool age, the number of prosocial actions increases, emotional involvement in the activities and experiences of a peer, associations become more stable, and the most preferred and unpopular children stand out within the group.

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

So, after tracing the dynamics of the formation of interpersonal relationships in preschool children, highlighting their indicators, such as the prosociality of actions and emotional involvement with a peer, determining the features of the emergence of stability in children's relationships and highlighting popular and unpopular children in the group, we can say that already by In the older group of kindergarten, the child is not only more active with peers in an effort to share experiences with them, but the level of functioning of this need is also higher. The prosociality of the actions of older preschoolers is no longer aimed at a positive assessment of an adult and not at observing moral standards, but directly at another child. Gradually, a peer becomes for a preschooler not only an object of comparison with himself, but also a self-valuable person, and consequently, emotional involvement in his actions increases. Peer equality allows the child to directly "impose" his attitude towards the world he perceives to the attitude of his partner. Thus, the need for a peer is transformed from a younger preschool age to an older one: from the need for benevolent attention and play cooperation at a younger preschool age through middle preschool age with its dominant need for benevolent peer attention - to an older preschool age with its needs not only for benevolent attention, but also in an effort to share experiences with peers.

However, such dynamics of the development of interpersonal relations in preschool children is far from always being realized. There are also problematic forms of interpersonal relationships. Among the most typical options for preschool children, the following are manifested: aggressiveness, touchiness, shyness, demonstrativeness. Identifying the presence of such problems in a child can help to understand the named characteristics in the child's relationship with other children.

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

"The human self is formed only in the process of communication with others and the nature of social relations largely depends on the personal qualities that are formed in a child" Mukhina VS Age psychology: Phenomenology of development, childhood, adolescence: A textbook for university students. - 3 - ed., Stereotype. - M .: Academy, 1998 .-- S. 114..

The development of the child's personality occurs under the influence of various social institutions: the family, preschool institutions, the media (print, radio, television), as well as live, direct communication between the child and the people around him.

Considering the child in the ensemble of interpersonal relations, we direct our gaze to solving issues related to the development of the child in the family and in the conditions of a preschool educational institution, where the source of his development is an adult whom the child is trying to imitate, trying to be like him.

The ensemble of interpersonal relationships, into which the child is woven, is formed in the process of joint activities and communication of the child in the family, where he occupies a certain position; and in a peer group, in a team led by a teacher. The main meaning of joint activity and communication of a child with adults and peers is the child's cognition of the surrounding reality and mastery of the "children's subculture", in the appropriation of the social essence of a person. M. Snyder considers the ensemble of interpersonal relations as "a system of social ties that arise between a child and his environment and determine his personal development."

So, the child's personal development and the formation of his relationships with other people are greatly influenced by the family and the traditions that have developed in it, on the one hand, and the educational space created by the teacher - a spiritual mentor and conductor of socio-cultural experience, on the other.

Based on the concept of the remarkable teacher and psychologist P.P. Blonsky, who pointed out that "the teacher must create his own upbringing technique in relation to the individual conditions of the given environment and to his own and the pupil's personality" pedagogical intuition ", the author of the article" Communicative Development: Problems and Prospects "A. Arushanova developed a strategy of pedagogical interaction" not as a means of the teacher's activity "(teacher), but" as a means of realizing the personality "of the teacher and the child.

At the first stage of the strategy, the teacher and the child choose positions for establishing psychological contact and, developing joint actions (feelings of acceptance and sympathy, trust in each other, emotional empathy, mutual understanding and coordination of interaction), "translate" psychological contact into emotional and personal.

The second stage of the strategy is based on emotional and personal contact between the interacting parties and is aimed at meeting the child's need for psychological support, which manifests itself in the forms of appeals, requests and complaints in order to obtain specific emotional, practically effective and cognitive-ethical contact in communication with adults ( L.N. Abramova, A.I. Volkova, I.B.Kotova, M.I. Lisina, A.G. Ruzskaya, E.N. Shiyanov, etc.). Psychological support for the development of the child's personality is understanding, acceptance, recognition of the child's problems and assistance in solving them. The main goal of psychological support for a child's personality is to develop emotional and personal relationships between an adult and a child in everyday acts of pedagogical communication (A.I. Volkova, 1998).

To create and develop emotional and personal relationships, the teacher implements strategies of psychological support: advance payment strategies, anticipatory assessment strategies, psychological defense strategies, and transaction organization strategies.

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Introduction

Chapter I. Theoretical analysis of psychological and pedagogical literature on the problem of the formation of interpersonal relations in the children's team of older preschoolers

1.1 Interpersonal relationships and factors influencing them

1.2 Characteristics of the age characteristics of older preschoolers

1.3 The specifics of building relationships between preschoolers and peers

1.4 Conclusions on Chapter I

Chapter II. Organization of psychological and pedagogical work on the education of interpersonal relations in a team of older preschool children

2.1 Description of research methods for interpersonal relationships in a children's team

2.2 Carrying out experimental work on the formation of interpersonal relationships

2.3 Analysis of the work performed

2.4 Conclusions on Chapter II

Conclusion

Bibliography

Attachment 1

Appendix 2

INTRODUCTION

Interpersonal relationships make up the bulk of human life. According to S.L. Rubinstein, the human heart is woven from his relationships with other people; the main content of the psychic inner life of a person is connected with them. It is these relationships that give rise to the most powerful experiences and actions. Relationships to the other are the center of the spiritual and moral formation of the individual and determine the moral value of a person.

The theme of the origin and formation of interpersonal relations in the team of older preschool children relevant, since many negative and destructive phenomena among young people observed in recent years (cruelty, increased aggressiveness, alienation, etc.), have their origins in early and preschool childhood. This prompts us to look at the development of children's relationships with each other at the early stages of ontogenesis in order to understand their age patterns and the psychological nature of the deformations that occur along this path.

Purpose of the study: to reveal to substantiate effective methods for the formation of interpersonal relations in a team of older preschool children.

An object: interpersonal relationships in a team as the basis for interaction of older preschool children.

Thing: the process of formation and formation of interpersonal relationships in the children's team.

In accordance with the set goal, the following are put forward tasks:

1. Study, systematize, generalize psychological and pedagogical literature on this issue;

2. Identify and analyze the state of the problem in practice;

3. To develop and implement in the work a cycle of classes on the education of interpersonal relations in the children's team.

Research hypothesis: If we consistently and systematically carry out work on the formation and education of interpersonal relationships in the team of older preschoolers, then the process of establishing stable friendly relations will proceed more efficiently.

Experimental base: the research was carried out on the basis of kindergarten № 45, in groups № 11, № 12. I studied 22 children aged 5-7 years.

Research methods:

1. Theoretical. Study of pedagogical, psychological, methodological literature.

2. Experimental, including primary diagnostics, psychocorrectional classes and control (secondary) diagnostics.

CHAPTER I. THEORETICAL ANALYSIS OF PSYCHOLOGICAL AND PEDAGOGICAL LITERATURE ON THE PROBLEM OF FORMATION OF INTERPERSONAL RELATIONS IN THE CHILDREN'S COLLECTIVE OF SENIOR PRESCHOOLERS

1.1 Interpersonal relationships and factorsinfluencing them

Interpersonal relationships is a system of relationships that develop between people. Unlike animals, people do not just interact with each other, influencing each other, they also in a certain way, subjectively relate to each other. Human relationships can exist even when there is no direct communication or interaction between people. Interpersonal relationships are a special kind of internal attitude, from the position of which people approach communication with each other.

Interpersonal relationships can be influenced by: a) how the satisfaction of the interests and needs of some people is determined by other people. If such dependence exists and if people help each other in satisfying their interests and needs, then a good relationship develops between them. If they interfere with each other, then between them, most likely, unfavorable interpersonal relations will develop; b) individual psychological characteristics of people, their psychological compatibility. Between psychologically compatible people, good relationships usually develop, and between psychologically incompatible people - unfavorable interpersonal relationships. Another factor that can affect the interpersonal relationships of people is their knowledge of each other. If this knowledge is positive and represents a person in a favorable light, then the attitude towards him will be favorable. If this knowledge is negative and presents a person in an unfavorable light, then the attitude towards him, most likely, will be negative. The attitude of a person to a person can also depend on what kind of relationship the person has with significant people. If this person is sympathetic to those whom we love, then we will treat him with a similar feeling. If this person has a negative attitude towards those to whom we ourselves have a positive attitude, then this, most likely, will cause our negative attitude towards this person. If he treats with sympathy for those whom we ourselves do not love, then, most likely, this will generate a negative attitude towards him on our part.

The influence of interpersonal relations on a person's life depends on many factors: on the nature of the relationship itself, on the personal characteristics of people, on the situation in which their relations arise and develop, on a number of other factors. With good interpersonal relationships, people have the opportunity to provide each other with help, support and, thanks to this, sufficiently fully to satisfy their needs and interests. With bad interpersonal relationships, they are deprived of this opportunity; moreover, bad interpersonal relations in this case become an obstacle to the realization of the needs and interests of people. This is due to the fact that in modern society, no person without the participation and support of other people will be able to fully satisfy their needs and achieve their life goals. Thanks to good interpersonal relationships with others, a person can develop psychologically. Social, material and moral well-being, the state of mental and physical health of a person depends on the relationship of a person with people. In a good relationship, a person is usually in a good mood, and this has a positive effect on his well-being. In a bad relationship, a person is in a bad mood, and this negatively affects both his well-being and health. It is known that many diseases are more easily tolerated by a person if the people around him treat him well. And vice versa, if the people around them treat a person badly, then he may suffer from this not only morally, but also physically, with difficulty even tolerating relatively minor illnesses.

In preschool age, the interpersonal relationships of children go through a rather difficult path of age development, in which three main stages can be distinguished.

I. For younger preschoolers, the most characteristic is an indifferent and benevolent attitude towards another child. Children are indifferent to the actions of a peer and to his assessment by an adult. The kid does not notice the actions and states of the peer. At the same time, his presence increases the general emotionality and activity of the child. This is evidenced by the desire of children for emotional and practical interaction, imitation of the movements of a peer. The child, “looking at a peer,” as it were, objectifies himself and selects specific properties in himself. But this community has a purely external, procedural and situational character.

II. A decisive change in attitudes towards peers occurs in the middle of preschool age. At 4-5 years of age, the picture of children's interaction changes significantly: emotional involvement in the actions of another child sharply increases. During the game, children intently and jealously observe the actions of their peers and evaluate them. The successes of peers can cause grief for children, and their failures cause undisguised joy. The number of children's conflicts is increasing, such phenomena as envy, jealousy, resentment against peers arise. All this allows us to speak about a profound qualitative restructuring of the child's attitude to his peer, the essence of which is that the preschooler begins to relate to himself through another child. In this respect, the other child becomes the subject of constant comparison with himself.

III. By the age of 6, the number of prosocial actions increases significantly, as well as emotional involvement in the activities and experiences of a peer. Many children are able to empathize with both the successes and failures of their peers. Non-judgmental emotional involvement in his actions may indicate that a peer becomes for a child not only a means of self-affirmation and an object of comparison with himself, not only a preferred partner in communication and joint activities, but also a self-valuable person, important and interesting, regardless of his achievements and their items. This gives grounds to say that by the end of preschool age, a personal principle arises in the attitude of children to themselves and to others. [23, 46c.]

1.2 Characteristicage characteristicsolder preschoolers

The development of preschool age is due to the contradictions that stand out among them in connection with the emergence of many needs: in communication, play, movements, in external impressions.

At this age, in the intellectual plane, internal mental actions and operations are distinguished and formed in children. They relate to the solution of not only cognitive, but also personal tasks. At this time, the child develops an internal, personal life, first in the cognitive area, and then in the emotional and motivational sphere. Development in both directions goes through its stages, from imagery to symbolism. Figurativeness is understood as the child's ability to create images, change them, arbitrarily operate with them, and symbolism is the ability to use sign systems (symbolistic function), to perform sign operations and actions: mathematical, linguistic, logical and others.

At the preschool age, the creative process begins, which is expressed in the ability to transform the surrounding reality, to create something new. Children's creativity is manifested in constructive games, technical and artistic creativity. During this period of time, the existing inclinations to special abilities receive primary development.

In cognitive processes, a synthesis of external and internal actions arises, which are combined into a single intellectual activity. In perception, this synthesis is represented by perceptive actions, in attention - the ability to manage and control the internal and external plans of action, in memory - the combination of external and internal structuring of the material during its memorization and reproduction.

This tendency clearly appears in thinking, where it is presented as a unification into a single process of visual-effective, visual-figurative and verbal-logical ways of solving practical problems. On this basis, a full-fledged human intelligence is formed and further develops, characterized by the ability to equally successfully solve the problems presented in all three plans.

In preschool age, imagination, thinking and speech are combined. Such a synthesis gives rise to the child's ability to evoke and arbitrarily manipulate images (within limited, of course, limits) with the help of speech self-instructions. This means that the child develops and begins to successfully function internal speech as a means of thinking. The synthesis of cognitive processes underlies the full assimilation of a child's native language and can be used as a strategic goal and a system of special methodological techniques in teaching foreign languages.

At the same time, the process of formation of speech as a means of communication is completed, which prepares a fertile ground for the activation of education and, consequently, for the development of the child as a person. In the process of education, conducted on a speech basis, there is an assimilation of elementary moral norms, forms, and rules of cultural behavior. Once learned and become characteristic features of the child's personality, these norms and rules begin to govern his behavior, turning actions into arbitrary and morally regulated actions.

A variety of relationships arise between the child and the people around them, which are based on various motives, both business and personal. By the end of preschool age, many useful human qualities, including business ones, are formed and consolidated in the child. All this taken together forms the individuality of the child and makes him a person different from other children, not only intellectually, but also motivationally and morally. The pinnacle of a child's personal development in preschool childhood is personal self-awareness, including awareness of their own personal qualities, abilities, reasons for success and failure.

None of the children's ages requires such a variety of forms of interpersonal cooperation as preschool, since it is associated with the need to develop the most diverse aspects of the child's personality. This is cooperation with peers, with adults, games, communication and joint work. Throughout preschool childhood, the following main activities of children are consistently improved: game manipulation with objects, individual object game of a design type, collective plot role-playing game, individual and group creativity, games-competitions, games-communication, domestic work. A year or two before entering school, educational activity is added to the named types of activity, and a child of 5-6 years old practically turns out to be involved in at least seven to eight different types of activity, each of which specifically intellectually and morally develops him. [15, 101c. ]

1.3 The specifics of building relationshipsnd preschoolers with peers

At preschool age, other children begin to take an increasing place in a child's life. If at the end of an early age the need for communication with peers is only being formed, then in a preschooler it is already becoming one of the main ones. At four or five years old, a child knows for sure that he needs other children, and clearly prefers their company.

The relationship of preschoolers with peers has a number of essential features that qualitatively distinguish them from relationships with adults.

The first and most important feature is a wide variety of communicative actions and an extremely wide range. In relationships with peers, you can observe many actions and appeals that are practically not found in contacts with adults. The child argues with a peer, imposes his will, calms, demands, orders, deceives, regrets, etc. It is in relations with other children that complex forms of behavior first appear, such as pretense, the desire to pretend, express resentment, coquetry, fantasizing.

Such a wide range of children's contacts is determined by a wide variety of communicative tasks that are solved in these relationships, if an adult remains for a child until the end of preschool age mainly as a source of assessment, new information and a model of action, then in relation to a peer already from three to four years of age the child solves a much wider range of communicative tasks: here and the management of the partner's actions, and control over their implementation, and the assessment of specific behavioral acts, and joint play, and the imposition of their own models, and constant comparison with oneself. Such a variety of communication tasks requires mastering a wide range of appropriate actions.

The second striking feature of peer relationships is its extremely intense emotional intensity. Increased emotionality and relaxed contacts of preschoolers distinguish them from interaction with adults. Actions addressed to a peer are characterized by a significantly higher affective orientation. In relation to peers, a child has 9-10 times more expressive - mimic manifestations, expressing a variety of emotional states - from violent indignation to violent joy, from tenderness and sympathy to anger. On average, preschoolers are three times more likely to approve of a peer and nine times more likely to enter into conflict with him than when interacting with an adult.

Such a strong emotional saturation of contacts of preschoolers is due to the fact that, starting from the age of four, a peer becomes a more preferred and attractive communication partner. The importance of communication, which expresses the degree of tension of the need for an attitude and the degree of aspiration for a partner, is much higher in the sphere of interaction with a peer than with an adult.

The third specific feature of children's contacts is their non-standard and unregulated nature. If in relations with adults even the smallest children adhere to certain generally accepted norms of behavior, then when interacting with a peer, preschoolers use the most unexpected actions and movements. These movements are characterized by a special relaxedness, irregularity, unsettledness by any patterns: children jump, take bizarre poses, grimace, imitate each other, come up with new words and sound combinations, compose various fables, etc. this freedom suggests that peer society helps the child to express his or her own identity. If an adult carries culturally normalized patterns of behavior for a child, then a peer creates conditions for individual, non-normalized, free manifestations. Naturally, with age, children's contacts are increasingly subject to generally accepted rules of behavior. However, the unregulated and relaxed relationship, the use of unpredictable and non-standard means remain a distinctive feature of children's relationships until the end of preschool age.

Another feature of peer relationships is the predominance of proactive actions over reciprocal ones. This is especially evident in the inability to continue and develop the dialogue, which falls apart 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 he does not support the initiative of a peer. Children accept and support the initiative of an adult about twice as often. sensitivity to the influences of a partner is significantly less in the sphere of relations with other children than with adults. Such inconsistency in communicative actions often gives rise to conflicts, protests, resentment among children.

The listed features reflect the specifics of children's contacts throughout the preschool age. However, the content of the relationship varies significantly from three to six to seven years.

1.4 findingsbychapterI

The analysis of psychological and pedagogical literature showed that interpersonal relations in a team of older preschool children are the foundation for the further development of a child's personality and largely determine the characteristics of a person's self-development, his attitude to the world, his behavior and well-being among other people.

Having considered the structure of interpersonal relations, determining the factors influencing them, revealing the specifics of building relationships between preschoolers and peers, characterizing the age characteristics of older preschool children, we can draw conclusions about the need to work in this area.

An important role in the formation of friendly interpersonal relations in the children's team is assigned to an adult, whose main task is to unite the children's team, foster the ability to cooperate and show respect for the people around them. From how professionally he organizes the classes, the corrective effect will be the envy. A more visible result in the process of establishing friendly interpersonal relationships is provided by a complex of various games and exercises. [5, 96c.]

CHAPTER II. ORGANIZATION OF PSYCHOLOGICAL AND PEDAGOGICAL WORK ON EDUCATION OF INTERPERSONAL RELATIONS IN THE COLLECTIVE OF SENIOR PRESCHOOL CHILDREN

2.1 Description of research methods of interpersonal relationships in the children's team

Studies of interpersonal relations in a team of senior preschool children were carried out on the basis of a combined type of MDOU: kindergarten No. 45 of the city of Sterlitamak. The object of the study was 22 children from two groups (group No. 11 and No. 12) at the age of 5-7 years.

The aim of the study was to identify an objective picture of interpersonal relations.

Among the methods used to identify the characteristics of interpersonal relationships are:

· Sociometry "Method of verbal elections";

· Methodology of Rene Gilles.

Already in the senior group of the kindergarten, there is a fairly strong electoral relationship. Children begin to occupy different positions among their peers: some are more preferred for most children, while others are less. The popularity of a child in a peer group is of great importance. The subsequent path of his personal and social development depends on how the relations of a preschooler develop in a peer group. The position of children in the group (the degree of their popularity or rejection) makes it possible to identify the above methods. Let's dwell on their description.

"VERBAL ELECTION METHOD"

Older preschoolers (5-7 years old) can quite consciously answer a direct question about which of their peers they prefer and who does not cause them special sympathy.

Instructions: In a one-to-one conversation, children are asked the following questions:

1. With whom would you like to be friends, and with whom will you never be friends?

2. Whom would you invite to your birthday party, and who would you never invite?

3. With whom would you like to sit at the same table, and with whom would you not?

Data processing:

As a result of the study, each child in the group receives a certain number of positive and negative choices from their peers.

The sum of the positive and negative choices received by each child makes it possible to identify his position in the group (sociometric status). Several options for sociometric status are possible:

· Popular ("stars") - children who received the largest number (more than 8) positive choices;

· Preferred - children who received 2-6 positive choices;

· Ignored - children who have not received either positive or negative choices (they remain, as it were, unnoticed by their peers);

· Rejected - children who received mostly negative choices.

Analysis of the results: as a result of the diagnostic examination, it was revealed:

In group No. 11 out of 11 children received the status:

· Popular - 2 children;

· Preferred - 5 children;

· Ignored - 1 child;

· Rejected - 3 children.

In group No. 12 out of 11 children received the status:

· Popular - 1 child;

· Preferred - 8 children;

· Ignored - 1 child;

· Rejected - 1 child.

For the diagnostic examination protocols, see Appendix 1.

RENE GILES METHOD.

This technique reveals the selective preferences of children, as well as the prevailing position of the child among others. The technique allows you to identify the following data:

· Whose society - peers or adults - the child prefers;

· Having relationships with adults and peers;

· Style of behavior of the child in conflict situations.

Instructions: The child is offered pictures one by one, about each of which the adult asks questions:

1. You're out of town. Show me where you are. (Fig. 1. Appendix 2.)

2. Place yourself and several other people on this picture. Tell me what kind of people they are. (Fig. 2. Appendix 2.)

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

4. Your friends go for a walk. Where are you? (Fig. 3. Appendix 2.)

5. Who do you like to play with the most?

6. Here are your comrades. They quarrel and, in my opinion, even fight. Show me: where are you? Tell us what happened. (Fig. 4. Appendix 2.)

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

Data processing:

Situations (1-2) help to find out the relationship with which people the child prefers to communicate. If he names only adults, it means that he has difficulty in contact with peers or a strong attachment to significant adults. The absence of adults means a lack of emotional contact with the parents.

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

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

Analysis of the results: according to the results of the diagnostic examination, it was revealed:

In group 11: 6 children have difficulties in communicating with their peers; 5 children showed negative relationships with peers; 8 children do not know how to resolve conflicts.

In group 12: 6 children have difficulties in communicating with their peers; 3 children showed negative relationships with peers; 6 children do not know how to resolve conflicts.

(For research protocols see Appendix 3.)

T.O. according to the results of the diagnostic examination of the two groups, it can be said that the majority of children have negative relationships with peers, have a low sociometric status, and have a conflicting nature of relationships. Therefore, the children (Khasanova Regina, Murzagildina Lilya, Gilmanov Ruslan, Vasiliev Dima, Yagafarov Timur, Klentukh Inna, Evtushenko Vanya, Snezhko Andrey, Bezdenezhnykh Kostya, Nikitin Danil, Revin Roma, Efimova Vlada, Bayrendin Nikulina, Ilyeva Azul , Tkachev Andrey, Yakupova Olya) need psychocorrectional work aimed at optimizing interpersonal relationships, forming a favorable, conflict-free nature of relationships with peers.

2.2 Experimental work on the formation of interpersonal relationships

This stage includes work aimed at rallying the children's team, fostering the desire and ability to cooperate, take into account and respect the interests of others, the ability to find common solutions in conflict situations, develop feelings of "WE", a benevolent attitude towards others.

To achieve these goals, I have compiled a cycle of correctional classes with children, which includes games and exercises, conversations, relaxation breaks. The psychotherapeutic work includes 6 sessions, 30 minutes long. Each lesson begins with a new kind of greeting and ends with the same goodbye. Systematic classes are held only in group No. 11, group No. 12 is not taken for a formative experiment.

PLAN OF PSYCHOTHERAPY WORK.

1 lesson. These are different, different people.

Purpose: development of attention to the people around.

1. Let's say hello... At the beginning of the exercise, we talk about different ways of greeting, real and comic. Children are invited to say hello to the music, first one at a time, then in pairs, then all together.

2. Snowball... The first participant says his name. The next one repeats it, then calls his own. The third participant repeats two names and says his own. And so in a circle. The exercise ends when the first participant calls their entire group by name.

3. What changed... Each child takes turns driving. The driver leaves the room. During this time, the group has made several changes in the clothes, the hairstyle of the children, and can be transplanted to another place. The driver's task: to correctly notice the changes that have occurred.

4. "Fluttering Butterfly"... Children lie on their backs on the rugs. Calm music turns on and the words are said: “Close your eyes. Breathe easily. Imagine that you are in a meadow on a beautiful day. Right in front of you, you see a beautiful butterfly fluttering from flower to flower. Follow the movements of her wings. They are light and graceful. Now let everyone imagine that he is a butterfly, that he has beautiful large wings. Feel your wings moving up and down slowly and smoothly. Enjoy the feeling of floating slowly and smoothly in the air. Now take a look at the colorful meadow you are flying over. See how many bright colors it has. Find the most beautiful flower with your eyes and gradually begin to approach it. Now you can smell your flower. Slowly and smoothly, you sit down on the soft, fragrant center of the flower. Breathe in its scent again ... and open your eyes. "

5. Parting

2 lesson. I understand others - I understand myself.

Purpose: development of the ability to listen to the interlocutor, attention to the feelings of others.

1. Let's say hello... Children are invited to say hello by touching their palms, to convey their warmth to another.

2. My mood.Children are invited to tell others about their mood: it can be drawn, it can be compared with any flower, animal, state, you can show it in motion - it all depends on the child's imagination and desire.

3. A gift for everyone (Flower - seven-flower).Children are given the task to answer the question: "If we had a seven-flower flower, what wish would you make?" each child makes one wish, tearing off one petal from a common flower. At the end, you can hold a competition for the best wish for everyone.

4. "Quiet Lake".Children lie on their backs on the rugs. Calm music turns on and the words are spoken: “Imagine a wonderful sunny morning. You are near a quiet, beautiful lake. The sun is shining brightly and it makes you feel better and better. You feel the sun's rays warm you up. You hear the chirping of birds and the chirping of a grasshopper. You are absolutely calm. You feel the warmth of the sun with your whole body. You are calm and motionless, like this quiet morning. You feel calm and happy. Every cell of your body enjoys peace and sunshine. You are resting ... And now we open our eyes. We are in kindergarten again, we had a good rest, we are in a cheerful mood, and a pleasant feeling will remain for the whole day. "

5. Parting

3 lesson. Magic Means of Understanding: Intonation.

Purpose: acquaintance with the intonation of speech: the development of attention, sympathy, attentiveness to all children in the group.

1. Let's say hello. Children are invited to say hello like a mischievous summer breeze (each child whispers his name).

2. Conversation: INmagical means of understanding: intonation. The introductory conversation is aimed at realizing that it is possible to help a person who is sad or unwell, that everyone can help everyone who needs it, understanding what can be done for this.

What helps when it is difficult for you, it is bad for you, when you are offended?

What special things can people with whom we like to communicate, what distinguishes them? (smile, listening skills, gentle voice, polite words).

Why can we call these funds "magic"?

Can you and I use these magical remedies when?

3. Hands get acquainted. Hands are struggling. Hands reconcile. The exercise is performed in pairs with closed eyes, children sit opposite each other at arm's length.

An adult gives a task (each task takes two to three minutes):

Close your eyes, stretch out your hands towards each other, meet with one hand. Try to get to know your neighbor better.

Put your hands down.

Stretch your arms forward again, find your neighbor's arms. Your hands are struggling. Put your hands down.

Your hands are looking for each other again. They want to make peace. Your hands are reconciled, they ask for forgiveness, you part as friends.

Discuss how the exercise went, what feelings arose during the exercise, what did you like more?

4. The game is intonation. The presenter introduces the concept of intonation. Then the children are invited to take turns repeating different phrases with different feelings, with different intonation (evil, joyfully, thoughtfully, with resentment):

Let's go play.

Give me a toy.

5. « Flight high in the sky» . Children lie on their backs on the rugs. Calm music turns on and the words are spoken: “Imagine that you are in a fragrant summer meadow, above you there is a warm summer sun and a high blue sky. You feel completely calm and happy. High in the sky, you see a bird hovering. It is a large eagle with sleek and shiny feathers. The bird soars freely in the sky, its wings are spread out to the sides, your wings cut through the air. Enjoy the freedom and wonderful feeling of floating in the air. Now, slowly flapping your wings, approach the ground. Now you are already on the ground. Open your eyes. You feel well rested. "

6. Parting... Children sit in a circle, a candle is lit in the center, calm music is turned on. By warming the palm of the hand, children "take" a piece of warmth and good mood with them.

4 lesson. Magic means of understanding: facial expressions.

Purpose: acquaintance with facial expressions: the development of attentiveness to all children in the group, a negative attitude towards indifference.

1.D let's say hello.Children are invited to say hello and send each other a smile

2. Conversation: Magical Means of Understanding: Mimicry

3. Faces are masks. The leader hangs various pictures and masks on the dock: joy; surprise; interest; anger; anger; fear; shame; contempt; disgust. Each of the participants is given a task - to express grief, joy, pain, fear, surprise with the help of facial expressions ... the rest of the participants must determine what the participant was trying to portray.

four. " A journey to a magical forest ”.Children lie on their backs on the rugs. Calm music turns on and the words are spoken: “Imagine that you are now in a forest, where there are many trees, shrubs and all kinds of flowers. In the most often there is a white stone bench, let's sit on it. Muffle the sounds. You can hear birds singing, grass rustling. Feel the smells: the earth smells, the wind brings the smell of pine trees. Remember your feelings, feelings, take them with you, returning from the trip. May they be with you all day. "

5. Parting... Children sit in a circle, a candle is lit in the center, calm music is turned on. By warming the palm of the hand, children "take" a piece of warmth and good mood with them.

5 lesson. Magic Means of Understanding: Pantomime.

Purpose: acquaintance with the concept of pantomime and gesture: the development of attention, sympathy, attentiveness to all children in the group.

1. Let's say hello.Children are invited to say hello to music with different parts of the body: nose, fingers, tummy, tail, legs.

2.Conversation. Magic Means of Understanding: Pantomime.... The conversation is aimed at realizing that it is possible to help a person who is sad or unwell, that everyone can help everyone who needs it, understanding what can be done for this.

3.P antomimic sketches. Children are invited to walk the way they see them walking: a little girl in a good mood; old man; adult girl; a child who learns to walk; tired man.

4. Get together.A group of children are given paired pictures depicting various objects and animals. The task of children is to find their own kind, without using words and onomatopoeia (that is, only with the help of facial expressions and pantomime.).

five. " We are floating in the clouds. "Children lie on their backs on the rugs. Calm music turns on and the words are spoken: “Imagine that you are in nature, in a wonderful place. Warm quiet day. You are pleased and you feel good. You lie and look up at the clouds - big, white, fluffy clouds in a beautiful blue sky. Breathe freely. As you inhale, you begin to gently rise above the ground with each inhalation, you slowly ascend to meet a large fluffy cloud. You climb to the very top of the cloud and drown in it. Now you are at the top of a large fluffy cloud. You are resting. The cloud slowly begins to descend with you until it reaches the ground. Finally, you safely stretched out on the ground, and your cloud returned to your heaven. It smiles at you, you smile at it. I am in a great mood, keep it for the whole day. "

6. Parting... Children sit in a circle, a candle is lit in the center, calm music is turned on. By warming the palm of the hand, children "take" a piece of warmth and good mood with them.

6 lesson. You are my friend and I am your friend.

Purpose: development of a respectful attitude towards people, the ability to take into account the interests of others.

1.D let's say hello.Children are encouraged to say hello by singing their name.

2. Glue rain. Children stand in one line, put their hands on each other's belt and thus begin to move like a "little train" (stuck together with rain drops). On the way, they encounter various obstacles: it is necessary to step over the boxes, cross the makeshift bridge, go around large boulders, crawl under a chair, etc.

3. Polite words. The game is played with a ball in a circle. Children throw a ball to each other, calling polite words. Then the exercise gets more complicated: you only need to name the words of greeting (hello, good afternoon, hello), gratitude (thank you, thank you, please), apology (sorry, sorry, sorry), goodbye (goodbye, see you, good night).

4. Role-playing situations. Children are given play situations that they stage. The exercise is performed collectively (participants who act out situations and observers are selected from the group). The task of the actors is to play the given situation as naturally as possible, while the observers analyze what they see. Examples of replayable situations:

You went out into the yard and saw two unfamiliar boys fighting there.

You really want to play with the same toy as one of the guys in your group. Ask her.

You really offended your friend. Apologize and try to make up.

5. "Rest at the sea". Children lie on their backs on the rugs. Calm music turns on and the words are spoken: “Imagine that you are on the seashore. A wonderful summer day. The sky is blue, the sun is warm. You feel completely calm and happy. Soft waves roll to your feet, and you feel the pleasant freshness of sea water. There is a feeling of a light fresh breeze blowing all over the body. A pleasant feeling of vigor covers the face, neck, shoulders, back, arms and legs. You feel how the body becomes light, strong and obedient. Breathes easily and freely. The mood becomes cheerful and cheerful, I want to get up and move. Open your eyes. You are full of energy and strength. Try to keep this feeling for the whole day. "

6. Parting... Children sit in a circle, a candle is lit in the center, calm music is turned on. By warming the palm of the hand, children "take" a piece of warmth and good mood with them.

interpersonal relationship senior preschooler

2.3 Analysiscarried outoh work

To check the effectiveness of psychocorrectional work at the final stage of the study, a control diagnostic examination was carried out.

For this purpose, a repeated psychological study of interpersonal relations in the children's collective was carried out using the sociometric methodology: "The method of verbal choices." The choice of this technique was due to the fact that it showed a high diagnostic value in the course of the ascertaining experiment. The results of the study showed that in the process of correctional work with children of group No. 11, positive changes were outlined, which cannot be said about group No. 12, in which classes were not conducted.

Quantitative indicators are presented in the form of diagrams (before and after the lessons).

Results of the study in group No. 11

Study results in group 12

1 - popular children; 3 - ignored children;

2 - preferred children; 4 - rejected children.

As a result of the psychocorrectional work carried out, one can observe a positive tendency to improve interpersonal relations in the children's team.

2.4 Chapter ConclusionsII

Vigorous activity and creativity contribute to relaxation, relieving stress in children in the process of communication. Additional opportunities for self-expression and new skills help eliminate negative attitudes towards peers in the group. Newly acquired ways of self-expression, positive emotions that arose in the classroom contribute to the rallying of the children's team, fostering the ability to cooperate, developing a friendly attitude towards others, the ability to find a common solution in conflict situations. Emotional interest activates the child and opens the way for more effective psychocorrectional influence. The practical implementation of the main methods for the formation of optimal interpersonal relationships in the children's team was reflected in the experimental part of our work, which included: primary diagnostics, psychotherapeutic work, using games and exercises to unite children's groups and control diagnostics.

Control diagnostics showed the effectiveness of the work done: the upbringing of friendly interpersonal relationships in older preschool children. The classes helped to unite the children's team while preserving their individuality, fostering the ability and desire to cooperate.

Thanks to the cycle of psychocorrectional classes I compiled, I was able to form favorable, conflict-free interpersonal relationships in a team of older preschool children.

CONCLUSION

Relationships with other people arise and develop most intensively in the children's team. The experience of these first relationships is the foundation for the further development of the child's personality and largely determines the characteristics of a person's self-development, his attitude to the world, his behavior and well-being among other people.

Modern research by scientists also convincingly shows the importance of studying the problem of a child's interpersonal relationships with other peers.

Summing up our research, having studied, systematized, summarized the pedagogical, psychological, methodological literature on this problem, having considered the structure of interpersonal relations in a team of older preschool children, revealing the specifics of building relationships between preschoolers and peers, we can come to the conclusion that the use of various games and exercises on fostering the desire and ability to cooperate, the ability to resolve conflict situations effectively affects the process of formation and formation of stable friendly interpersonal relationships in the children's team.

Thus, the working hypothesis put forward by us at the beginning of the study was confirmed.

In the future, it is planned to introduce and test similar cycles of psychocorrectional classes in the middle and junior groups of the MDOU of a combined type: "kindergarten number 45".

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ATTACHMENT 1

Diagnostic examination protocol of group No. 11

Last name, first name of the child

Galieva Ilvina

Efimova Vlada

Malysheva Sasha

Nikitin Danil

Kucherenko Olya

Revin Roma

Sultanov Azat

Tkachev Andrey

Yakupova Olya

Moneyless Kostya

Baydin Nikita

Diagnostic examination protocol of group No. 12

Last name, first name of the child

Efremov Oleg

Snezhko Andrey

Gilmanov Ruslan

Evtushenko Vanya

Vasiliev Dima

Yagafarov Timur

Khabibullina Alsou

Klentukh Inna

Murzagildina Lilya

Vasilyeva Nastya

Khasanova Regina

APPENDIX 2

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Interpersonal relationships of preschool children in the preschool group

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

Relationships with other people arise and develop most intensively in childhood. The experience of these first relationships is the foundation for the further development of the child's personality and largely determines the characteristics of a person's self-awareness, his attitude to the world, his behavior and well-being among people.

The topic of the emergence and formation of interpersonal relations is extremely relevant, since many negative and destructive phenomena among young people observed recently (cruelty, increased aggressiveness, alienation, etc.) have their origins in early and preschool childhood. This prompts us to turn to the consideration of the development of children's relations with each other at the early stages of ontogenesis in order to understand their age patterns and the psychological nature of the deformations arising along this path.

Preschool age is a crucial stage in childhood. The high level of sensitivity of this age period determines the great potential for the versatile development of the child.

The importance of communication and interpersonal relations of preschoolers with their peers for the formation of their personality has been shown in a number of socio-psychological studies of Soviet psychologists since the 1930s. Experts abroad have also studied the interaction and relationships of preschoolers in microgroups. However, among foreign studies, most works have a non-behavioral and neo-Freudian interpretation, and therefore the results of these studies cannot be extrapolated to real preschool groups, since the structural unit in them is in most cases a children's dyad artificially created in laboratory conditions.

It should be noted that another tendency dominating in foreign studies, especially in the 50s, is that most psychologists, under the influence of J. Bowlby's works, studied the child's social world exclusively through the prism of mother-child relations, and all other social relations were inappropriately considered as their derivatives or ignored and not studied at all.

The most common approach to understanding the interpersonal relationships of preschoolers is sociometric. Interpersonal relationships are considered in this case as selective preferences of children in a peer group. In numerous studies (Ya.L. Kolominskiy, T.A. Repina, V.R. Kislovskaya, A.V. Krivchuk, V.S. years), the structuredness of the children's collective is rapidly increasing - some children are becoming more and more preferred by the majority in the group, others are increasingly taking the position of outcasts. The content and rationale for the choices that children make varies from external qualities to personal characteristics. It was also found that the emotional well-being of children and the general attitude towards kindergarten largely depend on the nature of the child's relationship with peers.

The main focus of these studies was the group of children, but not the personality of the individual child. Interpersonal relationships were considered and assessed mainly quantitatively (by the number of elections, their stability and validity). The peer acted as a subject of emotional, deliberate, or business assessment. The subjective image of another person, the child's idea of \u200b\u200ba peer, the qualitative characteristics of other people remained outside the scope of these studies.

This gap was partially filled in studies of the sociocognitive direction, where interpersonal relationships were interpreted as an understanding of the qualities of other people and the ability to interpret and resolve conflict situations. In studies carried out on preschool children (R.A.Maksimova, G.A. The main subject of these studies was the child's perception, understanding and cognition of other people and the relationship between them, which was reflected in terms "Social intelligence" or "Social cognitions". The attitude towards the other acquired a clear cognitive orientation: the other person was viewed as an object of cognition. It is characteristic that these studies were carried out in laboratory conditions outside the real context of communication and relationships of children. It was mainly the child's perception of images of other people or conflict situations that was analyzed, rather than a real, practically-effective attitude towards them.

A significant number of experimental studies have been devoted to real contacts of children and their influence on the formation of children's relationships. Among these studies, two main theoretical approaches can be distinguished:

the concept of activity mediation of interpersonal relations;
the concept of the genesis of communication, where the relationship of children was considered as a product of communication activities.

In the theory of activity mediation, the main subject of consideration is the group, the collective. At the same time, joint activity is a system-forming feature of the team. The group realizes its goal through a specific object of activity and thereby changes itself, its structure and the system of interpersonal relations. The nature and direction of these changes depend on the content of the activity and the values \u200b\u200badopted by the group. Joint activity from the point of view of this approach determines interpersonal relationships, since it generates them, affects their content and mediates the child's entry into the community. It is in joint activities and communication that interpersonal relationships are realized and transformed.

It should be emphasized here that the study of the interpersonal relations of children in most studies (especially foreign ones) is reduced to the study of the peculiarities of their communication and interaction. Concepts "Communication" and "attitude", as a rule, they are not divorced, and the terms themselves are used synonymously. It seems to us that these concepts should be distinguished.

Evgeniya Fedoseeva
Interpersonal relationships in the kindergarten group

Interpersonal

kindergarten group attitude

Educator Art. dignity group"Flower"

Fedoseeva E.L.

The motto of the program "ABC of Communication": "Learn to love and understand people and there will always be friends next to you."

Having met at the beginning of the year with the children of his groupObserving and analyzing their behavior, communication with each other and with adults, we decided to pay special attention to fostering a culture of communication.

Our children were not aggressive, but also friendly, it was open to call them hard: often offended each other, made noise, complained about each other. Of course it is not applied to every childbut it was kind of a general mood group.

Traditional methods of influencing children (persuasion, explanation of their wrong actions, acquaintance with the rules of children's behavior, etc.) were not effective enough. And then we were faced with the task of finding new, more effective ways of developing in children a good mood, ability and desire to behave according to generally accepted norms and rules of behavior.

We conducted a series of tests that helped us to get to know and understand children better, as well as to establish the reasons for their lack of self-confidence.

In my group we have tried to create and maintain a calm, benevolent atmosphere and we are trying to achieve full confidence in ourselves from each child, respecting his "I". We try to see the positive in the child and believe in his strength and the opportunity to express himself. We learn to be more tolerant of children, more humane, we teach humanity to them too.

Careful analysis of the behavior of preschoolers led to conclusion: at the level of cognitive communication, they have an urgent need for respect from their elders. They rejoice at the adult's praise and greatly upset his remarks.

It is known that the most effective form of communication for preschoolers is play. Therefore, using Skoroumova's manual "Communication Lessons in Elementary School", we conducted a number of games and exercises in order to develop their skills:

1. Hear and hear the other.

2. Ability to participate in free conversation.

3. Understand the feelings and moods of the other person.

4. Be considerate of yourself and others.

5. To comprehend their own and other people's actions.

First, we will introduce children to the main ways communication: speech, facial expressions, gesture. used exercises: "Faces", "Masks", "Hush, Tanechka, do not cry", where children were given tasks to express their feelings not only through speech, but also through facial expressions and gestures.

Exercises "Make your own face", "Show how you made friends", "Show friendly and vice versa."

When discussing such situations with children, they asked thought-provoking questions that require expression of their own opinions:

- "Would you like to have such a friend, why?"

- "What attracts you to friends, what is not?"

- "Tell me how you put up after a quarrel," etc.

To consolidate social and behavioral norms, the children were asked to remember the "secrets of communication":

Call your friend by name and he will refer to you the same way!

Be polite and you will have many friends!

Be attentive to those around you and people will respect you!

Know how to listen carefully to another, and you will be able to learn a lot of new things!

Know how to put yourself in the place of another, and you will be able to understand him!

Having shown maximum patience, attention, tact for attitude towards children, already in December we were able to see some positive results of our work.

Our children have become calmer, friendlier, more cheerful and more attentive to each other.

We decided to start speech teaching of children by introducing a sufficient number of etiquette stereotypes into their active vocabulary. For this purpose, we conducted a didactic game "Store of polite words", where children independently chose speech formulas for greeting, farewell, gratitude, requests and apologies.

For educational purposes, we used such a method of forming children's moral ideas as playing situations: "Quarrel over a doll." Where two children play a quarrel over a doll, and the other children have to come up with a solution. Different couples played different situations and found solutions for them.

D.B. and K.K., who were arguing over the typewriter, were sorting out the conflict situation with the children. "How to resolve this dispute? With whom of you have there been such cases, how was the dispute resolved?"

To learn the rules of behavior that you need to play together, help each other, share toys, we conducted a game-lesson using elements of a puppet theater: "Sledding dolls". purpose games: learning by children of the rules of behavior that you need to play together, help each other, share toys.

After class I put question: "Why did Oksana get bored at the beginning of the walk, was she sad? And why did she have so much fun at the end of the walk? And what would you do if you noticed that one of the children is bored or sad?"

I let down after the answers the total: "The children remembered the rules of friendly guys - do not quarrel, share toys, help each other, take care of each other."

At the drawing lesson on the topic "Masks", we discussed with the children what a face looks like when a person argues? Who can portray a sad face, offended, joyful, surprised, angry.

The rest should describe which colors are appropriate for the dispute? what colors are suitable for reconciliation? I propose to paint the masks in colors that match facial expressions.

For a better assimilation of the rules of behavior, we used the technique of reading fiction, from which children can distinguish good from bad in the behavior of fairy-tale characters or their peers. The story of V. Serova "A Bad Story" was read, the stories of O. Sekora "About the greedy Elinka", E. Moshkovskaya "Let him sit", N. Kalinina "Is this how they play?", Mayakovsky "What is good." Fiction leaves a vivid mark in the memory of children.

“Are you like that Boriska, did you take everything for yourself?” - Nastya M. condemns Serezha B. during the selection of building material.

To teach kids to understand the basics relationship with parents, grandmothers, grandfathers and other close people, to get joy from communicating with their loved ones and to offer them all possible help, to show care and kind feelings, read Oseeva's story "Just an old woman", "Why", "Kostochka", Tolstoy, "Karasik" - Nosova; "Boy Help" - P. Voronko.

As a result of the work carried out, even Danila B., who experienced communication problems, learned to be restrained, controls his actions and emotions.

For ourselves, in our further work, we planned not only to develop ideas about moral norms of behavior, but also to form the habits of moral behavior and the education of moral feelings. Reinforce habits with constant and repeated repetition.

Tasks:

1. Purposefully and thoughtfully guide the games of children, strive to make them interesting and exciting, because only in an exciting activity that gives rise to positive emotions, it is possible to educate good feelings.

2. To bring up interest and kindness in children's games relationship to each other, a sense of mutual help, sensitivity, care for the younger ones.

3. To strive to ensure that the good feelings of children that have arisen in the game are transferred into everyday life, thus forming the moral character of our pupils.

Working with parents.

Constantly communicating with parents, telling them about our tasks and problems, as well as showing them our work, we attract them to our allies and recommend them to continue the work we have begun even after the children graduate from kindergarten.

Related publications:

KVN in the preparatory group of a kindergarten Integrated lesson "KVN in the preparatory group of a kindergarten" Objectives: To continue teaching children constructive thinking: build from.

The proposed program is based on the idea of \u200b\u200busing the child's own activity in teaching in the context of collective play. Only.

Summary of GCD in the middle group of kindergarten Synopsis of the integrated GCD in the middle group topic: "Rays for the Sun" Compiled by the senior educator: IV Zamoshnikova Objectives: To develop.

An outline of the excursion around the territory of the kindergarten "Animals of our garden" (middle group). Purpose: Formation of ecological culture in preschool children. Objectives: 1. clarify and expand children's knowledge about wild animals, their.

Content
2. The personality of the child as an object and subject of training and education. Education, development and formation of personality in preschool age
3. Holistic pedagogical process: concept, structure. Regularities and principles of organizing the pedagogical process in a preschool educational institution.
4. Pedagogical foundations of building the educational process in different age groups of a preschool educational institution.
5. Conceptual approaches to education and educational systems. Structures and stages of systems functioning. Examples of parenting systems based on different parenting concepts.
6. The educational process, its essence, features, structure, driving forces. Features of upbringing of preschool children.
7. The problem of the goal of education in pedagogy. The specifics of setting the goal of preschool education.
8. Methods, means and forms of education. Classification of educational methods. The choice of methods of education in a preschool educational institution.
9. Moral education in the integral development of the individual: tasks, content, methods. Features of moral education of preschool children.
10. Aesthetic education in the holistic development of the personality: tasks, content, methods. Features of aesthetic education of preschool children.
11. Physical education in the holistic development of the individual: tasks, content, means. Health-saving technologies in a preschool educational institution.
12. Mental education in the holistic development of the personality: tasks, content, methods. Features of mental education and intellectual development of preschool children.
13. The education system of the Russian Federation: principles, structure. Preschool educational institutions in the system of continuous education. Regulatory framework for the preschool education system.
14. The concept of "education". Humanization of the content of preschool education.
15. Personality-activity approach as the basis of personality education. Subject-subject relationship between the child and the teacher as the basis for the implementation of the modern standard of preschool education
16. The problem of goal-setting in pedagogy. Technology of setting pedagogical tasks.
17. Education in the structure of a holistic pedagogical process. Learning and development problems. New requirements for teaching preschool children.
19. Forms of training organization in modern didactics. Modern approaches to the organization of the educational process in the preschool education system in accordance with the standard.
20. Innovative technologies for teaching and developing a preschooler in accordance with the standard of preschool education.
21. The essence of pedagogical communication. Psychological and pedagogical foundations of the humanistic orientation of pedagogical communication between a teacher and children in a preschool educational institution.
22. The main characteristics of the personal and professional qualities of a preschool teacher in the interpretation of the modern standard of preschool education. The style of teaching.
23. Problems of family education of a preschooler. Forms of cooperation between family and preschool educational institution.
24. The standard of preschool education as the first stage of general education: structure, content, requirements.
25. The program as the main document regulating the content of education in a preschool educational institution. Designing educational programs for preschoolers.
26. Requirements for preschool education programs in accordance with the standard. Characteristics of modern complex and partial preschool education programs.
27. The concept of management and pedagogical management. The main functions of pedagogical management in a preschool educational institution.
29. The history of pedagogy and education as a field of scientific knowledge. Development of ideas of upbringing, training, education in the history of world culture. (On a specific example of the choice of the examinee).
30. Leading trends in the modern development of the world educational process.
31. The theoretical foundations, laid down in the content, technologies for the development of the child's personality in accordance with the standard of preschool education.
32. New principles of organizing the educational process in preschool in accordance with the requirements of the modern standard of preschool education.
33. Realization of the problem of interdisciplinary integration in the pedagogical process of the modern preschool educational institution.
34. Pedagogical conditions for the formation of mathematical ideas in preschoolers. Methodical systems for familiarizing preschoolers with numbers and computational activities.
35. Pedagogical technologies for the formation of preschoolers' ideas about space.
36. Interdisciplinary integration as a means of developing knowledge and ideas of the preschooler about the form and structure of the subject.
37. Modern requirements for environmental education of preschool children; performance indicators.
38. Priority directions, content, tasks, forms, methods and technologies of physical education of preschoolers.
39. The role of music in the upbringing of the personality of a preschooler. Modern requirements for music education of preschool children; performance indicators.
41. Modern technologies for teaching preschoolers to subject and plot drawing; indicators of the effectiveness of training.
42. Modern requirements for teaching preschoolers in subject and plot applications; indicators of the effectiveness of training.
43. Modern requirements for teaching preschoolers to subject and plot modeling; indicators of the effectiveness of training.
44. Psychological and pedagogical aspects of the organization of joint productive activities of preschoolers (on the example of collective application).
45. Operational maps as a means of developing the cognitive activity of preschool children; performance indicators.
46. \u200b\u200bThe value of non-traditional methods of teaching art for the development of preschool children. (Expand on the example of drawing, applique, modeling).
47. Modern requirements for teaching preschoolers their native language. Methods and means of speech development in preschool children.
48. Modern requirements for the literary development of preschool children. Features of the perception of literary works by preschoolers; performance indicators.
50. Psychological features of play activity in preschool age. Classification of games and the importance of play in the development of a preschooler.
51. Childhood as a socio-cultural phenomenon, features of the formation of various spheres of the psyche in different social and historical conditions.
52. Modern approaches to prenatal education.
53. Psychological and pedagogical features of infants and young children.
54. Psychological and pedagogical characteristics of children of younger, middle and senior preschool age. (Comparative analysis).
55. Psychological characteristics of a child's adaptation to a preschool educational institution.
During preschool age, the structuredness of the children's collective is rapidly increasing, the content and justification of children's choices is changing, and it has also been established that the emotional well-being of children largely depends on the nature of the child's relationship with peers. In the works of the above listed authors, the main subject of research was the group of children, but not the personality of an individual child.
V.V. Abramenkova highlights three levelsinterpersonal relationships:
Functional-role - fixed in the norms of behavior specific to a given culture and realizing themselves in the performance of various roles (play or social);
Emotional-evaluative - manifested in preferences, likes and dislikes and in various kinds of selective affections;
Personal-semantic - in which the motive of one subject acquires a personal meaning for another.
Smirnova E.O. considers the most common approach to understanding the interpersonal relations of preschoolers to be sociometric. The same method is also distinguished by Kolomensky, pointing out that the main idea of \u200b\u200bsociometry is that the subjects express, in one form or another, their preferences to other members of the group. After analyzing the work of Smirnova E.O. “Interpersonal relationships of preschoolers”, we found out that interpersonal relationships are considered with this approach as selective preferences of children in a peer group. And in numerous studies by authors such as Ya.L. Kolominsky, T.A. Repin, V.R. Kislovskaya, A.V. Krivchuk, B.C. Mukhin, it was shown that during preschool age (from 2 to 7 years) structuredness of the children's team- some children are becoming more and more preferred by the majority in the group, others are increasingly taking the position of outcasts. It was found that the content and rationale for the choices that children make varies from external qualities to personality characteristics.
Veraksa N.E. suggests that the specificity of the interpersonal perception of children and the assessment of peers in terms of the presence of positive and negative qualities is largely determined by gender-role characteristics. Girls are much more likely than boys to rate each other positively, while boys tend to have more negative mutual assessments.
From all of the above, we can conclude that in the studies of domestic and foreign psychologists it has been shown that in the groups of kindergarten children, a special structure of interpersonal relations is distinguished. It has been established that there are children who are very popular and many preschoolers want to play and make friends with them, which is due to their ability to invent and develop various plots. They act as leaders of children's play associations and occupy leading, most interesting roles. Along with popular children, there is a category of unpopular preschoolers who do not attract peers and, therefore, find themselves isolated in free activity.

Interpersonal relationships in the children's group

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

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