Consultation on the topic: Forms of communication. Situational business communication
The infant among diverse contacts with the peers most often occur immediately emotional, reflecting a wide range of experiences: the pleasure of new impressions delivered by another child, infection with shared fun, fear and annoyance from careless movements. At 12 months. For the first time, business contacts in the form of joint subject-practical and gaming actions are formed. A significant part of contacts with comrades is aimed at acquaintance with them as an interesting object. Children look at each other, touch their face, clothes, sometimes even try to taste - they take the fingers of another. Infants are often not limited to the contemplation of the peer, and they tend to actually explore the object of interest. They behave with peers as with an interesting toy.
1. By 2 years, the first form of communication with peers is emotionally practical.
The child is waiting for the complication of complicity in his cants, fun and strives for self-expression. Communication comes down to running, cheerful cries, funny movements and is distinguished by freeness and immediacy.
Children attracts the process of joint actions: the construction of buildings, runaway, etc. It is during the process and lies for the baby the goal of the activity, and the result is not important. The motives of such communication are in the concentration of children at self-declaration. Communication with comrades is reduced to individual episodes. Children play alone long. To establish contacts widely use all actions in common with adults - gestures, poses, facial expressions. The emotions of the guys are very deep and intense. Subjectual operations also contribute to the establishment of contacts. On the 4th year of life, there is an increasing place in communication.
2. At the age of 4 to 6 years old, preschoolers have a situational and business form of communication with peers.The strict role-playing game and other activities acquired, acquiring a collective nature. Preschoolers are trying to establish business cooperation, harmonize their actions to achieve the goal, which is the main content of the need for communication. The desire to act jointly is so strongly expressed that the children go on a compromise, inferior to each other toy, the most attractive role in the game, etc. Children use a variety of means of communication, and despite the fact that they say a lot, speech remains still situational.
3. The incoming and business form of communication is observed in senior preschoolers, the trend towards its development is mainly shown.
The complication of gaming activities puts the guys before the need to negotiate and plan their activities in advance. The main need for communication is to seek cooperation with comrades, which acquires an incoming nature. Changes the leading motive of communication. There is a steady image of peer. Therefore, attachment arises, friendship. There is interest in the personality of the peer, not related to its concrete actions. Children talk about cognitive and personal topics, although business motives remain leading. The main means of communication is speech.
Features of communicating with peers Brightly manifest themselves in the topics of conversations.
Middle preschoolers more often demonstrate peers What they know how to do and how it turns out.
Despite the development of contacts with peers, in any time of childhood there are conflicts between children.
There are several styles of communication Pedagogue with children: authoritarian, democratic, accommodation, hyper-guard, liberal, passive-positive, passive negative.
Authoritarian Education Style is a style in which the adult interaction with the child comes down to a system of hard orders requiring unconditional execution. This style suppresses the initiative and very often leads to neurotic a child's personality.
Hyper-guard is such a way of interaction at which giving the child reliable protection, in fact, as well as the first, limits
its independence makes it extremely dependent on the adult, deprives initiative, which contributes to the development of anxiety.
A connamed style - an adult only formally "denotes" its presence in the educational process, while it is not interested in the real achievement of the child, which turns out to be represented by himself, although adult is located nearby. At the same time, he perceives the child rather as an interference for his own activity (an adult can be loyal to children, but not to delve into their problems).
Democratic style - this style is the most positive. With this style of education, the child is considered as a full-fledged participant of the educational process, and the adult acts as a person interested in collaboration with the child. An adult supports his initiative when discussing or performing various cases, but does not exempt from responsibility. On the contrary, the child is endowed with authority and at the same time responsibility for fulfilling the task.
When choosing a teacher's style, it is necessary to take into account the formation and development of the "image" in the child, his desire to be better. In other words - how many children, so many styles of education. The child has a "me" - the real and "I" - potential (in the form of desires, dreams, attributing the qualities of the characters of fairy tales, movies, races). The pedagogical position of the teacher is manifested in the recognition of the individuality of the child, its uniqueness, knowledge and understanding of its needs, interests, motivations; In a sustainable, interested, positive attitude towards a child's personality, even in cases of negative actions.
Technology of pedagogical communication.
Technology of pedagogical communication is aimed at organizing certain stages.
1. Formation of a child's need for communicating, encouraging him to business, personal, informative VI DAM communication.
M.I. Lisin, exploring this problem in relation to children, allocated four forms of adult communication with the child: directly emotional, situationally business, incoming-informative, incoming personality. At the same time, it is necessary to take into account the benefit of a pleasant or adverse options for the development of the identity of the child (shy, alarming, closed, aggressive, etc.).
2. Orientation for purposes, communication situations.
Teachers respond to any request of a child about joint activities and assistance, in case of the impossibility of their implementation calmly and benevolently explain the cause. It is necessary to form the need to creatively realize the goals of communication, create a situation of independent planning, control, self-assessment of the result of its activities. Creating the conditions for the transition from the formulation and determination of the goal of activities to the creative nature of the vital activity of children ensures the development of mechanisms of self-regulation, self-leveling activities.
3. Orientation in the personality of the interlocutor, comrade, partner.
An adult contributes to the development of a child of self-esteem, awareness of their rights and freedoms (to have their own opinion, personal belongings, choose friends, toys, activities). It is important to educate in children respect and patience to peers and adults regardless of social
origin, racial and national affiliation, language, religion, gender, age, personal and behavioral originality, respect for feelings of other people, their opinions, desires, views. In general, the pedagogical position of the adult contributes to the development of a child's positive attitude towards people around people, which is important when communicating.
4. Planning the content of your communication.
Adult helps the child choose one or another activity. In practice, often pedagogical interaction is built on direct instructions: what to do, how to do when and even with whom. The teacher must provide children with the possibility of independent choice of activity, finding funds and methods for the realization of the goal, teach receptions of self-regulation.
Pedagogical support is aimed at achieving a child's success. In addition to difficult tasks, the adult creates situations that cause intellectual, emotional activity of children who contribute to the independent implementation of the regulatory and regulating function of communication.
5. Adjusting direction, style, communication method.
It is necessary to teach children to communicate. In the children's team, conditions are created in order for children to have the ideas about the rules of interaction with another manual age, attitude to the fulfillment of these requirements. To do this, use plot-role-playing games, etudes, a variety of forms of game therapy.
It is known that any situation in the education system is organized by adults and an adult is always - explicit or implicitly - its participant. In this sense, the adult is a stable characteristic of any educational situation, which is determined by the specific circumstances of time and place, and the peculiarities of the adult personality. Consequently, the effect of educational work depends not only on the program, but also from the personality of the teacher, who even the most common situation can make (or not to do) emotionally rich, attractive and interesting for the child.
It is important to emphasize: when working with children, the adult enters into direct emotional contact with the child, and the importance of emotional experiences, especially in the early stages of development, is presented in psychoanalytic concepts. One of the developers of this approach - Eric Ericson emphasized: at various age stages, there are special tasks of development in various age stages, and their successful solution is possible only with the help of an adult, which creates a social development situation, ensures the cognitive activity of the child, presents cultural samples to master and supports children's initiative. But the main thing, the adult is responsible for solving the basic, life tasks that define the fate of the child: he either takes this world and himself or belongs to him with distrust and does not believe in its own strength.
Thus, educational work with children makes special requirements for adult. On the one hand, the adult acts as an intermediary between culture and child and offers to that various cultural samples. On the other hand, it acts as an intermediary between a child and culture: supporting his initiative, trying to adapt culture to the child.
The peculiarity of educational work with children is that falling into a children's team, they go beyond the framework of the established family relations. This situation is emotionally tense for the child, so the task of the teacher is to make it most comfortable as possible, for which it is necessary to take into account the individuality of each child.
Features of communicating with peers:
1. A variety of communicative actions. Communicating with peers, the child is capable not only to argue, and demand, but already deceiving and regrets. For the first time manifests: coquetry, pretense, fantasy.
In relation to peers from 3 -4 years, the child solves the following tasks: managing partner actions, control, assessment of actions, comparing with them.
2. Bright emotional saturation. Emotionality and discrepancy distinguishes communication with peers from communicating with adults. Actions addressed to peers are more affective. The preschooler is 3 times more likely to approve of peers and conflict with him 9 times more often than with adults.
From 4 years, the peers becomes a more attractive and preferred partner.
3. Nonlarity and non-inflammatory communication. If in communication with adults, children adhere to certain rules of behavior, then in communication with peers use the most unexpected actions: they are unintelligible, they are crying, compounds.
Such freedom of communication allows the child to show its originality and individuality.
4. The prevalence of initiative actions over response. For a child, it is still difficult to maintain and develop a dialogue. It is more important for him by his own statements than the question of another. The initiative of an adult, he supports 2 times more often than the proposals of another child.
In communicating with peers, there are two turning points in 4 years and 6 years:
In 4 years, children clearly prefer a peer society for an adult and a single game.
At 6 years old, selective attachment begins to appear brightly, friendship arises.
Forms of communication with peers
1. Emotional - practical form of communication. (2-4 year)
The child is waiting for complication from peers in the fun and eager for self-expression. He is enough if the peers joined his game and strengthened fun. At the same time, everyone strives to draw attention to themselves.
2. Situational business form of communication (4-6 years)
This period is the heyday of the role game. Plot - role-playing game becomes collective. Outside the game: Guys agree on the distribution of roles, the conditions of the game)
3. Putting the business form of communication (6-7 years)
Half speech appeals to peers acquires an incoming character: that is, they tell about where they were, what they did, the actions of the comrade are evaluated. It becomes possible "pure communication", not related to action or play. Contacts of children at the level of real relationship are increasingly observed, less and less - on the game level.
Along with the need in collaboration, the need for recognition and respect for peers is clearly allocated.
On forms of adult communication with children.
- "Nothing brings so much harm when raising children, as the discrepancy of the lifestyle of adults with their verbal instructions. It leads to disappointment in children, distrust, ridicule, cynicism. "
Family is first steady teamin the life of a little man.
In the process of personality formation the family plays the dominant role.It is in the family that the main features of the character of a child, its habit. And what will the child be - safe or not - it depends on what kind of relationships in the family between its members.
I respect and accept the desires of other people regardless of whether I agree with them or not, I understand their reason or not.
As a result, I radiate and get more and more attention and love.
On forms of adult communication with children. Especially when it comes to the formation of the right relationship, for example, to your child's health, it is necessary to tell in more detail, because Methods of "direct" impact do not give effect.
One way of direct impact is the use of a child's favorite toys. Children often forms an inadequate relationship between a way, word and condition.
Therefore, the impact of an adult should prevent such connections. However, adults must remember that the child does not have sufficient knowledge to accept the request of adults, their instructions. When, in the interaction of a child with adults, his favorite toy (doll, animals, etc.) participates, then the latter most often becomes the main person.
Following the rules of the game, the child must help the toy (doll) to carry out all the necessary actions: for example, get up in the morning in the morning, to do charging, wash, make food correctly. Dress up for a walk, go to bed on time, clean off the table and others. It should be reflected in the didactic games.
Topic: I and my mood.
Mood is a general emotional state. Staining for considerable time all human behavior. The mood is joyful or sad, cheerful or sluggish, excited or depressed.
Mood always depends on any reasons. You should be able to deal with them. It has been established that the mood is closely connected with the general physical or psychological human well-being in a given period of time.
The child configured is optimistic, with pleasure plays, with a great desire comes into communication with other people. A man who is in high spirits is more attractive to those surrounding than that which is constantly a bad mood. With smiling people, anyone communicates with great pleasure than with people who have an unkind face.
Children's mood can be explored in their drawings. We give a child a sheet of paper and a box of colored pencils. Please draw what they most want to draw at this time.
How to improve your mood?
- Game "I am good"
- "My favorite Hero" game
- Game "Pleasant Memories"
- Movable games on the street
- Game "Guess the mood"
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Forms of communication of a child with adults. The ratio of children of different ages to different forms of communication.
Any child before starting communication with their peers, comes into communicating with adults. It is this communication and becomes the starting point in the acquisition of the skills of communication.
Depending on what motivates the child to communicate, you can allocate the main forms of communication of the child with adults:
- situationally personality,
- situationally business,
- Intoitatively personal.
- incoming - informative
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Development of child communication with adults throughout their childhood. Forms of communication according to M.I. Lisina
The development of a child's communication with adults from birth to 7 years old M. I. Lisin was represented as a change of several holistic forms of communication.
First form - situational personality the form of communication is characteristic of infancy. Communication at this time depends on the features of the momentary interaction of the child and adult, it is limited to a narrow framework of the situation in which the needs of the child is satisfied. Immediately emotional contacts are the main content of communication, since the main thing that attracts the child is the identity of an adult, and everything else, including toys and other interesting items, remains in the second plan. At an early age, the child masters the world of objects. He is still needed warm emotional contacts with her mother, but this is no longer enough. He has a need to cooperate, which, together with the needs in new impressions and activity, can be implemented in joint actions with adults. The child and adult, acting as the organizer and assistant, together manipulates objects, perform more and more complex actions with them. An adult shows that you can do with different things, how to use them, revealing the child of their quality, which he himself is not able to detect. Communication, deploying in a situation of joint activity, is called. With the advent of the first questions of the child: "Why?", "Why?", "Where?", "How?", "Where?", "How?", - The new stage begins in the development of the child and adult.
it Impochetically - informative Communication, encouraged by cognitive motifs. The child breaks out beyond the visual situation in which all his interests were focused before. Now he is interested in much more: how does the world of natural phenomena and human relations opened for him? And the main source of information, the erudite, who knows everything in the world, becomes all the same adult for him. In the middle or at the end of the preschool age, another form should arise -putting the Personal Communication . An adult for a child is the highest authority, whose instructions, requirements, comments are made in a business, without offense, without whims and refusal of difficult tasks. This form of communication is important when preparing for school, and if it does not work out to 6-7 years, the child will be psychologically not ready for school learning. Note that later, in the younger school age, the authority of an adult will continue and will strengthen the authority of the child and the teacher in terms of formalized school education. Keeping old forms of communication with adult family members, the youngest schoolboy learns to business cooperation in training activities. In adolescence, authorities are not allowed, the desire for independence from adults, the tendency to the fence of some sides of their lives from their control and influence. Communication of a teenager with adults and in the family, and in school is fraught with conflicts. At the same time, high school students are interested in the experience of the older generation and, identifying their future life path, need trusting relationships with close adults. Communication with other children, originally practically does not affect the development of the child / if there are no twins or children of close age in the family. Even younger preschoolers at 3-4 years old do not know how to truly communicate with each other. As D. B. Elkonin writes, they "play near, and not together." You can talk about the full communication of the child with peers, only starting from the middle preschool age. Communication, woven into a complex role-playing game, contributes to the development of arbitrary behavior of the child, the ability to take into account someone else's point of view. Definitely the impact on development provides the inclusion in collective training activities - group work, mutual evaluation of the results, etc. And for adolescents trying to free themselves from the assessment of adults, communicating with peers becomes leading activities. In relations with close friends, they / as well as high school students / are capable of deep intimate-personal, "confessional" communication.
Situational business communication At the end of the first year of life, the social situation of the baby's fusion and an adult explodes from the inside. It appears two opposite, but interrelated poles - a child and an adult. By early early, the child, acquiring the desire for independence and independence from the adult, remains associated with it and objectively (since he needs practical assistance to an adult), and subjectively (since it needs to evaluate adult, his attention and attitude). This contradiction finds its permission in the new social situation of the child's development, which is a cooperation, or joint activity of a child and an adult.
Communication of a child with adults loses its immediacy already in the 2nd half of infancy: it begins to mediate items. In the second year of life, the content of the subject cooperation of the child with adults becomes special. The content of their joint activities is the assimilation of socio-developed methods of consumption of items. The peculiarity of the new social development situation, according to D. B. Elkonin, is that now the child "... does not live with adults, but through an adult, with his help. Adult does not instead of him, but with him. " The adult becomes for a child not only the source of attention and goodwill, not only the "supplier" of the items themselves, but also a model of human, specific subject action. And although throughout the whole early age, the form of communication with adults is still situationally business, the nature of business communication varies significantly. Such cooperation is no longer reduced to direct aid or to demonstrate objects. Now it is necessary for the adult complicity, simultaneous practical activities with it, the fulfillment of the same thing. In the course of such cooperation, the child simultaneously receives the attention of an adult, and its participation in the actions of the child, and the main thing - new, adequate ways of action with objects. An adult now not only gives the child to the objects, but together with the subject transmits a method of action with him.
Achievements of the child in subject activity and recognition of them from adults become a measure of their measure for him and a way to approve their own dignity. Children appear a distinct desire to achieve the result, the product of its activities. The end of this period is marked with the crisis of 3 years, which expresses itself the increased independence of the child and the focus of its actions.
The child is not born with the finished need for communication. In the first two or three weeks he does not see and does not perceive the adult. But despite this, parents constantly talk to him, caress him, catch his wandering look. It is thanks to the love of close adults, which is expressed in these, at first glance, useless, actions, at the end of the first month of life, babies begin to see an adult, and then communicate with him.
At first, this communication looks like an answer to the impact of an adult: the mother looks at the child, smiles, talks to him, and he smiles in the answer, waving his handles and legs. Then (in three or four months), at the sight of a familiar person, the child rejoices, begins to actively move, walk, attract the attention of an adult, and if he does not pay any attention or goes on his affairs, loudly and offended. The need for an adult is the first and basic need for communication - the child remains for life. But later, other needs of which will be told on to it.
Some parents consider all these impacts unnecessary and even harmful. In an effort not to indulge your child, do not teach it to unnecessarily attention, they are dry and formally fulfill their parental duties: they feed on the clock, ripen, walk, etc., without expressing any parental feelings. Such strict formal education in infancy is very harmful. The fact is that in positive emotional contacts with adults there is not only the satisfaction of the already existing need of the baby in the attention and goodwill, but also laid the foundation of the child's personality development - its active, active attitude towards the surrounding, interest in subjects, the ability to see, hear, Perceive the world, self-confidence. The embryos of all these most important qualities appear in the easiest and most primitive at first glance to communicate the mother with a baby.
If, in the first year of life, the child, due to some reasons, does not receive sufficient attention and heat from close adults (for example, the conclusion from the mother or employment of the parents), this is somehow it makes itself felt in the future. Such children become compound, passive, unsure or, opposite, very cruel and aggressive. Compensate their unsatisfied need for the attention and goodwill adults at a later age is very difficult. Therefore, parents need to be understood as important for the baby a simple attention and good adults are good.
The baby still does not allocate individual qualities of the adult. He is completely indifferent to the level of knowledge and skills of the older man, his social or property situation, he even doesn't care, as he looks and what is dressed. The baby attracts only an adult personality and his attitude towards him. Therefore, despite the primitiveness of such communication, it is encouraged by personal motives when the adult does not act as a means for something (games, knowledge, self-affirmation), but as a holistic and self-concrete personality. With regard to the means of communication, they are at this stage are exclusively expressive-mimic. Externally, such communication looks like an exchange of views, smiles, screeching and the roaking of a child and a tender conversation of an adult, from which the baby catches only what he needs, attention and goodwill.
Situational personality form of communication It remains the main and only of birth to six months of life. During this period, the communication of the infant with adults flows out of any other activity and itself is the leading activity of the child.
Situational business form of communicationIn the second half of life, with the normal development of the child, the adult is not enough. The kid begins to attract to himself not so much an adult person as items, with it related. At this age, a new form of a child's communication with adults is a situational and affiliated need for business cooperation. This form of communication differs from the previous one that adult is needed and interesting to the child is not in itself, not his attention and a friendly attitude, but by what he has different subjects and he knows how to do something with them. "Business" qualities of an adult and, therefore, business motives of communication overlook the fore.
Means of communication at this stage are also significantly enriched. The child can already walk on their own, manipulate objects, take various poses. All this leads to the fact that subject-effective means of communication are added to expressive-mimic - children are actively using gestures, poses, expressive movements.
First, children are drawn only to those subjects and toys that adults show them. There may be many interesting toys in the room, but children will not pay any attention to them and start bored among this abundance. But as soon as an adult (or the elder child) takes one of them and will show how you can play with it: moving the car, how can a dog jump, as you can combat a doll, etc. - All children will pull out to this toy, it will become the most necessary And interesting. This happens for two reasons.
First, an adult remains for a child the center of his preferences, because of this, he gives the attractiveness to those subjects to which touches. These items become necessary and preferred because they are in the hands of an adult.
Secondly, the adult shows children how to play these toys. Toys themselves (like any items in general) will never tell me how you can play or use. Only another, the elder person can show that the pyramid needs to wear rings that the doll can be fed and laying sleeping, and you can build a tower from cubes. Without such a show, the child simply does not know what to do with these objects, and therefore does not stretch to them. So that the children began to play with toys, adult must first show what you can do with them and how to play. Only after that the game of children becomes meaningful and meaningful. Moreover, showing certain actions with objects, it is important not just to make them, but constantly turn to the child, talking to him, look into his eyes, maintain and encourage its correct independent actions. Such joint games with objects and are business communication or cooperation of the child with adults. The need to cooperate is the main for situational business communication.
The value of such communication for the mental development of the child is huge. It consists next. First, in such communicationthe child masters subject actions , learns to use household objects: a spoon, comb, pot, play with toys, dress, washed, etc. Secondly, it starts heremanifest activity and independence of the child . Manipulating objects, he first feels independent of the adult and free in his actions. It becomes a subject of his activity and an independent partner for communication. Thirdly, in situational business communication with adultsthe first words of the child appear . After all, in order to ask an adult item, the child needs to be called it, that is, to say the word. Moreover, this task is to say this or that word - again puts only adult to the child. The child himself, without prompting and supporting an adult, will never start talking. In a situational business communication, an adult constantly puts a speech task before the baby: showing the child a new item, he invites him to call this subject, that is, to say a new word after him. So, in collaboration with adults about items, the main specifically, the human means of communication, thinking and self-regulation is developing - speech.
The emergence and development of speech makes it possible the next stage in the development of a child's communication with adults, which is significantly different from the two previous ones. The two first forms of communication were situational, because the main content of this communication was directly present in a specific situation. And the good attitude of an adult, expressed in his smile and affectionate gestures (situationally personality communication), and the items in the hands of an adult, which can be seen, touch, consider (situationally business communication) were near the child, before his eyes.
The content of the following forms of communication is no longer limited to a visual situation, but goes beyond its limits. The subject of the child's communication with adults can become such phenomena and events that cannot be seen in the specific interaction situation. For example, they can talk about the rain, that the sun shines, about the birds that flew into distant countries, about the device of the machine, etc. On the other hand, their own experiences, goals and plans, relationships, memories, etc. . All this can also be seen through your eyes and feel hands, but through communication with adults, all this becomes quite real, meaningful for the child. Obviously, the appearance of incoming communication significantly spreads the horizons of the vital world of the preschooler.
The incoming communication becomes possible only due to the fact that the child takes on an active speech. After all, it is a single universal tool that allows a person to create sustainable images and ideas about the subjects that are currently missing before the eyes of the child and act with these images and ideas that there are no interaction in this situation. Such communication, the content of which goes beyond the perceived situation is calledincoming.
There are two forms of incoming communication -cognitive and personal .
Cognitive form of communication
With a normal course of development, cognitive communities adds to about four or five years. An explicit testimony of the emergence of such communication is his questions addressed to an adult. These issues are mainly aimed at clarifying the laws of living and inanimate nature. Children of this age are interested in everything: why the proteins from people run away why the fish are not drowning, and the birds do not fall from the sky, from which they make the paper, etc. Answers to all these questions can only be given to an adult. The adult becomes for preschoolers the main source of new knowledge about events, objects and phenomena occurring around.
Interestingly, children at this age satisfy any adult answers. They are not at all necessary to give scientific justifies of their questions that are interested in, and it is impossible to do, since the kids are far from everyone. It is enough just to tie the phenomenon that interests with what they already know and understand. For example: butterflies winter under the snow, they are warmer there; Proteins are afraid of hunters; Paper is made of wood, etc. Such very surface responses are quite satisfying children and contribute to what they have their own, let them still be primitive, the picture of the world.
At the same time, children's ideas about the world remain in memory of a person. Therefore, an adult's answers should not distort the reality and allow all the explanatory forces into the child's consciousness. Despite the simplicity and accessibility, these responses should reflect the real state of affairs. The main thing is that an adult answers the questions of children so that their interests are not unnoticed. The fact is that in preschool age there is a new need - the need for respect from the adult. The child is not enough easy attention and cooperation with adults. He needs a serious, respectful attitude to his issues, interests and action. The need for respect, in recognition of adults becomes the main need that encourages the child to communicate.
In the behavior of children, this is expressed in the fact that they begin to be offended when an adult negatively appreciates their actions, scolds, often makes comments. If children under three or four years, as a rule, do not react to adult comments, then at an older age they are already waiting for evaluation. It is important for them that the adult does not just notice, but it was sure to praise their actions, answered their questions. If the child is too often comments, constantly emphasize his inability or inability to some lesson, he disappears any interest in this case and he seeks to avoid him.
The best way to teach something a preschooler, to instill an interest in some lesson - to encourage his successes, praise his actions. For example, what to do if the child of five years does not know how to draw?
Of course, you can objectively assess the possibilities of a child, constantly make him comments, comparing bad drawings with good drawings of other children and calling it to learn to draw. But from this he disappears any interest in drawing, he will abandon the lesson that causes continuous comments and complaints from the teacher. And of course, so he will not only do not learn to draw better, but will avoid this classes and not to love him.
And it is possible, on the contrary, to form and support the child's faith in your abilities of the praise of its most minor success. Even if the figure is far from perfection, it is better to emphasize its minimum (even if not even existing) advantages, show the child's ability to draw than giving it a negative assessment. Encouraging an adult not only inspires confidence in his abilities, but also makes an important and beloved activity for which he praised him. The child seeking to support and strengthen the positive attitude and respect for an adult, will try to draw better and more. And this, of course, will bring more benefits than the fear of adult comments and the consciousness of their inability.
So, for cognitive communication, the child with adults is characteristic:
good speech possession, which allows you to talk with adults about things that are not in a specific situation;
cognitive motifs of communication, curiosity of children, the desire to explain the world, which manifests itself in children's issues;
the need for adult respected, which is expressed in resentment for comments and negative assessments of the educator.
Personal form of communication
Over time, the attention of preschoolers increasingly attract events that occur among those around people. Human relations, norms of behavior, the quality of individuals begin to interest the child even more than the life of animals or the phenomena of nature. What is possible, and what is impossible, who is good, and who are greedy, which is good, and what is bad - these and other similar questions are already worried by senior preschoolers. And the answers to them can only give an adult. Of course, earlier parents were constantly told the children, as needed to behave, and what it is impossible, but the younger children only obeyed (or did not obey) the requirements of an adult. Now, in six to seven years, the rules of behavior, human relations, quality, actions are interested in children themselves. It is important for them to understand the requirements of adults, to establish yourself in their right. Therefore, in the senior preschool age, children prefer to talk with adults not to informative topics, but on personal people relating to people's lives. So the most complex and higher education form in the preschool age occurs.
An adult is still for children a source of new knowledge, and children still need his respect and recognition. But for the child it becomes very important to evaluate certain qualities and actions (and their own and other children) and it is important that its attitude to one or another events coincided with an adult attitude. The community of views and ratings is an indicator of their correctness for the child. The child in the older preschool age is very important to be good, to do everything correctly: to behave correctly, correctly evaluate the actions and qualities of their peers, correctly build their relationship with adults and peers.
This desire, of course, should support parents. To do this, it is necessary to talk more often with children about their actions and relationships among themselves, to assess their actions. Senior preschoolers still need encouragement and approval of an adult. But they are already more concerned about not an assessment of their specific skills, but an assessment of their moral qualities and individuals in general. If the child is confident that an adult relates well to him and respects his personality, he can relate to his comments relating to his individual actions or skills. Now the negative assessment of his drawing is not so strongly offended by the child. The main thing is that it is generally good for adult to understand and share its assessment.
The need for an understanding of an adult is a distinctive feature of the personal form of communication. But if an adult often tells the child that he is greedy, lazy, cowardly, etc., it can hurt and injure the child, and will not lead to the correction of negative character traits. Here, again, to maintain the desire to be good, much more useful will be encouraged by its correct actions and positive qualities than the condemnation of the shortcomings of the child.
In the older preschool age, incoming personal communication exists independently and represents "pure communication", not included in any other activity. It encourages personal motives when another person attracts the child by itself. All this brings together this form of communication with the primitive personality (but situational) communication, which is observed in babies. However, the personality of an adult is perceived by the preschooler completely differently than a baby. The senior partner is a child no longer an abstract source of attention and goodwill, but a specific person with certain qualities (marital status, age, profession, etc.). All these qualities are very important for the child. In addition, an adult is a competent judge who knows, "what is good and what is bad", and a role model.
Thus, for incoming personality communication, which consists by the end of preschool age, are characteristic:
need for mutual understanding and empathy;
personal motives;
speech tools for communication.
Putting-personal communications is important for the development of the identity of the child. This value is as follows. Firstly, the child consciously assumes the norms and rules of behavior and begins to consciously follow them in their actions and actions. Secondly, through personal communication, children learn to see themselves as it were from, which is a prerequisite for conscious management of their behavior. Thirdly, in personal communication, children learn to distinguish between different adults: teacher, doctor, teachers, etc. - and in accordance with this, in different ways to build their relationship with them.
The right course of communication
These are the main forms of communication of the child with adults in preschool age. With the normal development of the child, each of these forms of communication develops at a certain age. So, the first, the situational personality form of communication arises in the second month of life and remains the only to six-seven months. In the second half of life, situational business communication with adults is being formed, in which the main thing for the child is a joint game with objects. This communication remains the main thing about four years. At the age of four or five, when the child already has a speech well and can talk with adults to abstract topics, it becomes possible to incoming and informative communication. And at six, that is, by the end of the preschool age, there is a speech communication with adults to personal topics.
But this is only a common, averaged age consistency, reflecting the normal course of the development of the child. Deviations from it for minor time (six months or year) should not impose concerns. However, in real life, it is often possible to observe significant deviations from the specified terms of the occurrence of certain forms of communication. It happens that children until the end of preschool age remain at the level of situationally business communication. Quite often, preschoolers do not form speech communication on personal topics at all. And in some cases, preschoolers of five years prevailing situationally personality communication, which is characteristic of infants of the first half of the year. Of course, the behavior of preschoolers at the same time is not at all like infant, but in essence their attitude to adult and communication with him with a very large child can be the same as in the infant.
Development of the Personality of Preschooler in Communication with Adults
Speaking of person's personality, we always mean His leading life motives submitting to themselves others. Every person always has something most importantly, for which you can donate to everyone else. And the brighter a person realizes that for him the main thing is that more persistently seeks to this, the more His behavior is volveev. We are talking about the volitional qualities of the person in cases where a person not only knows what he wants, but stubbornly and persistently seeks his goal when his behavior is not chaotic, but aims to something.
If there is no such an orientation, if individual motives are called and enter into simple interaction, human behavior will not be determined by themselves, but by external circumstances. In this case, we have a picture of the collapse of the personality, returning to purely situational behavior, which is normal for a child of two or three years, but should be alarming in older ages. That is why the period is so important in the development of the child, when the transition from situational behavior, dependent on external circumstances, to the volitional, which is determined by the person himself. This period falls on preschool childhood (from three to seven years).
Thus, if the relationship between the action and the result of the action is clear and relies on his life experience, it is even before the start of action represents the significance of its future product and is emotionally configured to the process of its manufacture. In cases where this connection is not established, the action is meaningless for the child and he either makes it badly, or avoids at all to help him understand (realize) his desires and keep them contrary to situational circumstances. But the child should do it myself. Not under your pressure or pressure, but at your own accord and decision. Only such assistance can contribute to the formation of his own personal qualities.
2. Consider the communication of children with adults at different age stages.
Communication is an important condition for human existence. At all times, satisfaction with the person of his needs happened, as a rule, using communication. Already, communication is related to the problem of motivation, being elected and planned, means of meeting the needs, deposits, desires.
Age Features Motivation Communication
In infancy, the need to communicate with parents is pronounced, especially with the mother. Therefore, the deficit of such communication for 5-6 months leads to irreversible negative shifts in the psyche of the child, violates emotional, mental and physical development, leads to neurosis.
By the end of the first year of life, children appear a rather sustainable desire for communicating with peers: they love to be among other children, although not yet playing with them. From the second year, communicating with peers expands, and 4-year-olds it becomes one of the leading needs. At the same time, they increase independence and initiative, i.e., behavior is becoming increasingly internally deterministic.
As M. I. Lisin notes, the content of communication needs (and more precisely, it would be a motive of communication) at different stages of ontogenesis may be different (whether it is better evidence that the specific primary, basic need for communication is not and that the need for communicating - Is this a need for a way to meet other needs?). In the first 7 years of the child's life, the content of this need is: children 2-6 months from birth - in friendly attention, in children from 6 months to 3 years - in collaboration, in children 3-5 years old - in respect of adult, in children 5-7 years - in mutual understanding and experience.
Thus, with age, the content of the need for communication (and more precisely, it would be said the content of the motive of communication) becomes richer, more diverse. In this case, the value of an adult as an object of communication is changing. For children up to 6 months, an adult is a source of affection and attention, and communication itself has a personal meaning for a child. For children from 6 months to 3 years old, an adult is a game partner, a sample to imitate, an appraiser of the child's knowledge and skills; Communication with him has a business sense. For a child from 3 to 5 years old, an adult is a source of knowledge, erudite, and communicating with him has a cognitive meaning. For children, 5-7 years old, an adult is a senior friend, and communication again takes a personal meaning.
3. Develop a method for creating a success situation in the pedagogical process.
One of the most important tasks of training is that in the process of mastering knowledge every child experienced human dignity, a sense of pride. The teacher not only opens the world before pupils, but also approves the child in the world around the world as an active creator, creator, who has a sense of pride for his progress.
The situation is a combination of conditions that ensure success, and the success itself is a result of a similar situation.
Success situation is an experienced by the subject of his personal achievements.
Creating success situations is the creative admission of pedagogical impact, because The practical organization of these situations has a positive impact on the development of a child. It is important to keep in mind that even one-time experience of success can fundamentally change the psychological well-being of the child, dramatically change the style and rhythm of its activities, relationships with others.
The situation of success can become a trigger mechanism of further personality movement.
Success is the concept of ambiguous, complex, has different interpretation.
Point of view
Characteristic of success
1.Social psychological
The ratio between the expectations of the surrounding, personality and the results of its activities. When the person's expectations coincide or exceed the expectations of others.
2. Psychological
The experience of the state of joy, satisfying because the result coincided with expectations, the hopes of the person, or surpassed them.
3. Pedagogical
This is the result of a well-thought-out, prepared strategy, teacher tactics, families.
The child not only recognizes something, assimilates the material, but also worries his work, expresses a deep personal attitude towards what he managed and fails. The younger schoolboy is not so much aware of how much it worries.
Waiting for success becomes gradually sustainable need. On the one hand, the state of confidence, on the other, is the danger to overestimate its capabilities.
The preschooler fixes the achievement, rejoices to him.
Success could be expected, unexpected, prepared, unprepared
The child is waiting for him, hopes for him. There may be reasonable hopes and hope for a miracle
Generalizing
Constable
Anticipating
Does not raise the storms of feelings, but nevertheless more stable and deeper
Slisses the identity of the child, significantly leaves a deep mark
According to the expectations of the person
In the degree of depth of joy
Success
(Terms taken in the book of Vilyunas "Psychology of emotional phenomena")
Knowledge of these types of success makes it possible to really imagine their pedagogical potential and navigate the choice of ways, the organization's funds. The soil on which our pedagogical skill is being built is in the child itself, in its attitude to knowledge, to the teacher. This is a desire, inspiration, willingness to overcome difficulties.
At the basis of the expectation of success at the preschooler - the desire to earn the approval of the elders. Does this mean that the teacher should play the child to adapt to his interests and moods?
Success is a phenomenon of painstaking efforts in professional, creative, intellectual activity. Without the feeling of success, the child disappears interest in classes, but the achievement of success in its activities is difficult to be a number of circumstances, among which you can call the lack of knowledge and skills, mental and physiological features of development and others.
Therefore, pedagogically justified the creation for a preschooler - a situation of success - subjective experiences of satisfaction from the process and the result of independently performed activities. Technologically, this assistance is provided by a number of operations, which are carried out in a psychological atmosphere of joy and approval created by verbal and non-verbal means.
Capturing words and soft intonations, the melodiousness of speech and the correctness of the appeals, as well as the open posture and friendly facial expressions, create a favorable psychological background, which helps the child will cope with the task set before him. Offering a child to perform any task, it should be at first"Remove fear" Before the upcoming activity, so that the preschooler managed to overcome uncertainty in their own strength, timidity and fear of the delicate of the case, assessing others.
In order to enhance the pedagogical impact, the operation "Removing Fear" is complemented by the operation"Advancement" Successful result: "In your abilities ...", "You will definitely cope ...". Implementing "advancement" it is necessary to express its strong conviction that the preschooler will definitely cope with the task, overcomes the difficulties with which he will face towards progress towards the goal. Such a position inspires the confidence of the child in himself, his strength and opportunities.
The situation of success is particularly important in working with children, the behavior of which is complicated by a number of external and internal reasons, since it allows you to sow aggression, overcome isolation and passivity. Quite often come across a problem - when a successive child ceases to make efforts in classes. In this case, the situation of success created by the teacher acquires the shape of a puff cake, where the situation of failure is located between two situations of success.
The pedagogical purpose of the situation of success is to create conditions for the individual development of the child.
Creating a Speech Situation in the Pedagogical Process
Success is the concept of ambiguous, complex, has different interpretation. From a socio-psychological point of view, this is the optimal ratio between the expectations of others, individuals and the results of its activities. In cases where the person's expectations coincide or exceed the expectations of the surrounding, most significant for the individual, we can talk about success.
From a pedagogical point of view, the situation of success is such a focused, organized combination of conditions under which the ability to achieve significant results in activities as a separate person and the team as a whole.
When trying to understand how the motivation of achieving success in children of preschool age is developing, it is important to keep in mind another circumstance. It was shown that a person with achieving success is not connected alone, but two different motifs: the motive of achieving success and the motive avoiding failure. Both, as oppositely, directional trends are formed in leading activities for children of this age: for preschoolers - in the game, and the younger students - in training.
If adults who have great authority in children, are very encouraged by their success and are more punished for failures, then in the end, the motive of avoiding failure is formed and enshrines, which is not a stimulus to achieve success. If, on the contrary, attention from an adult and most of the incentives of the child falls on successes, then there is a motive of achieving success.
OPERATION
Purpose
Speech paradigm
1. Removing fear
Helps to overcome uncertainty in their own power, timidity, fear of the degree and assessment of others.
"We are all trying and looking for, just that can happen something."
"People learn from their mistakes and find other ways to solve and everything will turn out."
2. Advancement
Helps the teacher to express his firm conviction that the child must cope with the task. This, in turn, inspires the child confidence in its strength and opportunities.
"You will definitely get."
"I do not even doubt the successful result."
3. High motivation
Shows a child for what, for whom this activity is performed, who will be good after execution
"Without your help, your comrades can not cope ..."
4.Created instructions
Helps the child to avoid defeat. It is achieved by hint, wishes.
"Perhaps it is best to start with ... .."
"Performing work, do not forget about ... .."
5. Associate exception.
Indicates the importance of the child's effort in the upcoming or accomplished activities.
"Only you could ...."
"Only I can trust you ..."
"To anyone, besides you, I can not contact this request ..."
6.Pedagogical suggestion.
Moves to fulfill specific actions.
"We are no longer wailing to get started ..."
"So you want to see if ..."
7. High score details.
It helps emotionally survive the success of not the result as a whole, but some of his separate item.
"You especially managed to explain."
"Most of all I liked you in your work ..."
"This part of your work deserves the highest praise."
The situation of success is particularly important in working with children, the behavior of which is complicated by a number of external and internal reasons, since it allows them to make aggression, overcome isolation and passivity. In a similar case, the situation of success created by the teacher acquires the shape of a peculiar puff cake, where the stuffing is located between the layers of the test (between the two situations of success).
The situation of failure is the subject emotional experience of dissatisfaction with itself in the course and result of the operation. It cannot be considered in the separation from the situation of success, but only as a stage when moving from one success to another. Technologically, creating a situation of failure, apparently, consists of the same operations as the creation of a situation of success, but having the opposite vector orientation. The implementation of the technological algorithm begins with the last operation - an assessment of activity details. The pedagogical purpose of the situation of failure, as well as the situation of success, is to create the conditions for personal individual development of the child. The question of its creation cannot raise the teacher if they are not taken into account by the prospect of its transition to the situation of success, if the teacher does not believe in his preschooler, does not feed optimism about its success. Satisfaction from personal achievements should accompany the child for a rather significant period, perhaps even become familiar to it.
A child who has developed quite successfully in the first five years of life, does not doubt that everything will be fine. Teachers know that this confidence can weaken, but not disappear for another five years, even if the doctrine does not bring satisfaction. Nevertheless, if the child also fails during the first five years of study, i.e. From five to ten years, there will be no trace of age from his self-confidence, the motivation disappears, and the child is bothering with failures. Now he is convinced that it is not capable of solving problems facing him. He is increasingly moving away from the search for love and self-esteem, to the touch, keeping his way the only ones, as it seems to him, remaining open to him with the ways - offenses and care. And although success in school is still possible, the chances of reaching their achievement every year becomes less likely.
In conclusion, it can be noted that communication is the main condition for the development of the child, one of the most important points that determine the development of the attitude of children to adults. Most of the whole child satisfies the content of communication in which he has already had a need.
In order for the child to understand others, communicate with adults, they should be humanely to the child, teach a child to actively join the contacts with the environment and with respect and love to relate to the child. However, not always adults pay the necessary attention to communication, as one of the specific means of targeted and active influence on children. But this influence should be carried out through suggestion and explanation, imitation and conviction, teaching and exercise, requirement and control, promotion and punishment. And if the use of listed methods does not give proper effect, then this is often associated with disadvantages and errors allowed by adults in communication and relationships with children, which often causes dissatisfaction and alienation from elder in the family.
At an early age, the social situation of development and the leading activities of the child are changing. Situational business communication with adults becomes a form and means of organizing the organization of the child.
A. S. Makarenko said, referring to the parents: "Do not think that you raise the child only when you talk to him, or teach him, or order him. You raise it at every moment of your life, even when you are not at home. How do you dress, talk to other people and about other people, as you enjoy or sadness, how you handle friends or enemies - all this has great importance to the child.
Bibliography
1. Merger L.A., Mukhina V.S. Psychology. - m., 1998.
2. Lisin M.I. Problems of ontogenesis of communication. -M., 1996.
3.News R.S. Psychology. Book 2. - M., 1995.
4. Mental development of pupils of the orphanage. // Ed. I.V. Dubrovina, AG. - M., 1990.
5 Psychology of preschool children // Ed. Zaporozhets A.V., Elkonina D.B. - M., 1964.
A child's separation from an adult by an early age leads to new relations of the preschooler with him and to a new development situation.
For the first time, the child goes beyond its family circle and establishes new relationships with a wider world of adults.
Communication of the child with adults is complicated and acquires new forms and new content. The preschooler is not enough attention to adults and joint activities with them. Thanks to speech development, the possibilities of communication with others are significantly expanded. Now the child can communicate not only about directly perceived objects, but also about items of only represented, imaginable, missing interaction situations. The communication content becomes incoming to be outside the perceived situation.
M. I. Lisin allocates two incoming forms of communication, characteristic of preschool age - cognitive and personal.
In the first half of the preschool age (3-5 years) there is an incoming and cognitive form of a child's communication with adults. Unlike the previous (situational business), it is woven not into practical cooperation with adults, but in the "theoretical". The aggravated cognitive need of a child and expanding his cognitive interests lead to the fact that it begins to ask adult numerous questions. Children of this age are sometimes called "solar times".
Questions that children ask are extremely diverse and covered all areas of knowledge about peace, nature and society.
"Why don't fish in water do not drown?"
"Why don't trees go?"
"True, that orange - Pope Mandarin?"
"And what are the cupcakes grow?"
"What makes cars make?" etc.
Everything that the child hears from adults and what sees himself, he is trying to put in order, establish a natural relationship in which our non-permanent and complex world is stacked. The presenter for this form of communication is informative. Adults begin to speak in front of a child in a new quality - as a source of new knowledge, like erudites that can resolve children's doubts and answer questions that arise from them. And since in the course of "theoretical cooperation" topics are discussed, far from the environment, communication for the first time becomes an incoming nature.
For the incoming and cognitive form of communication, the need is characterized by respect for adults, which manifests itself in increased disasonability of children. Evaluation of adults is very important for them - any remark of children begin to perceive as a personal insult. Studies conducted under the guidance of M. I. Lisina showed that children with cognitive communications motives demonstrate increased syntitude and sensitivity to the comment. Affective outbreaks are especially characteristic of middle preschool children (many of the younger people still remain at the level of the situational form). Thus, the introductive-cognitive form of communication is characterized by cognitive motives and the need for adults. The main means of such communication, of course, is speech, since only it allows you to go beyond the situation and carry out incoming communication.
The incoming and educational communication allows children to significantly expand the framework of the world accessible to their knowledge, and switch the relationship of phenomena. However, the world of natural, physical phenomena will soon cease to exhaust the interests of children; They are increasingly attracted by events taking place among people.
By the end of the preschool age, there is a new and top for pre-school incoming personality form of communication. Unlike the previous, its content is the world of people, outside of things. If in 4-5 years in conversations of the child with adults dominate the themes of animals, machines, phenomena of nature, then the senior preschoolers prefer to talk about the rules of behavior, about themselves, about their parents, etc. leading motives are personal. This means that the main congument of communication, as in infancy, is the person, regardless of its specific functions. The incoming and personal communication (as well as a situational personality) is not a party to some other activities (practical or cognitive), but is an independent value. However, in contrast to infant age, an adult acts for a child not as an absolute, abstract person, but as a specific individual and a member of society. The child is interested not only by his situational manifestations (his attention, goodwill, physical proximity, the presence of interesting toys), but also the most different aspects of its existence, which are not visible in a particular situation and do not touch the child himself (where he lives who works, there is Does he have children, etc.). It is as willingly he tells himself about himself (about his parents, friends, joy and resentment).
The incoming personality chat with adults is important for the development of the identity of the preschooler.
First, in the process of such a community, he consciously assumes the norms and rules of behavior, which contributes to the formation of moral consciousness.
Secondly, through personal communication, children learn to see themselves as it were from the side, which is an important condition for the development of self-consciousness and self-control.
Thirdly, in personal communication, children begin to distinguish between different roles of adults - an educator, a doctor, a seller, a teaching of 1 and in line with this, in different ways to build their relations with them.
There are no clear age borders between the two incoming forms of communication: it often happens that the incoming personality communication does not occur until 6-7 years, and sometimes in the simplified version it is already found in three years. However, the overall age trend still testifies to the consistent appearance of the ETRH forms of communication in ontogenesis.
In the study of E. O. Smirnova, held under the leadership of M. I. Lisina, the children were offered three situations of interaction, each of which was a model of a certain form of communication: to play together with adults, to watch a book with him or just talk. It was noted, what of the three situations prefer children of different ages (from 3 to 7 years old), as far as the child is passionate about the interaction
and, most importantly, what is the content of his contacts with adults. The criterion forms of communication was the interest and emotional involvement of the child in communication, its initiative in different situations and sensitivity to the actions of the partner. As a result, it turned out that in the younger group, 70% of children carried out only a situational-business form of communication, in the middle group this form of communication was noted in 30% of children, in the incoming and informative - in 50%. The incoming personality communication was noted only at b% of the younger and 20% of secondary preschoolers. In the senior group, this form of communication has already been observed in 60% of children, and the situational-business met as an exception (8%). These data give reason to believe that the incoming personality communication is most characteristic of senior preschoolers.
This is only a common, averaged age consistency, reflecting the normal course of the development of the child. Deviations from it for a slight period (six months or year) should not impose concerns. However, the "jam" at the level of the situational business form until the end of the preschool age, when the child's interests are limited to games and toys, and its statements are connected only with situational actions, indicates an explicit delay in the development of communication, which means that the overall motivational sphere of the child. On the other hand, a premature transition to incoming personality communication, without fulfilling its previous forms, also leads to deformities in the development of the child's personality.
The normal course of communication is to consistent and fully accommodate every form of communication at the appropriate age. Of course, the presence of a leading form of communication does not mean that at the same time all other forms of interaction are excluded (for example, that the child who has reached the incoming personal form will constantly talk with adults to personal topics). The ability to communicate (both in a child and in an adult) is just as far as the behavior of a person corresponds to the real situation and interests of the partner, how widely the person is able to vary business, educational and personal contacts. The main indicator of communication development is not the predominance of certain contacts, but the possibility and ability to communicate about various contents - depending on the situation and from the partner.
In addition to an adult, in the social situation of the child's development in preschool age, peers start playing. Communication and relationships with other children become no less significant for the child than its relationship with adults. The sphere of communicating a preschooler with a peer has its own specific features that will be discussed below.
Emotional-practical communication People's peers prevails at the age of 2-4 years. It characterizes:
· Interest in another child,
· Increased attention to its actions;
· The desire to attract the attention of peers towards himself;
· The desire to demonstrate their achievements to the peer and cause its response.
By 4 years it develops situational business form of communication.
This is the period of development of the role-playing game. Peers now occupy more space in communication than adults. Children prefer to play not alone, but together. Performing roles assumed, they enter business relationships, often when changing their voice, intonation and behavior manner. This contributes to the transition to personal relationship. But the main content of communication remains business cooperation. Along with the need for cooperation, the need for a peer recognition is allocated.
At age 5, there is a high-quality restructuring of attitudes towards the peer. In the middle preschool age, the child looks at himself "the eyes of the peer". One year old becomes a permanent comparison with me for a child. This comparison is aimed at opposing the other. In situational business communication There is a competitive start. Recall, three-year plays comparison was aimed at detecting community.
Another person is a mirror in which the child sees himself.
During this period, children speak a lot with each other (more than with adults), but their speech remains situational. They interact mainly about objects, actions presented in cash.
Although children in this period do less communicate with adults, but incoming incoming contacts with it.
At the end of the preschool childhood, many develop the incoming business form of communication.
In 6-7 years, children tell each other about where they were and what they saw. They give evaluations to the actions of other children, are treated with personal questions to peer, for example: "What do you want to do?", "What do you like?", "Where did you see what you saw?".
Some can talk for a long time without resorting to practical actions. But still the greatest importance for children have joint business, that is, general games or productive activities.
At this time, a special attitude towards another child, which can be called personal. The peers becomes a self-concrete personality, which means that there are deeper interpersonal relations between children. However, such a personal attitude to the other is far from all children. Many of them prevail a selfish, competitive attitude to peer. Such children need a special psychological and pedagogical
Forms of communication with adults
We emphasize that it is strictly fixed in ontogenesis only the sequence of advent of communication forms, but not their connection with age.
Each form of communication contributes to the mental development of the child. Sitationally personal (preserved up to three years) stimulates mainly the formation of perceptual actions of different systems and analyzers and the reaction of grabbing. Situationally business communication leads to a transition from individual actions to objective activities and the development of speech. Intoitative-informative (junior preschool age) Communication helps preschoolers immeasurably expand the framework of the world accessible to knowledge, trace the relationship of phenomena, to disclose some causal relations and other relations between objects.
The incoming personality form of communication (by the end of the preschool age) introduces a child to the world of social relations and allows you to take an adequate place in it. The child comprehends the meaning of the relationship between people, assimilates the moral norms and values, the rules of social interaction.
The most important meaning of this form is that the child learns thanks to her about adult as a teacher and assimilates the idea of \u200b\u200bitself as a student. Therefore, the most successfully acquires new knowledge.
The practice of communication with children organized by adults enriches and transforms their communicative needs. The impact of an adult and its leading initiative to establish and maintain contacts with the child has the most important for communication.
Psychological features of the child's development in infant age. The overall characteristics of the anatomy-physiological features of newborns. Basic forms of communication with adults. Development of speech, movements, sensory processes. The general possibilities of mental development by the end of the first year of life.
From the point of view of M.I. Lisina (1986), the child from the first week of his life becomes a subject of communication. The results of its systematic observations show that babies after two months come into cooperation with adults, which can be called communication, as they develop a special activity, the object of which is an adult, seek to attract his attention. In the first months of life, the need for communication is happening. The author allocated the criteria, the presence of which allows you to set the formation of this need:
- attention and child interest in adult; The adult is the object of the special activity of the child;
- emotional manifestations of an adult, through which the child detects an adult assessment, which is inextricably linked with knowledge about him;
- Initiative actions of a child aimed at attracting the interest of an adult, in which the desires of the child see the adult with them;
- The sensitivity of the child to the attitude of the adult, in which the perception of children of that assessment is found, which gives them an adult.
The child's behavior of an adult, its position in relation to the child as a subject of communication, putting his actions to a certain meaning is crucial for the emergence of communication.
For the period of infancy there are such forms of adult and child communication, as a situational personality and situational business (according to M.I. Lysina). We analyze them in more detail. The situational personality form of communication appears in about 2 months and has the shortest time of existence - up to 6 months. Situation of communication - communication with close people, providing a child survival. The motive is a personal, adult - an individualized source of active caress and attention not related to the actions of the child. Means of communication - expressive-mimic. The importance of this form of communication for the mental development of the child is nonspecific general activation of the child, becoming perceptual action, preparation for mastering the action of grabbing. The child of the first half of life clearly responds to differences in the intensity of adult attention (the appearance, smile, conversation), but does not know how to distinguish them from the negative expressions of the adult (ukuritis, anger). Only in the second half of the year, children begin to react adequately to similar expression: frowning, cry, removed. The originality of communicating babies is also the fact that in the first half of life, able to distinguish the graduation of adult attention, they do not distinguish one adult from the other. Only by the end of the half year the children begin to resist the mother. If after 8 months, the babies begin to be afraid of an alien person, then until that time, they simply rejoice less to him, there are fewer communication initiative, i.e. There are differences in the number of appeals to the native and someone else's differences. Qualitative differences become visible only from the second half of the year.
From 6 months to 3 years, a situational and business form of a child's communication with adults is functioning (in the course of joint activities with adults). The content of communication needs is a need to cooperate. Motive - Business: Adult as a joint activity partner, sample imitation, expert on the assessment of skills and knowledge, assistant. Means of communication - subjectual operations. The value of this form of communication for the psychic development of the child is in the development of objective activities, preparation for speech mastering; This is the first stage of developing active speech.
From foreign theories of the development of early experience in communicating a child and a close adult is actively discussed in psychoanalysis. It is emphasized that the experience of relations with parents in the first year of life, generating or imposing attachment to an adult, determines the further course of the psychic development of the child (J. Bowlby, A. Freud, M. Einsworth). The attachment is determined by the extent to which the mother ensures the protection and safety of the child. The quality of attachment depends on the early experience of the relationship mother - a child. Tenderness, caring formed reliable affection and confidence in the world, affect the success in school, relations with the peers, to solve social and cognitive problems. The typical behavior of a child who has reliable attachment to the mother, according to scientists of this area, is characterized by active research activities in a new situation, the lack of fear of strangers and joy when the mother appears. The authors of this direction believe that the tendency to the formation of attachment is due to congenital genetic mechanisms. In addition to reliable, unreliable and alarming-ambitious attachments are distinguished.
According to the definition of the Czech scientist Z. Mateychek, attachment is a psychological phenomenon, and not biological, and the manifestation of attachment to the mother is the border in the emotional development of the child. Specific emotional attachment manifests itself in most children by 7 months and after that
8 months formed fear of someone else.
According to E. Erickson on the presence of faith in an adult in a child, it can be judged by the ease of its feeding, deep sleep and normal intestinal work. The first social achievement of the baby is ready to allow the mother to disappear from sight of any excessive anxiety or anger, since its existence has become inner confidence, just like its new appearance - predictable.
Such a constancy, continuity and identity of life experience form a concern for their own individuality.
I would like to emphasize that in a psychoanalytic approach to understanding the essence of development in infancy, as in the cultural and historical theory of LS. Vygotsky, the focus is on the inseparable communications of the mother and the child and on the experience of this unity on the child.
The specifics of the social situation of the development of the infant in the cultural and historical concept is reflected in the main contradiction of age: the desire to communicate with adults and the absence of speech funds to implement this desire. Mastering with emotional communication occurs only by the end of the infant period. In the development of speech as the means of communication, two related lines are distinguished: understanding of the speech of an adult; The formation of actively speech actively. The development of an understanding of the speech of an adult is ahead of the development of his own speech of the child. The child listens and distinguishes the sounds, phonemes in a speech of a loved one. The development of internal speech comes from a proposal to the Word, and external - from the word to the proposal.
Actively, a baby's active speech in their formation takes place a number of stages: the first vocalization and humoring (riding vowel sounds), which are already part of the reciprocal complex. At the beginning of the second half of the year, there is a lept (pronouncing the syllables: Ba-Ba-Ba; Para Pa Para; yes-yeah), and by 8.5-9.5 months, the child vocals the modulated lept (Koltsova, 1979) - Sheet With intonation or impudent speaking.
By the end of the year, the first words appear in the child's speech (from 5-6 to 10-12). These are simple words containing repeating syllables (mom, baba, give, etc.), words-sound resistance.
The central psychological function of the Consciousness of the Baby is Sensotorick. Sensotorika is a psychophysiological integer when the movements are a continuation of perception. Differentiation of sensories and motility occasionally due to the word adult, which is "inclined" into the development of these functions, making them independently. All other mental functions (memory, thinking, speech) are subordinate to the development of the logic of the development of the central function. Orientation to a new, developing throughout the second half of life is an already form of behavior, and not a simple reaction. In the course of manipulation, his new qualities open the subject of the child. In the transition to early age, subject actions, ways of action with objects become the content of the child and adult, i.e. There is a change in the type of communication.
The central neoplasm of a lithic infancy is a sense of confidence in a close adult, and through it - to other people, the world as a whole.
The deprivation of the infant direct communication with an adult person associated with the lack of necessary tactile contacts is manifested in the phenomenon of hospitalism. The concept of "hospitalism" entered into science after World War II, when psychologists described the behavior of children raising in the houses of Baby. Maintaining the physiological existence of babies was good - the children in time fed, pelenali, all necessary hygienic rules were performed. Despite this, the percentage of morbidity and mortality of children was high. Healthy children had unreasonable physiologically deviations - cramps, rapid heartbeat, vomiting. Further development of these children showed other signs of hospitalism - speech development, cognitive functions, the emotional sphere suffers, later there is a lack of volitional behavior, initiatives, such children are capable only to repeat and fulfill tasks according to the instructions. An impersonal attitude towards an adult person characterizes their behavior, they do not show selectivity towards peers and adults. Research of hospitalism allowed specialists to formulate advice on the prevention of this psychological illness. The main direction is to ensure the stable personal communication of the adult and the child. An adult, providing tactile contacts a baby, taking into account his individual reactions, giving him the opportunity to navigate in the surrounding reality, helps to go to his own actions, helps the formation of an emotionally positive attitude of the child first to the most adult, and as a result - to everything that surrounds him. The acquisition of "basic confidence in the world" is thinking E. Erickson as a vital task in the infant development period. The position of the mother plays the most important role in the formation of confidence-distrust. She decides that good for the child and, based on this decision, forms the picture of the world in the infant. The traditions of Russian maternal folklore show how the mother helped the child to take the world around the world and his place in it. Lullabies, Pestushki, fun are designed as early as possible, even in advance, give a child the guidelines in relationships with the world. In bodily games, where fingers, palms, the ears of the baby become the characters of the story play, the child is mastering the space of his body. In the lullabous songs you can find the characteristic of the world in which the baby has to live. As a rule, the description begins with the fixation of the place where the child is laid. "The initial point of reference in the world coordinate system is a child lying in his cradle, and the space of the world around the child is built around the child through the opposition of a warm house-protection, inside which is a cradle with a baby, and a dangerous outside world - dark forest, meadows, rivers, where For the time being, it is not necessary to go to the child "(62, p. 16) already in infancy are the concepts of the edge, as the dangerous border of the two worlds. The restrictions with which the child acquaint at the earliest age is helping him to navigate the space of the surrounding world. The edge, like the boundary of the object, helps to perceive the subject world. The edge, as the border of a familiar and unfamiliar world, helps to develop a relevant behavior strategy. Thus, often the Russian maternal folklore denotes the desired area of \u200b\u200bconfidence in the world and the area of \u200b\u200bdistrust, concerns and even the ban. This allowed M.V. Zorina to name the main task of the infant period to gain basic confidence in life (and not to the world, as E. Erixon translate). "For full mental mental development, the child is important to establish the fact that the place occupied by His" I "in this world is the best, mom is the best, the house is the most native ... On this deep sense of basic confidence in life, it will be based on life optimism. Adult, his desire to live contrary to all adversities and his irrational confidence that everything will end well contrary to circumstances. "
Of particular importance for the child all those actions of the adult, which in the folk pedagogy, refer to the traditions of prediction, are bodily games and fun. In such well-known unpaired games, as "goes the goat of a horned ..." or "We were driving, we drove on the bumps, but in the hole - boo!" An adult is the growing infant's growing body, and it, according to the folk expression "suitable as Testechko." In order for the baby to make, he is simply necessary for frequent physical contact with adults, which provides further development and body, and the psyche of the child. In this regard, it can be said that the child "spoil" the child, love and attention of the adult in this period it is impossible.
The first half of the infancy is often called "absorbing", "absorbing". The child interacts with the world at first as a recipient - chooses food, listens to a variety of sounds, peering into the environment, makes the first attempts to take objects. This is a very sensitive period. In order for the first experience of the child's life to be fruitful, adults should pay attention to the timeliness and moderation of those incentives that he addresses the kid. Saint Feofan The reward advises parents: "Let the feelings receive the first impressions of the sacred items: icon and light lamps - for eyes, sacred songs - for hearing ..." (84, p. 35). The second half of infancy is associated with the teething of the teeth, which, for ironic remark E. Erixon, allow "not only to choose, but also to bite." In the development of the baby, the tendency towards active regulation, the impact on the surrounding reality. At this time, the kid learns to more effectively manage his body - changes its position, learns to sit, improves the mechanisms of grabbing. The task of holding - objects, the provisions of its own body, the attention of an adult person becomes relevant. The presence of the mother allows the baby calmly, she gets acquainted without anxiety with the environment. Specialists notice the fact that the appearance of a new person or subject, which in the second half of infancy is usually accompanied by anxiety and even fear, in the presence of the mother is more calm. Mom is a guarantor of the stability of the situation for the baby. Therefore, by the end of the first year of life, his willingness to let go of the mother of the very first year of life becomes his willingness to release mom. If the baby allows the mother to disappear out of sight without excessive anxiety or irritation, it means that internal confidence in the mother's existence was formed in it. As a rule, this internal confidence matures in children surrounded by the parental caress and love for which the optimal forms of expression were found. "The ability of a child to love others closely is connected with how much love he got himself, and in what form it was expressed."
Completes the infancy of the crisis of one year. The main neoplasms by the end of the first year of life is a straight and word.
Appearance. For a healthy duddy newborn, a calm expression is characteristic. The beginning of the inspection is often accompanied by a loud emotional cry. The duration of the cry of a healthy child is adequate to the action of an irritant (hunger, tactile or pain irritation), shortly after it eliminates the cry stops. The cry of a sick child is estimated both by strength and duration. A weak cry or his absence from a deeply premature child does not cause anxiety from a neonatologist. An Afonic Creek may be due to resuscitation activities (trachea trauma) or TSA defeat. Features The newborn cry can contribute to the diagnosis of exchange disorders and some hereditary diseases (Down disease, Cat Syndrome).
The movement of the newborn baby is excessive, not coordinated. It is characteristic of the physiological strengthening of the tone of the thrust muscles, which causes the pose of the child (the pose of flexia, the embryonic posture): the head is slightly given to the chest, the hands are bent in the elbow joints and pressed against the side surface of the chest, the brushes are compressed in the cams. The lower limbs are bent in the knee and hip joints, when the child is positioned on the side, the head is sometimes trapped. Tremor in the field of ankle and maxillary joints are common to a healthy child. The expression of the face and the pose of a healthy newborn depends on the position of the fetus in childbirth. In case of extensitive insertions (frontal, facial), edema's face, abundant petechia is possible, the head is usually trapped. In case of pelvic preview, the legs can be sharply bent in the hip joints and warp in the knee.
Normally, the following main reflexes of the neonatal period are caused in healthy newborns:
1. A sucking - for irritation of the lips by touching the child responds with sucking movements.
2. Babkin's palm-mouth reflex - when pressing the child with thumbs in the palm of his palm, he opens his mouth and slightly bends his head.
3. Holding Robinson's palm Reflex - when investing in the hand of a child's finger, a brush compression occurs and the child covers his finger tightly.
4. Reflex Moro - when hitting the surface on which a child lies or blowing in the face of the child's hand is elected in the elbows and discharged to the sides (I phase) followed by the "hug" of the body (II phase).
5. Reflex supports and automatic walk - a child take under the mouse and put it vertically, supporting the back of the head back. At the same time, his legs initially bended, and then straightening legs and torso. With a small tilt forward, the child makes stepper movements (automatic walking).
6. The reflex of the Bauer crawling - in the position of the child on the stomach to his bent legs, the palm and the child begins to crawl, straightening the legs and pushing out.
7. Protective reflex of the newborn - in the position on the stomach, the child turns his head to the side (protection).
8. Reflex Galant - Leather is annoyed along the spine from top to bottom. In response, the child curves the torso in the direction of irritation.
Facial expression. Unhappy "painful" - characteristic of many diseases of newborns. Restless facial expression, "frightened" look or hypomymic, sometimes a mask face often accompanies subarachnoid hemorrhages, hypoxium of the brain, bilirubin encephalopathy. The face of a newborn can be asymmetrical due to the peculiarities of the position of the fetus in childbirth, paralysis VII pairs of cranial nerves.
The head of newborns is distinguished by the predominance of the brain skull over the facial. In premature newborn, the shape of the skull as at hydrocephalius, since they are characterized by the intensive growth of the brain. The bones of the skull in the overwhelming majority are notacened, there is a large spring (its dimensions 1-2 cm), the seams can be closed, slightly or find each other (discharge), due to the process of childbirth, and is characteristic of a protracted flow. Depending on the features of labor flowing, the shape of the head can be different: doliocephalus (stretched back), brachycephalic (stretched up) or incorrect (asymmetric). The normal shape of the head is usually restored during the first week of life. Emptying the spring can be due to an increase in intracranial pressure, meningitis or hydrocephalus. With dehydration, the springs are wade. A healthy duddy child has a head circumference of 33 (32) -37 (38) cm.
Eyes in the first days of life are closed almost all the time. They spontaneously open and closed when swaying, which serves as a manifestation of labyrinth reflexes. Pupils acquire symmetry after a few weeks after birth. The diameter of pupils does not exceed 3 mm. Sclers are usually white. In premature children, the sclera can be blue, as they are thin. If the sclera is dark blue, it is necessary to eliminate the imperfect osteogenesis. Brasfield stains on the iris, rainbow shell as it were covered with pepper salt, often observed with Down syndrome. Subconjunctive hemorrhage - the breaking of small capillaries of conjunctiva may also be observed in healthy newborns, but more often is the result of traumatic genera. For the first time, the days of life can be observed spontaneous horizontal Nistagm (fine-empty involuntary twitching of eyeballs), the symptom of the "setting sun".
9. Psychological features of a child of early age.
Early childhood - age from birth to 3 years old - a special period for development. Consider the features of this period (N.M. Aksarin). In early childhood, development goes as quickly as a rapid pace, as in any other age. There is the most intensive formation and development of all features inherent in human: the main movements and actions with objects are mastered, the foundations for mental processes and individuals are laid;
Preschoolers with peers vary high quality in comparison with communication in previous periods. Preschoolers (4-5 years), communicating with peers becomes priority. They actively communicate with each other in a variety of situations (during regime moments, in the process of various activities - games, labor, classes, etc.). Communication is especially manifested and develops during game activities. Developing communication affects the nature of the game and its development. There is a wide variety of collective tasks:
- joint game;
- imposing its own samples;
- managing the actions of a partner and control over their implementation;
- a constant comparison with it and the assessment of specific behavioral acts.
Such a variety of communicative tasks requires the development of the relevant actions: to demand, order, deceive, regret, prove, argue, etc.
Communication with peersvery emotionally saturated. Actions addressed to peers are affective (9-10 times more expressive-mimic manifestations than when communicating with adults).
There is a wide variety of emotional states: from violent indignation to violent joy, from tenderness and sympathy to anger. The preschooler approves the same age more often than an adult, and more often comes with him to conflict relationships.
Children's contacts are non-standard and not regulated. Preschoolers in their relationship use the most unexpected actions. Their movements are relaxed, are not normalized: they jump, curvatched, take different poses, uninstall each other, come up with different words, compounds of unprecedenters, etc.
In the peer environment, a child can freely exercise his individual features.
With age, the contacts of children are increasingly subject to generally accepted rules of behavior. But until the end of the preschool age, the distinctive feature of child communications is its non-inflammatoryness and discrepancy.
In communication with peers, initiative actions prevail over those responsible. For a child, it is more important than its own action (statement), even most often it is not supported by the peer. Therefore, the dialog was woozy to decay. The inconsistency of communicative actions often generates protests, resentment, conflicts between children.
Table 9.1.
Changing the nature of communication in the pre-school period
Thus, the content of communication varies significantly from 3 to 6-7 years: the content of the need, motifs and
Gradually develop forms of communication.
Emotional-practical Communication with peers prevails at the age of 2-4 years. It characterizes:
- interest in another child
- increased attention to his actions;
- the desire to attract the attention of peers towards himself;
- the desire to demonstrate to the peer of their achievements and cause his response.
In 2 years, a child has special play actions. He likes to indulge, compete, mess around with his one year old (Fig. 9.8).
Fig. 9.8. Imitation of peers
In the younger preschool age, emotionally practical is preserved, and along with it there is a communication situational, in which much depends on the specific situation in which the interaction occurs.
Each child is concerned about attracting attention and get the response of the partner. At the same time, the mood, desire
Situation. Children together and alternately shawli, supporting and enhanced overall fun. Suddenly, a bright toy appeared in their field of view. The interaction of children stopped: he has broken an attractive subject. Each child switched its attention to the peer on a new item, and the struggle for the right to possess hardly led to a fight.
Determine the approximate age of children and the form of their communication.
Decision. The age of these children is from two to four years. During this period, emotional and practical communication is pronounced, which largely depends on the situation. Changing the situation and leads to such a transformation of the communication process.
By 4 years it develops situational business form of communication.
This is the period of development of the role-playing game. Peers now occupy more space in communication than adults. Children prefer to play not alone, but together. Performing roles assumed, they enter business relationships, often when changing their voice, intonation and behavior manner. This contributes to the transition to personal relationship. But the main content of communication remains business cooperation. Along with the need for cooperation, the need for a peer recognition is allocated.
Situation. Dima (5 years old) carefully and jealously observes the actions of peers, constantly criticizes and evaluates their actions.
How will Dima respond to unsuccessful peer actions?
Decision. Dima will be happy. But if an adult encourages someone, then Dima is most likely to be upset.
At age 5, there is a high-quality restructuring of attitudes towards the peer. In the middle preschool age, the child looks at himself "the eyes of the peer". One year old becomes a permanent comparison with me for a child. This comparison is aimed at opposing the other. A competitive start appears in situational and business communication. Recall, three-year plays comparison was aimed at detecting community.
Another person is a mirror in which the child sees himself.
During this period, children speak a lot with each other (more than with adults), but their speech remains situational. They interact mainly about objects, actions presented in cash.
Although children in this period do less communicate with adults, but incoming incoming contacts with it.
At the end of the preschool childhood, many make up the incoming and business form of communication.
In 6-7 years, children tell each other about where they were and what they saw. They give evaluations to the actions of other children, are treated with personal questions to peer, for example: "What do you want to do?", "What do you like?", "Where did you see what you saw?".
Some can talk for a long time without resorting to practical actions. But still the greatest importance for children have joint business, that is, general games or productive activities.
At this time, a special attitude towards another child, which can be called personal. The peers becomes a self-concrete personality, which means that there are deeper interpersonal relations between children. However, such a personal attitude to the other is far from all children. Many of them prevail a selfish, competitive attitude to peer. Such children need a special psychological and pedagogical
Table 9.2.
Distinctive features of the communication of the preschooler with peers and adults
| Communication with peers | Communication with adults |
| 1. Bright emotional saturation, sharp intonations, screams, screaming, laughter, etc. Expression from pronounced indignation ("What are you doing?!") To rapidly joy ("look like good!"). | 1. More or less calm tone of communication |
| 2. Nonstandarity of statements, lack of tough standards and rules. The most unexpected words, combinations of words and sounds, phrases are used: they are buzzing, they crack, they are angry with each other, come up with new names to familiar subjects. Conditions are created for independent creativity. Nothing does the activity | 2. Certain norms of statements of generally accepted phrases and speech revolutions. Adult: |
| 3. The prevalence of initiative statements over the answers. It is more important to express yourself than listen to the other. There are no conversations. Everyone speaks of his own, interrupting another | 3. The initiative and offers of an adult child supports. Wherein: |
| 4. Directional actions on peers are more diverse. Communication is significantly richer for its intended and functions, it can be found in it a variety of components: | 4. Adult says well, |
The child learns to communicate with peers:
- express oneself;
- manage others;
- join a variety of relationships.
In communication with adults, he learns how to:
- talk and do correctly;
- listen and understand the other;
- use new knowledge.
For normal development, the child needs not only communication with adults, but also communication with peers.
Question. Why, communicating with the peers, even notphibious, the child expands its vocabulary much better than when communicating with his parents?
Answer. The need to be understood in communication, in the game makes children speak clearer and more correctly. As a result, the speech facing peers becomes more connected, understandable, deployed and lexically rich.
Fig. 9.9.
Communication with peers acquires a special meaning (Fig. 9.9). Among the diverse statements, conversations associated with their own "I" prevail.
Situation. "My son Misha (7 years old)," Mom writes, is almost perfection. But in humans he is always silent. I try to justify it in front of my familiar some reasons, they say, Misha is tired, rushing home, etc., but still the closedness of the son is alarming me. When he is at home - everything is in order, and in people immediately goes into his senses. Advise what to do? "
Give the Board Mom.
Re. shining. It is necessary to try to explain the Misha that shyness is often perceived as unfriendly, and, in order to like people, it is necessary to be more sociable. But, giving a similar advice, it is necessary to be sure that this problem did not arise due to mom. It is possible that:
- miscean's silence is the property of his character, he also behaves both in the company of children, that is, in fact it does not change, but the Mom's expectations are changed, which I would like to communicate with her familiar Misha more at ease;
- in communicating with others, the mother itself changes, why Misha is not in itself, and it closes;
- the conversations conducted in the group that makes up Mamino's environment, Misha is not interested, and perhaps such that this group is satisfied with the silence of Misha.
Often, parents use pressure on their children, "Forcing" them to become shy, and then they are lost before the problem that they themselves created (Fig. 9.10).
Fig. 9.10. Adult, compared to children, is a more understandable and sensitive partner
In general, it can be noted that the goals and maintenance of child communication with age undergo significant changes (Table 9.3).
Table 9.3.
Changing the goals and content of communication with age
| Age | purpose | Example |
|
| The desire to draw the attention of peer with their subjects | "I" - this is what I have, or what I see | "This is my dog \u200b\u200b..." "I have a new dress today" |
|
| Satisfy the need for respect. Of particular importance is the attitude of other people to their own success | Demonstrate what can do. Children like to teach their peers and bring themselves as an example. | "Here, I did it myself!" "Here, look, how to build!" |
|
| Demonstrate their knowledge for self-affirmation | The statements about themselves are expanding due to: - reports of their subjects and actions; - more stories about yourself, not related to the fact that the child does now; - messages about where they were, which was seen; - the fact that children are divided by plans for the future | "I watched cartoons." "I grow up - I will." "I love books." Vova overtooks his car, says: "I have Mercedes. He goes faster. " |
|
| Judgments for informative and moral topicsin communicating with peers, serve to demonstrate their knowledge and approval of their own authority. | The statements reflect the spirit of our time and the interests of the parents. Children are happy to inform their friends what they heard from their parents, often not even understanding the meaning of what was said. | "What is martial arts?" "What is business?" |
|
| More interesting to report new knowledge than the sense shive them from their buddy | Topics are far from the life of children, since they are admirable they are from adults from the family | ||
| In judgment and estimates, the effect of adult is traced | "It is impossible to greed, with the child, nobody is found!" - so "teach" the children of their friends, repeating the words of adults addressed to them |
Situation. We are quite often hearing children's statements of this type: "Let's play together in the cars!", "Look, what happened to us!".
What do such appeals indicate children? What age do they treat children?
Decision. Children have a common cause that fascinates them. Now it is not so important which "I", and what "you", most importantly - we have an interesting game. This turn from "I" to "We" is observed in children after 4 years, when an attempt is attempting to unite in the game.
Situation. Dima (4 years) and Kolya (4 years 1 month) played one, each with her toy. Parents drew attention to the fact that the boys peers did not take them in joint games. The psychologist surveyed these children said to parents that the reason for the insufficient development of speech from their sons.
What feature of speech development meant a psychologist?
Decision. Children, poorly speaking and not understanding each other, cannot establish an interesting game, meaningful communication. They get bored with each other. They are forced to play apart, because they talk about what.
Situation. Vova (4 years) quickly says Vita (4.5 years): "Jadda you are some kind."
What does this judgment of peers and similar judgments mean?
What are the features of the estimated judgments of children?
Decision. The children give such an assessment to each other on the basis of momentary, often situational manifestations: does not give a toy, it means "Jadda". About his discontent, the child willingly and frankly informs the peer. Estimates of small children are too subjective. They are reduced to the opposition "I" and "You", where "I" knowingly better than "you".
Throughout the preschool childhood, the child's message changes about himself from "This is mine", "see how I do" before "what I will be when I grow up" and "what I love".
In senior preschool age the purpose of the mutual communication of children It is to demonstrate yourself, their advantages, attract attention. The child's assessment is very important, its approval, even admiration.
When communicating with peers in each phrase, the child in the center is "I": "I have ...", "I can ...", "I do ...". It is important for him to demonstrate his superiority in something. Therefore, children love to praise in front of each other: "I bought it ...", "I have ...", "And my machine is better than yours ..." and so on. Thanks to this, the child acquires confidence that they are noticed that he is the best, loved one, etc.
The toy that cannot be shown to anyone loses its attractiveness.
For parents, the kid is always the best. And he doesn't need to convince dad with his mother in the fact that he is the best. But as soon as the child turns out to be among the peers, he has to prove his right to superiority. This is due to the comparison of himself with those who play near and who looks like you so much.
It is noteworthy that they compare themselves with other children are very subjective.
The main task of the child is to prove its superiority: "Look what good I am." That's what the peers needs! He is needed in order to be with whom to compare to be someone to show their advantages.
First of all, the child sees the peer as an object for comparison. And only if the peers begins to behave not as I would like, then he begins to interfere. In such cases, the qualities of his personality are noted, and immediately these qualities receive a harsh rating: "Jadda you".
The assessment is given on the basis of concrete actions: "You do not give a toy, it means, the trees."
But a friend also needs recognition, approval, praise, and therefore conflicts between children are inevitable.
Situation. Children play together and do not complain about.
Does this situation mean that in the group are all equal?
Decision. No, does not mean. Most likely, a certain type of relationship has developed between children: only commanded, others only obey.
It may also be that an aggressive child fighters one, causing another, looks in front of the third, but somehow everyone subordinates its activity.
Consider the main causes of children's conflicts.
- Each child expects a good assessment from the peer, But does not understand that the peers is also needed praise. Praise, approve another child for the preschooler is very difficult. He sees only the external behavior of another: what he pushes, screaming, interferes, takes away toys, etc. At the same time, he does not understand that each peers is a person, with its inner world, interests, desires.
- The preschooler is not aware of his inner world, Your experiences, intentions, interests. Therefore, it is difficult for him to imagine what another feels.
It is necessary to help a child to see for yourself and peers from the side so that the kid can avoid multiple conflicts.
Situation. Research found that children from a children's home having unlimited possibilities of communicating with each other, but brought up in conditions of a shortage of communicating with adults, contacts with peers, primitive and monotonous. They are not capable of empathy, mutual assistance, an independent organization of meaningful communication.
Why is this happening?
Decision. This happens only because they are brought up in conditions of a shortage of communication with adults. For the development of full-fledged communication, a targeted organization of child communication is needed, which an adult can exercise, and especially - a specialist in pre-school education.
Question. What influence should an adult person on a child have, in order for its interaction with other children to be successful?
Answer. Two ways are possible. The first suggests organization of joint subject activity of children. For junior preschoolers, this way is inffective, since the children of this age are focused on their toys and are mainly engaged in the individual game. The appeals of their friend to a friend are reduced to select an attractive toy with the other. We can say that interest in toys prevents the child to see their peer.
The second way is based on the organization subject interaction between children. Such a path is more effective. The task of an adult is to establish relations between children. For this adult:
- demonstrates the child dignity of peers;
- affectionately calls every child named;
- praise partners in the game;
- offers the child to repeat the actions of another.
Following the second path, the adult attracts the child's attention to the subjective qualities of another. As a result, the interest of children to each other increases. There are positive emotions addressed to the peer.
Adult helps the child to open peers and see positive qualities in it.
Under the role of the role-playing game, with the community of action and emotional experiences, the atmosphere of unity and proximity with peers is created. Interpersonal relationships and meaningful communication are developing.
Situation. Often, the efforts of kindergarten workers are aimed at creating a holistic interior and on the selection of attractive toys that would be happy to have children, and the tutor could then take and organize them.
Are such expectations of adults?
Decision. Often, instead of joy, toys bring chagrins, tears. Children take them away from each other, fighting because of their attractiveness. Any clarification of the educator about how you can play with these toys without conflict, do not help. Tips come into conflict with the familiar experience of the game at home, where they are the owners of toys.
The lack of experience of gaming communication and a joint play with peers leads to the fact that the baby in another child sees the applicant for an attractive toy, not a partner for communication. We need to experience a joint game under the leadership of an adult.
Situation. In orphanages in other official institutions, the duty of the caregiver is to be patient, restrained, etc. This is an indispensable condition for work. But studies show that this is such a "single-sided" approach to the child and is one of the cons of public education. The child from birth, thus, is involved only to one way of interaction with the outside world.
Decision. For a child, it is better if he gets a different experience of interaction with the outside world. After all, moms and dads can be "kind" and "evil", "discreet" and "judgment", etc. But the child should always feel that he is loved by his parents.
The sprouts of the new relations "We", and not "I," must support adults (Fig. 9.11).
Fig. 9.11.
Situation. Two educators were engaged in the development of speeches and the skills of communication of preschoolers, but did it in different ways. One asked for children, then telling the famous fairy tale, then describe the subject they see, then make a story on the topic of collective experience. And constantly at the same time she demanded a full response from children.
Who from the educators does children work more actively in class?
Decision. At the second educator, children will work more actively, as each appeal to them was an invitation to a dialogue, motivated by a creative approach, and therefore interesting. At the very first educator, children were not so interesting to talk about already well-known things even when discussing events from collective experience.
The second educator dialogue was based on a lively spoken language. It is useful for a child to say 2-3 phrases under the influence of a bright shaped impression than to extract the "descriptive retelling".
Question. How best to develop a confession in a child, believing with his individual characteristics?
Answer. Connected speech can be developed in the process of learning a child retelling on the description. It is best to do this, given the individual features of children, their interests (sculpt, to put performances and others).
There is a natural dialogue in dramatization games, dramatitis, during the plotactic games, in the process of dialogues on topics from personal experience, in reasoning when guessing mysteries and others. In children, in conditions of interesting hobbies, the verbal expression of their own thoughts occurs.
Situation. To the older preschool age, many children master only the simplest forms of dialogic communication with peers.
What should adults pay for the development of dialogic communication skills?
Decision. Typically, the skills of dialogic communication with adults are transferred to communicate with peers. An adult should pay attention:
- on the development of free reasoning skills;
- on the inclusion in the argument dialog;
- to maintain dialogue duration.
Working on the development of logical communication must be started from 3-5 years, when a child takes on a connected speech when it interacts with peers in collective, plot-role-playing, moving games, when he is engaged in collective activities: draws, designed by other, such work allows you to solve At the same time 2 tasks.
- Language development of the child. His speech attention is formed, phonderatic hearing, articulation apparatus.
- Development of connected speech. There is a game and speech interaction with peers.
Answer. The child should be able to navigate the peer partner, contact him initiatively, to answer the word and the action on his statements.
Communication should be benevolent, addressed, supported by commenting, arguing, interrelated statements, issues, prompting.
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