Ministry of Education and Science Russian Federation

federal state budget educational institution

higher professional education

"PETROZAVOD STATE UNIVERSITY" (PetrSU)

Institute of Pedagogy and Psychology

Department of Pedagogy and Psychology of Childhood

Specialty: Children practical psychologist

Course work

Interpersonal relationships of children in a different age group kindergarten

Work completed:

student of group 751, OZO

Kuzmina Galina Yurievna

Supervisor:

Semenova N.A.,

Senior Lecturer

Petrozavodsk

INTRODUCTION

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

2 Features of interpersonal relationships of preschoolers

in a multi-age group

CHAPTER 2: EXPERIMENTAL WORK ON

DEVELOPMENT OF INTERPERSONAL RELATIONS IN A DIFFERENT AGE KINDERGARTEN

1 Organization and research methods

2 Study of interpersonal relationships in different age groups

2.1 Research methods

2.2 Analysis of research results

2.3 Conclusions

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

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

relations of children in a group of different ages

4.2 Research methods

4.2 Analysis of research results

4.3 Conclusions

CONCLUSION

BIBLIOGRAPHY

children of different ages interpersonal

INTRODUCTION

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

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

Different age groups were studied by such researchers as L.V. Bayborodova, A.G. Arushanova, V.V. Gerbova, A.N. Davidchuk, T.N. Doronova, T.A. Makeeva, V.G. Schur, S.G. Jacobson et al. B domestic pedagogy study different age groups, as a rule, are reduced to the consideration of individual phenomena (Davidovich E.B., 1991; Doronova T.N., 1985, etc.) or to methodological recommendations for organizing educational sessions by age subgroups (Gerbova V.V., 2001, 2002) ... E.A. Vovchik-Blakitnaya (1988) studied the interactions of children of different ages in the conditions of artificially organized periodic communication of children. E.N. Gerasimova (2000) studied the difference in the interactions of children with experience of communication of different ages and without it. In the work of T.N. Doronova, V.G. Schur, Yakobson S.G. (1985) investigated the conditions for the formation of cooperative relationships between children of different ages. In the work of T.N. Doronova, V.G. Schur, Yakobson S.G. (1985) investigated the conditions for the formation of cooperative relationships between children of different ages.

In the practice of preschool education, there have always been groups of different ages. Many researchers evaluate groups and groups of different ages as the optimal model of the child's developmental environment. The attitude of parents and caregivers towards such groups is very contradictory. Some believe that different age groups provide Better conditions for general mental and moral development: "older children learn to help younger ones", "younger children, imitating the older ones, develop faster." According to others, there are more problems in groups of different ages: “the elders offend the kids”, “the kids interfere with the activities of the elders”, “it is difficult to organize the children”, etc. in the army, but already at school. It is obvious that the possibilities of preventing this dangerous phenomenon may lie in the sphere of preschool education. Adequate organization of children's relationships in a group of different ages can act as a powerful resource for personal and social development child.

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

Research object: interpersonal relationships.

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

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

Research objectives:

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

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

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

1 The problem of interpersonal relations

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

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

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

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

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

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

Thus, in most studies (the works of T.V. Antonova, T.A. Repina and L.A. Royak, M.I. the study of the interpersonal relations of children is reduced to the study of the peculiarities of their communication and interaction. notice, that mental development the child is impossible outside of communication, in the process of which the child appropriates cultural and historical experience. The problem of interpersonal relations in the multi-age group of the kindergarten is studied to this day, and is relevant.

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

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

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

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

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

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

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

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

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

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

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

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

Significant amount experimental research was devoted to the 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 (A.V. Petrovsky);

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

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

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

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

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

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

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

Features of the educational process in the age group:

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

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

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

freedom of choice of activity;

building dialogue relationships with children of different ages;

freedom to choose your "niche" in communication.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

3 Analysis of programs for the development of interpersonal relations

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

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

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

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

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

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

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

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

1 Problem statement and research organization

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

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

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

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

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

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

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

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

Table 1

List of children participating in experimental work

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

2 Study of interpersonal relationships in a group of different ages

Research methods.

Observation method.

Conversation method.

Method "Secret"

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

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

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

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

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

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

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

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

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

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

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

Justification of the first choice;

Pending elections;

Play selection.

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

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

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

“Preferred” - 6-7 elections;

“Accepted” - 3-5 elections;

“Unaccepted” - 1-2 choices;

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

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

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

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

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

"Pictures" technique

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

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

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

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

The girl broke another girl's doll.

The boy took the girl's toy without asking.

A boy is demolishing a building of blocks from children.

(see Appendix 2)

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

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

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

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

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

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

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

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

Observation method

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

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

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

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

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

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

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

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

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

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

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

Projective technique Drawing "My group"

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

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

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

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

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

“Tell me, what did you draw? Whom?"

"Where are they located?"

"What are they doing? Who invented this? "

Are they having fun or bored? Why?"

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

“Who is the most unfortunate? Why?"

Analysis of the results:

Complex signs are taken into account:

Emotional well-being in the group

Unfavorable situation in a group

Group anxiety

Feeling own inferiority in a group.

The interpretation of the color is taken into account.

Qualitative analysis:

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

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

whether the child himself is with peers;

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

Projective technique "Film test by Rene Gilles"

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

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

whose society - peers or adults - the child prefers;

the presence of intra-family conflicts;

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

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

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

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

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

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

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

Who do you like to play with the most?

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

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

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

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

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

Conversation method

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

The child is asked the following questions:

Do you like going to kindergarten, why?

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

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

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

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

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

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

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

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

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

These ten questions can be classified into three groups:

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

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

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

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

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

Analysis of research results.

table 2

№ p / pNameAge1 Why? 23 Who will you not give it? Why? Who will give you? 1Anya S. 6 y. 5 months 2 Lesha T. 5 y. 7 months old Rose, because she plays with me PashaTanaNaste, because there were few pictures Nastya3Milena M. 6 years old. Lesha, we are friends with him NikaRose Nastya, she is not very beloved Nika4Nastya K. 5 years 3 months old Rose, because she said that she would give me a present to Pasha Milene I don’t know Rose 5 Nika K. 5 yrs. 3 months. Rose, because she is good NasteTaneLesha, because there was not enough Rose6Natasha I. 4 y. 7 months. Rose, she is good NikaNastePasha, he did not give me a car to look at Nika7Pasha D. 5 years. 2 months Lesha, because he is good NasteRoseNatasha, because the picture is not enough Lesha8Rosa T. Nika because she is good Lesha

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

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

Table 3

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

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

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

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

"Rejected": Milena M.

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

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

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

Table 4

Ordered Sociometric Matrix

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

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

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

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

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

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

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

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

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

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

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

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

Table 5

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

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

Observation method progress

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

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

Table 6

Analysis of observation results

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

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

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

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

Table 7

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

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

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

The progress of the conversation method.

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

Table 8

Analysis of the results of the conversation

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

A - the adequacy of the assessment.

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

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

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

Table 9

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

Group Name of the child Symptomatic complexes (in points) Favorable situation in the group Anxiety Conflict in the group Feeling of inferiority in the group Hostility in the group average Natasha I. 23203 Rose T.61720 Tanya T.34220 Average score: 3.62.63.61.31 T Older 42320 Nastya K. 63403 Nika K. 12220 Pasha D. 36712 Average score: 3.53.2 41.21.2 Preparatory Anya S. 136 120 Milena M.107221 Sonya M. 45320 Average score: 13.59330.5

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

List of children participating in the classes:

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

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

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

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

Dates: from 9.01. to 5.02. 2014

Frequency of meetings: 3 times a week.

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

Methods and techniques used during the classes:

verbal;

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

description and explanation;

questions for children, answers for children,

showing illustrations, fairytale heroes, characters from TV shows, actions with toys.

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

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

Research methods

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

"Pictures" technique.

Observation method.

Projective technique Drawing "My group".

Rene Gilles' projective film test method.

Conversation method.

Analysis of research results

The progress of the method "Secret"

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

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

Table 10

Diagnostic card according to the "Secret" method

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

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

Table 11

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

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

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

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

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

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

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

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

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

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

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

Table 12

Ordered Sociometric Matrix

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

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

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

UVB = 4<6 = низкий уровень благополучия взаимоотношений.

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

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

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

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

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

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

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

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

The progress of the "Pictures" methodology

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

Table 13

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

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

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

Observation method progress

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

Table 14

Analysis of observation results

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

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

The course of the methodology Figure "My group".

Table 15

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

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

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

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

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

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

Table 16

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

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

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

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

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

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

The progress of the conversation method

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

Table 17

Analysis of the results of the conversation

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

Legend:

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

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

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

A - the adequacy of the assessment.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

CONCLUSION

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Multi-age group in kindergarten

For a long time, in the preschool education system, it was customary to divide children into groups by age. Today, groups of different ages appear more and more often, and it should be noted that being surrounded by comrades with different life experiences and levels of knowledge, preschoolers get more opportunities for self-development (both younger and older). Younger children learn from the older ones, and the older ones learn to care for the younger ones.

A timid child, taking care of younger ones, feels more mature, becomes more confident. An aggressive child learns to restrain his impulses, because pushing a peer and pushing a younger one are two different things. And the younger ones reach out for the older ones, they become more independent.

Features of the uneven age group

The main feature of the age group is that it includes children of different ages. In this case, classes are held in subgroups: in one subgroup, older children, in the second - younger. The only difference is in the load and volume of tasks, as well as their complexity. It is also mandatory to carry out and joint games and activities with the aim of teaching children of different ages to effectively interact with each other.

For example, a collective work is organized (panels), when the older children are the organizers and the main performers, and the younger ones are their assistants (prepare the material, serve the tools). Or another option: the younger children determine the pattern for the applique, and the older ones act according to the patterns, taking into account their comments and wishes. This joint participation fosters mutual understanding and brings all the guys together.

How does work in a multi-age group begin?

The teacher necessarily conducts a preparatory stage, the essence of which is to create a positive-emotional mood at the beginning of the school year for the upcoming interaction of children of different ages. The teacher draws the children’s attention to the positive qualities of their older comrades (“Plays well with the younger ones”, “Protects the younger ones”) and the positive qualities of younger children (“Friends with the older ones, learns from the older ones, helps them”).

The age group allows you to build various options for communication: with adults, with peers and with younger (older). Such a variety of communication options provide more opportunities for the child's personal development.

There is a lot of positive in the joint upbringing of children of different ages. But all this does not happen by itself, but is the result of the daily and painstaking work of the teacher, the correct organization of life and independent activities of children, combining the efforts of the preschool educational institution and the family.

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

The activities of the educator for the social and personal development of children in a group of different ages.

How to ensure successful communication of children in a group of different ages? Six-seven-year-old girls more actively show a desire to communicate with babies during preparation for sleep, on a walk, in role-playing games. Boys are more restrained, and if they come into contact with younger ones, it is mainly during outdoor games.

In communication, the following types of interaction (respectively, subgroups) of children can be distinguished.

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

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

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

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

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

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

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

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

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

DEPARTMENT OF EDUCATION AND SCIENCE SHGA

SEVASTOPOL CITY AND HUMANITARIAN UNIVERSITY

PSYCHOLOGICAL-PEDAGOGICAL FACULTY

DEPARTMENT OF PEDAGOGY, PRESCHOOL AND PRIMARY EDUCATION

PROBLEMS OF TEACHING CHILDREN IN THE CLASSES IN THE CONDITIONS OF DIFFERENT AGE GROUP

Course work

by discipline " "

group students ________________________

special PRIMARY EDUCATION

Kupriyanova Lyudmila Leonidovna

supervisor

Ph.D. Chervinskaya O.Yu.

The work is protected "" 2009

Rated _____________________

Head Department of Pedagogy,

Preschool and primary education,

Candidate of Pedagogical Sciences, Associate Professor

E. L. Trusova

Introduction

Chapter 1. Theoretical foundations of the organization of the life of children in a multi-age group

Chapter 2. The specifics of the educational process in different age groups of child care institutions

Conclusion

List of used literature

INTRODUCTION

Every child has the right to a happy life during the period of preschool childhood, and high-quality preschool education is a guarantee of the creation by the state and society of the necessary conditions for the full development of the child, his success in adult life.

The workers of preschool educational institutions (DUU) are faced with a difficult, difficult task - to organize their work so that it not only meets the needs of society, but also ensures the preservation of the value and uniqueness of the preschool period of childhood. At the present stage of development of the school education system, new types of preschool institutions are successfully functioning:

A family-type nursery school for children who are in a family relationship;

A nursery-garden of a combined type with groups of family and walking type;

Family-type orphanage.

In 2005, a letter from the Ministry of Education and Science of Ukraine “About the organization of short-term stay of children in preschool educational institutions” was published, which reveals the features of the organization of short-term stay of children aged 2 years 6 months to 6 years in preschool educational institutions.

All of the above determines the relevance of the problem of organizing the upbringing and education of children in conditions of different age groups.

In preschool pedagogy, a significant number of teaching aids have been developed (Avanesova, Mishchenko, Shiyanova, Podlasy) on the problems of organizing small kindergartens and seasonal preschool institutions. At the same time, this pedagogical literature of the period of the 70s-80s, focused on the implementation of the "standard program" and teaching in kindergarten.

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

It seems relevant to search for means that provide the construction of such options for the educational process that will effectively implement the pedagogical goals.

The object of the research is the process of teaching preschool children.

The subject of the research is the pedagogical and organizational conditions for teaching children of different age groups in the classroom.

The purpose of the research is to study the problems of teaching children in the classroom in different age groups.

In the course of the study, a hypothesis was put forward that a special social environment and the specifics of organizing classes for children in different age groups have a greater effect in the assimilation of knowledge.

Based on the goal in the course of the course work, the following tasks will be solved:

To study the organization of the pedagogical process in different age groups

Consider the requirements for creating a subject-development environment in different age groups

To reveal the specifics of the organization of classes in a different age group of young children

In connection with the tasks set, we used the following research methods: analysis, synthesis and generalization when considering theoretical material, as well as a comparison method when studying various sources.

CHAPTER 1. THEORETICAL BASIS OF ORGANIZATION OF CHILDREN'S LIFE IN CONDITIONS OF DIFFERENT AGE GROUP

1.1 Organization of the pedagogical process in different age groups

The organization of the pedagogical process in different age groups has its own characteristics and difficulties, requires the teacher to know the programs of all age groups, the ability to compare the program requirements with the age and individual characteristics of children, the ability to correctly distribute attention, understand and see each child and the whole group as a whole, and ensure development children according to their capabilities.

In order to rationalize the construction of the pedagogical process, it is necessary to determine the composition of the group in each specific case, to single out two or three subgroups and, in accordance with them, to differentiate educational and educational work.

The least favorable conditions for the development of children in those institutions that are staffed with children of sharply contrasting age:

First, it is difficult to create a proper air-thermal regime;

Secondly, the difference in age determines the different degree of susceptibility to infectious diseases and the level of development of self-care and hygiene skills, the need for sleep and activity, etc.

Thirdly, significant difficulties arise when equipping a room with furniture, toys, equipping the pedagogical process.

In the case of the recruitment of groups by children of close, adjacent ages, the principle of maximum consideration of the age capabilities of children is better implemented, on the basis of which age groups are distinguished according to the years of the child's life (third, fourth, fifth ...). In each such group, it is necessary to work on two age groups. Differentiated work with two subgroups is within the power of each educator and, at the same time, can significantly improve the quality of upbringing and education, especially for older children.

The upbringing and educational work in the preschool educational institution is carried out by the teacher in the process of everyday life and independent activities of children (play, work, etc.), as well as in the process of classes specially organized and systematically conducted with all children. In the first case, the educator first of all creates conditions for varied and interesting activities and well-being of each child, fosters the behavior and correct relationships of children with each other and with adults, clarifies children's experience and ideas, consolidates existing knowledge, broadens the child's horizons. In the course of classes, the teacher organizes the educational activities of all children, forms the ability to act in accordance with the instructions received from an adult, systematically and consistently teaches children new knowledge and skills, and develops cognitive activity.

Preschool education is a mandatory primary component of the lifelong education system in Ukraine, and preschool age is the basic stage of the physical, psychological and social formation of a child's personality. This is defined in the Law of Ukraine on June 11, 2001, No. 2628 "About preschool education" (with the latest amendments on December 26, 2008).

17 years have passed since its adoption, during this time dozens, if not hundreds, of various resolutions, decrees, programs have been adopted, but the problems are even greater than before the adoption of the law. In the system of preschool education in Ukraine, various programs of education and upbringing of children were used, built on the basis of the Basic component of preschool education. Thus, the basic program "Malyatko" was introduced in preschool institutions, in particular Sevastopol was one of the first cities in Ukraine, where a practical experiment was carried out to introduce this program. After the methodology of education and training under the Malyatko program did not receive positive feedback, a new training program “Ditina” was introduced in the DUU, this program is currently used in most preschool educational institutions in Ukraine and has positive feedback from teachers and parents ...

1.2 Requirements for the creation of a subject-developing environment in different age groups

According to the "Basic Component", the correct organization of life and various activities of children in preschool institutions, the creation of favorable conditions contributes to the diversified development of children of different ages.

In this regard, in the "Basic Component" pays special attention to the creation of a developmental environment in the child restraint and in the group. The environment of the child's development is the space of the child's life. These are the conditions in which his life takes place in the recreational institution, including the subject-spatial environment and the social environment.

The environment is the space surrounding a person, the zone of the individual's immediate activity, his immediate development and action. It is known that it is this factor that can either inhibit the development of a child (hostile in the emotional and physical planes), or stimulate his development (a favorable, developing environment). A neutral version of the influence of the environment is also possible, when it does not inhibit, but does not stimulate the development of the child. All this must be taken into account when creating an environment in a kindergarten.

Educational researchers believe that a specially organized environment can have a positive effect on the development of a child's ability to self-learn. Such an environment contributes to the establishment, confirmation of a sense of self-confidence, and this is what determines the characteristics of personal development at the stage of preschool childhood. The developing environment gives the preschooler the opportunity to test and use his abilities, allows him to show independence, to assert himself as an active figure. The child's activity in an enriched developmental environment is stimulated by the freedom of choice of activity. The child plays, proceeding from his interests and capabilities, the desire for self-affirmation, is engaged not at the will of the adult, but of his own free will, under the influence of the game materials that attracted his attention. In this approach to the organization of children's activities, there is already a mechanism for developing responsibility for what has been done, for the result. The forces awaken in the child, contributing to the best possible implementation of the plan. The developing environment acts as a stimulant, a driving force in the integral process of the formation of a child's personality, it enriches personal development, contributes to the early manifestation of versatile abilities.

The enriched development of the child's personality is characterized by the manifestation of direct childish inquisitiveness, curiosity, individual capabilities (without coercion and coaching); the child's ability to cognize what he saw, heard (material and social world) and emotionally respond to various phenomena, events in life; the desire of the individual to creatively reflect the accumulated experience of perception, cognition in games, communication, drawings, crafts, etc. ...

In general, enriched development is the development of all the potential individual capacities of each child. Of course, the highest level of cognitive and personal development is possessed by an individual who is under the influence of a developing environment. Thus, the subject-spatial development environment is the organization of space and the use of equipment and other equipment in accordance with the goals of the safety of the child's mental well-being and his development.

Each child has his own pace and style of development, no less individual than his appearance. Some children learn better through observation. In teaching others, manipulation and action by trial and error is relatively common. All this only confirms the point of view about the importance of creating a special learning environment in which each child could individually test their abilities and go their own way in the process of learning about the world around them.

Modern researchers have determined that direct learning does not always lead to awareness of the studied content and the possibility of its use. The child stops demonstrating understanding of this content as soon as the learning situation disappears. For example, a 5-year-old child quite easily copes with the task of arranging the stripes in height from lowest to highest, names those stripes that are lower than blue, but higher than red, demonstrating an understanding of the relativity of magnitude. But the same child cannot draw a bear on a small piece of paper so that this bear is the largest among all drawn bears (although the decision is based on the same understanding of the relativity of magnitude).

Children's experimentation is one of the most important aspects of personality development. This activity is not assigned to the child by the adult in advance in the form of one or another scheme, but is constructed by the preschooler himself as he receives more and more information about the object. Therefore, it is appropriate to talk about self-development in the activities of experimentation. To deploy this activity, materials are needed: measuring cups, molds, non-standard measurements, teaching aids and instruments (scales, clocks, calendars, etc.), water, clay, river sand.

Thus, the subject-developing environment should be understood as a natural, comfortable, cozy environment, rationally organized, saturated with a variety of sensory stimuli and play materials.

At the same time, the defining moment in the creation of a subject-developing environment is the pedagogical idea; the goal that the educational institution is guided by. This goal is achieved through the implementation of the educational program.

When creating a developing environment for a group, it is very important to take into account the characteristics of children attending this group: the age of preschoolers, their level of development, interests, inclinations, abilities, gender composition, personal characteristics, etc.

The characteristics of the group environment are also largely determined by the personality traits and pedagogical attitudes of the educator. If the educator is an expert on his city, likes to study it with children, of course, this should be vividly reflected in the setting. Another prefers to pay more attention to visual activities - and this will also be noticeable in the created environment. Some of the teachers are close to the ideas of Maria Montessori, for someone the approach of Walfdorf pedagogy is decisive - all this will somehow be reflected in the environment of the group.

Developmental education is aimed, first of all, at the development of the student's personality and is carried out through the solution of educational tasks based on the transformation of information, which allows the student to show maximum independence and activity. The source of the child's holistic development is his cognitive and creative activity, which is aimed at mastering the historically emerging forms of human culture, the creative experience of people. The cultural means that the child actively appropriates give him the opportunity to independently analyze any new situation, be free to choose his own actions, and independently organize his activities.

Developmental learning presupposes the prospect of the child's self-development and the expansion of his consciousness on the basis of cognitive and creative activity. Such training is impossible without reflection, without knowing oneself, one's capabilities. The implementation of the ideas of developing education is possible only on the basis of a personality-oriented model of interaction between the teacher and the child. Its main features are as follows. When communicating with children, an adult adheres to the rule: "not next to, not" over ", but together!" Its purpose is to contribute to the development of the child as a person. Methods of communication - understanding, recognition and acceptance of the personality of the child, based on the ability of adults to take the position of the child, take into account his point of view and not ignore his feelings and emotions. Communication tactics are cooperation. Looking at the child as a full partner.

The implementation of modern approaches to the education of preschoolers (the implementation of the ideas of developmental education and a personality-oriented model of interaction between the teacher and the child) is possible only if the following principles of building a developing environment in the group of educational institutions are observed.

1. The principle of respect for the needs, needs of the child. A preschool child has three basic needs: the need for movement, the need for communication, the need for cognition. The environment of the group (and kindergarten in general) must satisfy these needs. It is organized so that the child has an independent choice: with whom, how, where, what to play with. The selection of equipment and materials for the group is determined by the characteristics of the development of children of a particular age and the sensitive periods characteristic of this age.

In addition, children should be able to clearly see how to move around the group room so as not to interfere with the activities of other children. It is important for the teacher that the group room is clearly visible so that he can see all the children without having to move around the room. Such a space will help to create low screens or shelves with open shelves, which at the same time delimit the space and leave it free for observation.

When planning the interior, it is advisable to adhere to non-rigid centering (zoning). So, the following approach to organizing the environment is possible:

Role-playing game center;

A literacy center, which includes a book corner and all the games and equipment for developing speech and preparing the child for mastering reading and writing, theatrical games can also be here;

Science Center, which includes a corner of nature and a place for children's experimentation and experiments with the appropriate equipment and materials;

Center for Construction and Constructive Games;

Center for Mathematics (game library);

An art center that houses art awareness materials, art objects, materials and equipment for children's art.

In addition, it is desirable to have a sports complex in a group: it does not take up much space and at the same time is multifunctional.

Perhaps another construction of the environment - "cabinet". In any case, when solving his goals and objectives, the educator can choose his own version of building the environment - he, together with the children, determines what, where and how to have it.

2. The principle of respect for the opinion of the child. An educator builds a developing environment for children. At the same time, he tries to ensure that the environment surrounding the child is comfortable, aesthetic, meaningful, so that the equipment is arranged conveniently. However, we must not forget that an adult's ideas about convenience, coziness, comfort do not always coincide with the child's ideas about this.

3. The principle of functionality means that only those materials are in the room environment that are in demand by children and perform a developmental function. So, if in the near future the game, allowance, equipment will not be used, they should be taken out of the group to another place (locker room, pantry, etc.). The group should not be a warehouse for storing materials and manuals!

Games and manuals that are included in the group must be multifunctional, combinatorial, variable. For example, the didactic manual "Colored Kuisener sticks" can be used to develop children's ideas about natural numbers, to develop computational skills, to develop spatial orientations, to develop the ability to identify properties, dependencies, patterns. Construction set Lego "Farm" is interesting for children as a toy, but at the same time they get to know pets, consider them; preschoolers develop constructive thinking and creative imagination.

4. The principle of the advanced nature of the content of education. It is legitimate that the educator selects into the group those materials that are intended for children of a certain age, but in addition to them, approximately 15% of materials aimed at older children (about a year) should be included in the setting.

5. The principle of dynamism - static environment. The child, while remaining himself, at the same time constantly changes and develops. Naturally, his environment cannot be frozen, and also requires changes. The environment is a shell, “clothes” from which the child quickly grows, therefore, it should, while remaining essentially familiar and comfortable, “grow”, change with the child; moreover, the child himself must change the situation, adjusting it to himself. The developing environment cannot be built completely, tomorrow it will no longer stimulate development, and the day after tomorrow it will slow down it.

1.3 Social environment of child development

The social environment of development is the conditions for the child's interaction with other people, the community that develops in a child restraint. Its participants are children of the educational institution, teachers, service personnel, parents, and other family members of the students.

The upbringing of preschoolers in multi-age groups of child-care institutions has a number of difficulties. Some of them concern how an adult should organize communication with a child and what kind of contacts should be between children. The fact is that communication with people around them plays a huge role in the general mental development of a child. In Russian psychology, it is generally recognized that the mental development of children occurs in the process of mastering universal human experience. The bearer of this experience is an adult. He stands between the world into which the child comes and the child himself, representing this world to him.

The study of the development of a child's communication with adults and peers showed that during the first seven years of a child's life, his communication with people around him goes through a number of qualitative stages in its development.

In communication between children and adults, there are 4 types of content of the need for communication:

The need for benevolent attention –2 months. - 6 months

The need for cooperation - 6 months. - 3 years

The Need for Respect from an Adult -3 Years - 5 Years

The need for mutual understanding and empathy - 5 years - 7 years

Communication with a peer from the moment of its appearance in the third year of a child's life and until the end of preschool childhood goes through 3 stages:

1st - practically - emotional - 2-4 years;

2nd - situational business - 4 - 6 years;

3rd - non-situational business - 6 years.

The content of the need for participation in joint fun is also changing to the need for business cooperation and recognition by peers of the merits of another child.

Communication with peers, equal partners to the child, contributes to the development of children's initiative, the manifestation of their creative potential, the mastery of the norms of relationships. But, organizing the joint activities of children of different ages, the educator must remember the various reasons that make them look for each other's society, and accordingly correct and guide them.

The above allows us to conclude that there cannot be too strict, detailed requirements for the construction of a developing environment in different educational institutions, since educational programs, the composition of children, and teaching staff can differ significantly from each other. At the same time, it is possible to single out the most general provisions for creating a developing environment in the group of a preschool educational institution, which are based on modern approaches to the education of preschoolers.

Indispensable conditions for building a developing environment in preschool institutions of any type are the implementation of the ideas of developmental education and reliance on a personality-oriented model of interaction between the teacher and the child.

But all this does not happen by itself, but is the result of the daily and painstaking work of the teacher, the correct organization of life and the independent activity of children.

2.1 The concept of the educational process

According to article 22 of the Ukarina law on June 11, 2001, No. 2628 "On preschool education", the basic component of preschool education is the state standard, which contains norms and provisions that determine state requirements for the level of development of preschool age, as well as the conditions according to which they can be achieved ...

According to the “Ditina” curriculum, the educational process is interpreted as - a set of educational and self-educational processes aimed at solving the problems of education, upbringing and personal development in accordance with the State educational standard.

The concept of "educational process" is considered by researchers from different points of view. In the studies of V.A. Slastonina, I.F. Isaeva, A.I. Mishchenko, E.N. Shiyanov's educational process is "specially organized, purposeful interaction of teachers and pupils, aimed at solving developmental and educational problems." B.T. Likhachev understands the educational process as "purposeful, meaningfully rich and organizationally formed interaction of the pedagogical activity of adults and the child's self-change as a result of active life with the leading and guiding role of the educator." I.P. Podlasiy defines the educational process as "a developing interaction between educators and students, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of the educated." The educational process of V.A. Yasvin is also considered as "a system of influences and conditions for the formation of a personality, as well as opportunities for self-development contained in her environment."

The analysis of various definitions of the educational process made it possible to establish that, in a broad interpretation, it is a set of all conditions, means, methods used in the educational process, aimed at solving a global problem - education. When the concept of "educational process" is used in a narrow sense, it means the concentration of content, means, methods, forms of organization of training on some separate subject (subjects) to obtain a specific result. The subjects of the educational process are two interrelated parties - the one who educates (educator, teacher), and the one who is educated (educated, student, child). At the same time, the educational process is effective only under the condition of interaction of both the one who influences and the one at whom it is directed.

To build the educational process, it is important to have a clear understanding of its structure. The structure is understood as the arrangement of elements in the system that form an integral structural unity. A number of studies of modern Ukrainian scientists-educators indicate that the educational process has a structure consisting of several interrelated components. G.A. Kovalev singles out the physical environment, the human factor and the training program as components of the educational process. O. Duncan, L. Shnore define the following components: population, spatial-object environment, technology, social organization.

Attention should be paid to the research of V. Shavrovskaya, who also singles out pedagogical diagnostics as a separate component of the educational process. She points out that “the educational process has always been built as an expedient, controlled system of relationships, interactions between adults and children, transfer and assimilation of knowledge, skills and abilities. This system is able to function effectively if information is exchanged regularly. Direct information comes from the teacher to the children, and the reverse information - about the degree of assimilation of knowledge, abilities and skills - from children to the teacher. This feedback can be obtained through pedagogical diagnostics. Using pedagogical diagnostics and receiving data on the level of development of children, the teacher can make adjustments, change, supplement the pedagogical process with the missing element. "

2.2 Organization of classes in a different age group of young children

The organization and planning of classes with young children are devoted to the works of both Soviet G.M. Lyamina, E.G. Pilyugina, T.G. Kazakov and modern teachers (G.G. Grigorieva, T. Doronova, S.I. Yakimenko, L.P. Golyan).

According to the previously considered educational program "Ditina" Lesson is interpreted as a special form of the pedagogical process, the most effective type of training aimed at acquiring knowledge, skills and abilities by children. Classes promote the activation of higher mental processes and awaken the very ability to learn, that is, to perceive, understand, remember and reproduce material. In the classroom, the necessary behavioral skills are developed. All of the above are prerequisites for educational activities.

In each of the young age groups, the organization of classes has its own specifics. So, for example, according to Article 14 of the Law of Ukraine dated June 11, 2001, No. 2628 "About preschool education" (with the latest amendments on December 26, 2008), the occupancy of groups in the DUU is no more than:

In the course of writing this term paper, the goal of the work is achieved. Within the framework of this work, the problems of teaching children in the classroom in different age groups have been studied. The tasks were completed, namely: the organization of the pedagogical process in different age groups was studied, the requirements for creating a subject-developing environment in different age groups were considered, the requirements for the social environment of different age groups were studied, the concept of the educational process was studied, the specifics of organizing classes in a different age group of young children were considered. ... So, in the course of studying theoretical material, it was established that it is necessary to organize the life of children in the conditions of a multi-age group of a children's educational institution in such a way as to make it calm and bright, meaningful and interesting, closely linking everyday life with learning, play, work - the most important task of the educator. Skillful use of all the positive aspects of the joint upbringing of children of different ages will contribute to the formation of correct relationships in the team, the interest of children in joint games, common occupation, and collective labor activity. All this does not happen through the daily and painstaking work of the teacher, the correct organization of life and the independent activity of children.

As part of the course work, the regulatory and legal and methodological framework in the field of preschool education in Ukraine was studied. So the work is based on the Law of Ukraine dated June 11, 2001, No. 1060 "About preschool education" (with the latest amendments on December 26, 2008) and the preschool education program "Ditina".

A theoretical analysis of research in the field of preschool education confirms the hypothesis of this course work; indeed, it can be argued that a special social environment and the specifics of organizing classes for children in different age groups gives a greater effect in the assimilation of knowledge.

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3. Golyan L.P. Kindergarten education. - K .: Osvita. 2003 .-- 256s.

4. Grigoriev G.G. Children, small and large. How can you help them understand each other? // Child in kindergarten. - 2004. - No. 5. - S. 10-12.

5. Doronova T.N. Education of children in ungraded preschool institutions // Preschool education. - 2004. - No. 2. - S.46-50.

6. Dronova T.N. Yakobson S.G. Prerequisites for organizing joint activities in the uneven-age group of a small kindergarten // Preschool education.-1985.-№6.-С.12-16.

7. Davidchuk, E.G. Organization of the activities of children in a group of different ages. - St. Petersburg: FOENIX, 2002 .-- 198 p.

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10. Law of Ukraine dated June 11, 2001, No. 2628 "About preschool education" (with the latest amendments on December 26, 2008) // Vidomosty Verkhovnoi Radi. - 1991. - No. 34. - Art. 451.

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12. Kovalev G.A. Preschool pedagogy. - K .: Vischa. School, 2003 .-- 576s.

13. Comments on the Basic Component of Preschool Education in Ukraine. In the book of Pertsvnik s. 201.

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17. Pilyugina E.G. Taking into account the individual psychological characteristics of children // Preschool education. - 1998. - No. 5. - S. 38-42.

18. Podlasy I.P. Education of children in preschool institutions in a multi-age group. - M .: Pedagogika, 1998 .-- 345 p.

19. Prokopenko L.V. Homeland group tsikavo and quietly // Doshkilne vikhovannya. - 2004. - No. 11. - S.20-22.

20. Program for the development of preschool children "Child in preschool rock". - K .: Lips, - 2003 .-- 98 p.

21. The program of education and training of preschool children "Malyatko". - K .: Pedagogichna dumka, - 1999.132 p.

22. Collection of normative legal documents on preschool education / under. ed. A.V. Bazhenov. - К .: Vischa osvita, - 2005. - 318 p.

23. Shavrovskaya V. Modernization of training and education in groups of different ages // Teacher's palette. - 2004. - No. 4. - p.19.

24. Shcherbakova E. I., L. I. Shcherban. The role of the teacher in teaching children in different age groups. - Dn-sk .: Print-service, 2005 .-- 428 p.

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The problems of organizing the educational process in groups of different ages were touched upon in their works by both practicing teachers and methodologists. The organization of education and upbringing in such groups has a certain difficulty, since teachers are required to know the specifics of working with different age groups and the ability to correlate program requirements with the individual characteristics of pupils.

In addition to individual psychological characteristics and the level of mental development of children, it is also necessary to take into account the gender of the child. After all, even babies of different sexes have different mental processes. Boys 'brains are generally more active than girls' brains. Boys are more dexterous with respect to girls in performing mathematical operations and in visual-spatial thinking, and girls have more developed verbal abilities than boys. Hence the conclusion: the teaching of boys and girls must be approached in a differentiated manner, starting from the age of 4.

That is why the teacher, preparing for classes, must select, along with traditional and special material for children of different sexes, different ages, in accordance with their intellectual and psychological characteristics.

The scientific and methodological basis of the pedagogical process in a small preschool educational institution is the correct combination of the general requirements of preschool pedagogy with the specific conditions of upbringing in each group of children of different ages. In each specific case, the educator must determine the composition of the group, select 2-3 subgroups and, in accordance with them, differentiate teaching and educational work. The most expedient is the recruitment of groups by children of a close, adjacent age.

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

The organization of the educational process in a group of different ages has a positive effect: although the combination of children of different ages in one group complicates the teacher's work, at the same time, it opens up wide opportunities for him to organize communication between children of different ages.

As evidenced by our observations, younger children in a group of different ages willingly listen to the advice, comments, and assessments of older children, made in a benevolent manner, well perceive their fair leadership of joint activities, and react negatively to a harsh and authoritarian attitude. Constant communication between younger children and older children forms friendly relations, independence. The example of the elders for the younger is of particular importance.

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

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

The game

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

In a didactic game, knowledge and skills are consolidated in a group of different ages, new educational material is acquired.

For the successful organization of work in groups of different ages, it is of great importance common game children. The toys that children bring from home contribute to the cohesion of the group of different ages, because new facets of communication appear. Communication during joint activities provides tremendous opportunities for mutual influence of children of different ages, for organizing mutual assistance, teaching younger children.

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

Class

In groups of different ages, frontal, group and individual forms of organization of the educational process are used, which make it possible to form the relationship of the teacher with children and children in different ways.

The most effective, in our opinion, is a combination of different forms of work (collective work, work with a subgroup and individual lessons). It is better to solve more general educational tasks in frontal lessons, and specific ones (communication of new material, consolidation, expansion and refinement of knowledge) - in lessons with one subgroup.

Let us consider four types of organization of educational activities of children using the example of a group of different ages, middle and young.

Types of organization of educational activities

Type I - stepwise beginning of the lesson

At the first stage, children of the middle group begin to work: a new topic is studied, individual tasks are performed. At the second stage, the work involves children of the younger group. A teacher works with them, older children work in pairs. In the third stage, all the children work simultaneously, for example, participating in the final conversation.

Type II - step-by-step completion of the lesson

The beginning of the activity is common for all kids: a game situation, a question of cognitive search orientation, an organizational moment. At the second stage, children of the younger group participate in a general lesson for 15 - 20 minutes: active participation, passive listening, substantive activity, work with older children.

After that, the younger children finish their work. At the third stage, the children of the middle group participate in different types of activities: the final conversation, the dialogue, while it should not be forgotten that the total duration of the activities of the children of the middle group is 20-25 minutes.

III type - simultaneous activity of children
according to different program content

This type of organization of educational activities provides for the simultaneous work of subgroups in one section of the program, but with different program content. For example, at the first stage, play actions of children of the younger group are organized in a specially created environment (subordinate to the topic of the lesson) under the supervision of an assistant educator or educator, and an organized lesson is held for children of the middle group.

After completing the tasks, the subgroups are swapped.

IV type - a separate activity of children

This type of organization of educational activity is based on the group organization of kids for different types of cognitive and developmental activities with different content. To implement this type of organization of educational activities, it is necessary to adhere to the following conditions: the possible conduct of classes at different times; conducting a lesson with subject teachers or two educators; involvement of an assistant educator in the work.

The teacher, organizing the educational process in a group of different ages, must involve each pupil of the group to actively participate in the educational process, regardless of age, gender and individual characteristics.

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

Therefore, when organizing work in a group of different ages, it is necessary to take into account the following points :

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

2. Software requirements are differentiated for each age subgroup due to different ways of performing a specific task.

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

4. The main form of work in a group of different ages remains classes (complex, combined, general). When conducting complex classes in a group of different ages, it is necessary to ensure that the activities of children of one subgroup do not distract children of another subgroup. It is advisable to conduct general classes on condition of the same or similar topic for children of all age subgroups, taking into account the capabilities of children and their level of independence.

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

6. The performance of tasks in a group of different ages is carried out in two ways: under the direct supervision of a teacher; with the help of didactic games and didactic materials (independent work of children).

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

References:

1. Beloshistaya A.V. Formation and development of mathematical abilities of preschoolers: Questions of theory and practice - M .: VLADOS, 2003. - 400 p.
2. Leushina A.M. Formation of elementary mathematical concepts in preschool children: Textbook. manual. - M .: Education, 1978 .-- 368 p.
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5. Mikhailova A.I. Organization of robots with children of development groups: Method. posib. - Kh .: Vesta: Vidavnitstvo "Ranok", 2008. - 64 p.
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Blizzard Irina Aleksandrovna,
Donetsk region
Shakhtersk
Ukraine.

Kazakhstan,

The East Kazakhstan region,

Ulan district,

p. Ognevka,

KSU "Secondary School named after Seifullin"

psychologist - Olga Petrovna Vargunina

Material for the teacher's council:

Features of communication of children in different age groups

As a rule, all school students can be divided into 3 links: 1 link - primary grades (6-9 years old), 2 link - middle classes (10-14 years old) and 3 link - senior classes (15-17 years old). Each age stage has its own characteristics in communication.

In primary school age, first of all, adaptation to school and to classmates takes place. At the age of 6-8, informal groups are formed for the first time with certain rules of behavior in them. These groups exist for about a week and are unstable in their composition. Children take a direct interest in each other.

In the middle and senior levels of school, peer groups become more stable, relationships are subject to stricter rules. Teens are organized into groups based on similar interests and concerns. At the beginning of adolescence, the relationship to each other is friendly, the satisfaction of momentary interests, promotes the exchange of knowledge, skills, and abilities. By the end of adolescence, relationships become friendly, resolve issues of an emotional and personal nature. The attitude of leadership is established.

At this age, the main value is a system of relationships with peers, adults, imitation of a perceived or unconsciously pursued "ideal", aspiration for the future. The need for a dignified position in the society of peers is especially inherent in a teenager, which is why relationships with others are of great importance for children of this age.

As you know, a teenager is very sensitive to his position in dealing with adults, he becomes dissatisfied with the fact that he is unequal with adults, he wants equality of rights. That is why the importance of communication with peers increases for him, in which there is no communication, and there can be no deliberate inequality. Peer relationships are generally less stressful and more supportive than with adults, and, moreover, highly regulated. Relations with peers contain a number of important opportunities for young men and women: firstly, communication with peers is an important specific canon of information, from which adolescents learn many things that for one reason or another are not communicated to them by adults. Secondly, this is a specific type of activity and MLO, where the necessary skills of social interaction are developed, the ability to obey collective discipline and at the same time defend their rights, correlate

personal interests with common. Thirdly, this is a specific type of emotional contact. Awareness of group belonging, solidarity, comradely mutual assistance not only makes it easier for a teenager to autonomize from adults, but also gives him a feeling of emotional well-being and stability, which is extremely important for him.

Discord in relationships with peers leads to various forms of emotional and social isolation, begin to experience a sense of loneliness.

There is a feeling - love Friendship and love at this age are inseparable from each other and exist in interpersonal relationships.

In relationships with peers, opportunities are realized to interact with others on an equal footing and in that to hone their communication skills and abilities; participate in the struggle for status; to feel that they belong to a community, and at the same time to answer to oneself the painfully acute questions facing the teenager: "Who am I?", "What am I?"

Bibliography:

Gobova E.S. Understanding children is interesting. M., 1997

Schultz-Wild L. Our child. M., 1992

"Physical education for the whole family", M., 1990