Basic approaches to teaching children with disabilities. Modern approaches to the organization of children with disabilities

Ekaterina Mikhailovna Pashkina

Chief Physician of the Central Clinical Hospital of Omsk

Reading time: 6 minutes

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Article last updated: 06/02/2018

Communication plays an important role in the life of every person. Thanks to communication and relationships with other people, a person can determine his place in this world, understand who he is. Especially great importance plays communication in the life of a small child. It creates conditions for the full formation of his personality. Attention, understanding and love of close people are necessary factors for turning a baby into a kind, sociable, strong-willed adult.

The foundations of a child's communication are laid in the family, with his parents, brothers, sisters, grandfathers, grandmothers and other close relatives. Adults become a guideline for him, guiding his behavior, directly influencing his comprehensive development.

Communication pervades all spheres human life. In order for a child to adapt in any society, he needs to master speech skills:

• entering into a conversation (when and how to start a dialogue).
• maintaining and completing communication (the ability to listen to the interlocutor, logically and clearly express their thoughts, object, argue their words, evaluate).
• Speech etiquette (acquaintance, greeting, refusal, sympathy, congratulations, gratitude, etc.).
• Communication in pairs and groups (from 3 people).
• Non-verbal communication (through gestures, posture and facial expressions).

Features of the development of relations between preschoolers and adults

The development of relationships between children and adults is divided into 4 stages:

1. Stage - situational-personal (from birth to six months). A newborn does not understand human speech, and all interactions with parents are limited to reactions to their facial expressions, smile, intonation. But babies feel love and attention to them.
2. Stage - situational business (from 6 months to 3 years). After reaching the age of 6 months, the baby begins to play actively and in games he needs help from adults. The kid learns to speak and by the end of the period he almost completely masters native speech. The child still needs affection and attention from loved ones.
3. Stage - extra-situational-cognitive (from 3 to 5 years). In addition to the need for attention and help, there is a need for respect. The child begins to learn the world, and the adult becomes the main source of information for him. The child asks a lot of questions. Extra-situational communication is communication about objects that are not directly in the field of view. That is, a child at this stage of development already knows how to discuss, talk about what is not on this moment before your eyes.
4. Stage - extra-situational-personal (from 5 to 7 years). At this age, the child becomes an independent person. He is more interested in environment, a human relations. During this period, the formation of moral and moral values, the child begins to clearly understand what is good and evil. He learns to analyze his behavior, manage it, requires adults to understand and evaluate not only their actions, but also themselves as individuals.

These stages of communication development are only theoretical. In practice, development often lags behind the normative deadlines. The main indicator of well-developed communication is the ability to communicate on various topics with various interlocutors.

Features of communication of preschoolers with peers

Communication with adults and peers is fundamentally different from each other. In a conversation with peers, children are always more relaxed, they do not need to adhere to the rules of politeness and norms of behavior, they can speak freely, relaxedly. At the same time, the emotional component prevails in conversations. Communication is often accompanied by antics, laughter, screams and high intonations of the voice.

An adult for a child acts as an authority, a model to follow. Baby preschool age asks him questions, learns something from him, fulfills his requirements and waits for an assessment of his actions. An adult often acts as a judge in children's disputes. Communication with other children takes place on an equal footing, it is richer and richer, the child seeks to show and tell what he can do. Often, the main thing for children is to tell, not to listen, so communication may not go well when two children interrupt each other, do not listen, and each tells about something of his own.

The development of communication between older preschoolers and peers goes through several stages:

1. Stage 1 (approximately 5 months to 1.5 years). The prerequisites for future communication are being laid. The kid may be interested in a peer as a new toy, touch him, smile and laugh with him, but does not seek to attract his attention, unlike the attention of adults. Joint action children do not.
2. Stage 2 (2 to 4 years old). At this age, the child is ready to play with other children of his age. He expects support and complicity in pranks and fun from his peers. Children run happily together, screaming. Together they can build something, assemble, but the ultimate goal is not important, the action itself is important. However, before the age of 4, children spend more time playing alone.
3. Stage 3 (4 to 6 years old). During this period, communication with peers comes first. They gather in teams and actively play role-playing games, trying to cooperate with each other to achieve the same goal. At this age, the child strives for recognition and respect among other children.
4. Stage 4 (6 to 7 years old). This stage is characterized by planning activities in a team, cooperation, mutual assistance, the emergence of affection and friendship. The child begins to see in his comrade an equal to himself, begins to take into account his interests, help him, demand the same in return.

At older preschool age, children strive to gain popularity in the team, they try to show their leadership skills. If a child does not receive recognition and respect from peers, he accumulates resentment, his success in joint activities, which leads to a complete rejection of it.

Competition originates in the middle preschool age, but even after 6 years it does not fade away in many children. For kids, not only their own successes and failures are extremely important, but also their peers. Hence arises envy, resentment, jealousy.

After 6 years, many children begin to treat their peers more kindly, try to provide them with support, help, without any self-interest to give something.

If at 4-5 years old children primarily strive to receive a high assessment of their actions from an adult, then after 6 years old they can already unite and resist an adult. A peer becomes a personality for the baby, whose successes and failures you can empathize with, whose interests you can be interested in.

At this age, children can communicate for a long time without committing any practical action. They share with each other information about where they have been, what they have seen and what they plan to do, give assessments of the characters and actions of other people.

Problems in communication of children of senior preschool age

There are several personality traits that create problems in the social sphere:

1. selfishness- behavior in which the child is guided only by his own personal interests and does not take into account the interests and opinions of other people. Children, not receiving support from a selfish child, lose all interest in him.
2. Aggressiveness- a personality trait that manifests itself in frequent outbursts of anger, anger, and sometimes violence. An aggressive baby can scare away other children.
3. Passivity- Emotional and psychological weakness. A passive kid does not know what to do with himself, he cannot come up with a game on his own, he does not have respect in the eyes of his peers.
4. Shyness. It is always difficult for an indecisive, timid and silent child to get along in a team.

The origins of these problems usually originate in the family. To create a child as much as possible comfortable conditions for development active communication and interactions, adults need to:

• do not demonstrate negative emotions in relation to other babies;
• try not to enter into children's conflicts: the child must be able to listen and understand the enemy, as well as defend himself and his opinion on his own;
• encourage initiative in communication;
• do not pull the baby in front of his peers;
• to teach the baby to determine the emotions of other people by their facial expressions;
• often communicate with the child, conduct long conversations with him.

Games for the development of communication of older preschoolers

Games are the main way children learn anything. Only in this way can kids be interested and even completely absorbed in the process that develops certain skills in them. For the adaptation of children in society and the development of communication skills, it is proposed to use the following game exercises:

• "Centipede". Children stand one after another, holding hands on the waist of the person in front, representing a centipede. At the command of the teacher, they begin to move, then, at the command, they accelerate, slow down, jump on one leg, squat, rise, bypass obstacles and crawl under it, etc. This game develops communication skills with peers.
• "Cinema". One child calls the name of the main character of the future film, the second kid repeats it and calls the name of the second character, the third one repeats what was said before him and comes up with an action for these characters (for example, go to the forest or go fishing), the fourth one repeats everything previously said and adds something else (for example, circumstances - it started to rain), etc. After all the children have spoken, they must show the resulting movie with the help of plasticity and facial expressions. This game develops memory and non-verbal means communication.
• "Princess Nesmeyana". An adult tells the children a fairy tale about a sad princess who cried all the time and whom no one could make laugh. After that, the most shy and silent girl in the team is selected, sits on a chair and plays the role of Princess Nesmeyana. Each child is invited to come up and make her laugh with something (history, facial expressions, dance, etc.). The girl playing the role of the princess should try not to laugh.
• "Animal Choir". Children are invited to sing the song “a Christmas tree was born in the forest”, but not with words, but with the sounds of animals. The team is divided into groups of several people, the teacher gives each group a card on which an animal is depicted. The first group begins to sing like dogs “Wow-wow-wow!”, the second - like cats “Meow-Meow-Meow!”, the third - like cows “Moo-Moo-Moo”, etc. This type of game helps to establish interactions between group members.

• "Interview". Among the children, a leader is selected who will conduct the interview. Each child comes up to him (you can stand on a chair) and a dialogue begins. Children imagine that they are adults and should solidly ask and answer questions: “What is your name by name and patronymic?”, “Where do you work?”, “What are your hobbies?” etc. At first, it will be difficult for the leading kid to come up with questions and the teacher will need to help him. This game promotes the development of communication skills, teaches dialogic communication and increases vocabulary.
• "Boasting Contest". Preschoolers sit in a circle. They should take turns showing off, but not about themselves and their skills, but about their neighbor. Whoever boasts best of all will receive a small gift. This exercise helps children get closer to each other.
• "Round dance". Develops a sense of community. The kids stand in a circle, hold hands and walk in a circle, showing, at the command of an adult, a cunning fox, an evil wolf, a big scary bear, a frightened bunny, a funny bird, etc.
• "Who's talking". Develops attention and auditory perception. The teacher chooses one of the children as the leader and he becomes his back to the rest of the children. Other kids one by one ask the host questions, who must give an answer and name the person who asked the question. The one whose name the leader guesses becomes the leader himself.

For a complete personal development The child needs to be able to communicate with both adults and peers. Only in this way can he find himself in this world. In order to develop the communication skills of a preschooler, it is necessary to support him, conduct long conversations with him and facilitate his infusion into the peer group. Very effective for developing communication various games, participating in which children learn to recognize each other, trust and work in a team.

Ludmila Kutepova
Communication of preschool children

Definition communication is necessary, primarily because the term itself is widely used in Russian household everyday speech, where has intuitively understood, but scientifically not certain value. This definition is also required because scientific literature meaning of the term « communication» depends on the theoretical positions of the researchers who use it.

Nature communication, its individual and age features , the mechanisms of flow and change have become the subject of study of philosophers and sociologists (B. D. Parygin, I. S. Kon), psycholinguists (A. A. Leontiev, specialists in social psychology(B. F. Porshnev, G. M. Andreeva, children's and developmental psychology(V. S. Mukhina, Ya. L. Kolominsky). However, different researchers invest in the concept communication far from the same meaning.

So, N. M. Shchelovanov and N. M. Aksarin are called communication affectionate speech of an adult addressed to a baby; M. S. Kagan considers it legitimate to talk about communication man with nature and with himself.

Some researchers (G. A. Ball, V. N. Branovitsky, A. M. Dovgchllo) recognize the reality of the human-machine relationship, while others believe that "talking about communication with inanimate objects (for example, with a computer) has only a metaphorical meaning. It is known that many definitions have been proposed abroad communication. So, referring to the data of D. Dens, A. A. Leontieva reports that by 1969 alone in the English-language literature, 96 sentences of the concept communication.

Communication is a complex and multifaceted process that can act at the same time as a process of interaction between individuals and as information process, as the attitude of people to each other and as a process of their mutual influence on each other, as a process of empathy and mutual understanding.

Subjects communication are living beings, people. Basically communication characteristic of any living beings, but only at the human level the process communication become conscious, connected by verbal and non-verbal acts.

For communication is also characteristic that here each participant acts as a person, and not as physical object, "body". Examination by a doctor of an unconscious patient is not communication. When communicating, people are tuned in to the fact that the partner will answer them, and count on his feedback. For this feature communication pay attention A. A. Bodalev, E. O. Smirnova and other psychologists. On this basis, B. F. Lomov claims that “ communication is the interaction of people entering into it as subjects," and a little farther: "For communication is necessary at least two people, each of which acts precisely as a subject. Communication- the interaction of two (or more) people, aimed at harmonizing and uniting their efforts in order to establish relationships and achieve overall result .

We agree with all who emphasize that communication is not just action, but precisely interaction: it is carried out between participants, each of whom is equally a carrier of activity and assumes it in their partners.

concept communication closely related to the concept of communication. Act communication evaluated and analyzed according to the following components: addressee - subject communication, addressee - to whom it was sent message; message- transmitted content; code - means of transmission messages, communication channel and result - what was achieved as a result communication.

This approach is presented in the works of C. Osgood, J. Miller, G. M. Andreeva, Yu. A. Sherkovin and others. This is a system-communicative-information approach.

Another common approach to communication, considering it as a psychological category, we interpret it as an activity, and therefore a synonym for communication is for us the term communicative activity.

Therefore, there are several approaches to understanding communication. It is most appropriate to consider communication as an inseparable unity communication and activities.

Several different theories of activity have been developed. The concepts of S. L. Rubinshtein, B. G. Ananiev, L. S. Vygotsky, A. N. Leontiev received the greatest recognition among them.

The following sides are distinguished communication: communicative, interactive, perceptual. These sides communication appear simultaneously. The communicative side is manifested in the exchange of information, the interactive side - in the implementation of the interaction of partners communication provided that they unambiguously encode and decode sign (verbal, non-verbal) systems communication, perceptual - in "reading" interlocutor due to such psychological mechanisms as comparison, identification, apperception, reflection.

Most universal remedy human communication - language and speech. Language is the main system by which we encode information and is the main tool of communication. With the help of language, knowledge of the world is carried out, self-knowledge of the individual is objectified in language. Language exists and is realized through speech.

In speech communication features that matter as:

Meaning, meaning of words, phrases. The accuracy of the use of words, its expressiveness, accessibility, correct pronunciation of sounds, flexibility and expressiveness of intonation play an important role.

Speech sound phenomena: speech rate, voice modulation, tonality, rhythm, timbre, intonation, diction.

Non-verbal influences include facial expressions, pantomime, gestures, as well as the distance at which the interlocutors communicate.

monologue communication provides for interpersonal communication of unequal partners that do not have equal activity. Dialogue, on the other hand, presupposes conjugation and simultaneity of actions; change of positions of influencing and reflecting, mutual intellectual-volitional activity; exchange action.

There are two types of monologue communication: imperative and manipulation.

role-playing communication involves some form of regulation of the content, means communication; communication carried out from the standpoint of the respective social roles. personal communication possible with knowledge of the partner's personality, the ability to anticipate his reactions, interests, beliefs, attitude.

ritual communication- most often a prologue to building relationships, but it can also perform independent functions in modern life human: strengthening the psychological connection with the group, increasing self-esteem, demonstrating one's attitudes and values, that is, in a ritual communication man confirms his existence as a member societies some important group. At its core, it is role-playing. A distinctive feature of ritual relations is their impersonality.

Dialogic communication is an equal subject subject interaction aimed at mutual knowledge, self-knowledge and self-development of partners in communication.

Relationships for which social norms and the rules render the unexpressed, indirect influence can be characterized as direct, contact, and the type communication who creates them interpersonal type communication.

Thus, communication is many-sided; includes many forms, types. Until now, there is no consensus in the interpretation of the concept « communication» , its mechanisms. It breeds different approaches to study communication, however, almost all researchers note that without human communication full development of the child is impossible; communication - the most important factor personality development, as well as communication- This the best way in order to know yourself.

The problem has always been relevant in the studies of foreign and domestic figures of pedagogy and psychology.

And this is not without reason, as it is a completely natural phenomenon. Children love to share their impressions during different types activities. Joint games of children do not pass without communication, which is the leading need of children. Without communication with peers, a child can observe certain mental disorders.

And, conversely, full communication is an indicator of the harmonious development of the personality of a preschooler.

It should not be limited to relationships within the family. Preschoolers should have contacts with peers, teachers, and other adults.

Group kindergarten- this is practically a stage on which they unfold between the children - its actors. In the interpersonal, not everything goes smoothly. There is strife and peace. Temporary truce, resentment and petty dirty tricks.

In all positive relationships, preschoolers form and develop positive personality traits.

In the negative moments of communication, the preschooler receives a charge negative emotions, which is fraught with sad consequences in his personal development.

What are problematic peer relationships?

The forms of communication that are problematic include increased children's aggressiveness, excessive touchiness, shyness, other communication problems.

Let's take a quick look at the factors of wrong with peers.

Aggressive children

If a child is aggressive, then peers are unlikely to become friends with him. Most likely, children will avoid such a child. Such children are objects of increased attention from parents and teachers.

In most preschoolers, aggression manifests itself to one degree or another. And this is normal when a child reacts with some degree of aggression to unfair actions from the outside. However, this form aggressive behavior does not affect the general condition of the baby in any way and always gives way to peaceful forms of communication.

But there are children whose aggressive manifestations are a stable side of the personality, persist and even develop in quality characteristics preschoolers. This harms the normal communication of children.

Let us turn to another problem of communication between children.

touchy children

Although touchy children do not cause much harm to others, it is also very difficult to communicate with them. Any wrongly cast glance in the direction of such preschoolers, an accidentally dropped word, and you already lose all contact with such a child.

Resentments are very long. It is not easy for a touchy child to overcome this feeling, and he can withdraw into himself for a long time.

This feeling is destructive to any friendship. Resentment leads to painful experiences in children. They start at preschool age. Children over early age not yet familiar with this feeling.

During preschool childhood, when a child's self-esteem is being formed, resentment arises suddenly and takes root deep in the child's mind.

Unlike an aggressive child, a touchy child does not fight, does not show physical aggression. But the behavior of a touchy preschooler is demonstratively suffering. And it does not encourage friendly communication.

Often, an offended preschooler deliberately attracts the attention of others by deliberately refusing to communicate with anyone who approaches him.

shy kids

Communication with shy children brings little pleasure. With unfamiliar children and adults, they generally refuse to communicate. Getting to know them is a top-level problem.

Unfortunately, in most preschool children, the beginnings of shyness can be observed. And if in 60% of preschoolers shyness disappears as soon as the child is offered something interesting, then it is very difficult to get others to talk.

Not everyone and not always manages to talk to a shy preschooler. When approaching stranger, whether it is an adult or a child, a shy baby feels emotional discomfort, becomes shy. In his behavior, you can catch notes of anxiety, and even fear.

Shy preschoolers tend to have low self-esteem, which prevents them from engaging in relationships with peers. It seems to them that they will do something differently from what is required of them. And therefore they refuse to take any steps towards the collective of children.

They stay away from common affairs and any joint activities, watching the games of other children from the sidelines.

I would like to note another type of children who have problems in communication.

Demonstrative children

Such children, as a rule, compare themselves with other children and demonstrate their success to everyone around them. They are arrogant and proud, even when childhood.

Demonstrativeness gradually turns into a stable quality of the child's personality and brings him a lot of negative experiences. On the one hand, the child is upset if he is perceived differently than he exposes himself. On the other hand, he does not want to be like everyone else.

At times, a demonstrative child is able to commit positive act. But this is not at all for the sake of another, but only in order to once again show oneself, to demonstrate one's kindness.

Communication with a demonstrative child is very complicated at preschool age. Demonstrative children like to attract undue attention to themselves, often bring beautiful toys to kindergarten to brag to other children.

Interestingly, demonstrative children are active in the process of communication. But this communication on their part is devoid of interest in the other.

They only talk about themselves. If they fail to assert themselves in the eyes of their peers, and especially adults, then such children begin to show aggression, scandal, quarrel with everyone.

And although other children do not particularly want to communicate with them, they themselves really need the environment. Because they need someone to listen to them in order to demonstrate themselves in front of society.

Features of communication of preschoolers with peers

As we discussed above, the communication of preschoolers with peers is very dependent on themselves. If they are aggressive, touchy, envious or demonstrative, then they often have problems in the process of communication.

But all children of the age we are considering also have common features communication with peers.

Preschoolers are highly emotional. In a group of peers, they manifest other forms of communication.

This applies to expressive-mimic manifestations. Children in general are very fond of gesticulating during conversations, reinforcing their statements with facial expressions. This helps them to be emotionally expressive during communication.

I would like to note some features of the communication of children at preschool age. Children love to communicate. During communication with peers, they develop speech skills, develop communication skills. There are, of course, some communication problems associated with frequent conflicts in the children's team.

Communication with peers is more relaxed than with adults. Completely different forms of behavior prevail here. Non-standardized communicative patterns can also be attributed to the peculiarities of the behavior of preschool children during communication. Such as bouncing, bizarre poses, antics. One child may intentionally mimic another, which does not happen in communication with an adult.

But in each free manifestation, the child reveals his individual personality traits. And these distinctive features communication of children with peers remain until the end of preschool childhood.

Another feature children's communication at preschool age, it can be considered that the initiative in response actions prevails in the child. A preschooler quickly reacts to a replica of another child with response activity. At such moments, the development of dialogue speech occurs. At the same time, you can notice such problems as protests, resentment, conflicts, because the child is trying to say his weighty word last. And none of the children wants to give in.

On the forms of communication between children and peers

Now it is worth talking a little about the forms of communication of the child in the circle of peers.

The first form of communication of preschool children is usually called emotional and practical.
A child, more often at a younger preschool age, expects complicity in undertakings and pranks. This form of communication is situational and depends on the specific situation.

Problems in this form of communication can arise at the moments of interaction of communication partners. Either the children switch their attention from the interlocutor to some object, or they fight because of this object.

This is due to the fact that the development of objective actions is not yet at a sufficient level, and the need to use objects in communication is already being formed.

In such cases, permission is reluctant.

Another form of communication between peers is called situational business.

Somewhere by the age of four, its formation begins and continues until the age of 6. Peculiarities this stage is that now children are beginning to develop skills in role-playing, even role-playing games. Communication becomes already collective.

The development of cooperation skills begins. This is not the same as complicity. If in the emotional-practical form of communication, children acted and played individually, although they were in the same team. But each represented himself differently. Here, the children in the game are closely connected by a single plot and the roles they have taken on.

One role will fall out, and a problem arises - the plot of the game is broken.

Therefore, it can be stated that the situational business form arises on the basis of a common cause in order to achieve some common result of interaction with peers.

In popular children, the formation of communication skills in this form of cooperation is ahead of the development of communication skills of children who are less visible in the children's team.

It is even worth noting here that aggressive and demonstrative children, which we talked about earlier, are more successful in developing communication skills than touchy and envious children, who are more likely to stay away due to personal characteristics.

At the age of 6-7 years, communication skills in preschool children acquire a more or less formed character. Children become more friendly to peers. The formation of skills of mutual assistance begins. Even demonstrative children are already beginning not only to talk about themselves, but show attention to the statements of other children.

At this time, the formation of an extra-situational form of communication begins, which goes in two directions:

• growth and formation of extra-situational contacts (children talk about what they did and saw, plan further actions and share their plans with others, learn to evaluate the words and actions of others);
• formation of the image of a peer (selective attachments to peers appear regardless of the situation of communication, and these attachments are very stable by the end of the preschool period of childhood).

Those are in in general terms features of forms and problems of communication of preschool children. Now let's take a look at effective ways development of communication skills between the child in a circle of peers.

How to develop the communication skills of preschool children in preschool?

The communication skills of a preschool child with peers are actively formed in the process dialogue between children. Children's dialogue speech carries the foundations of colloquial speech activity generally. Here both the development of monologue skills, and the formation of the preschooler's speech readiness for the upcoming schooling.

Dialogues are actively used by children during games and other joint activities.

Wherein important role given to an adult who takes Active participation in such communication between children.

Joint games as a form public life a child of this age, contribute to solve many relationship problems.
Plots role playing help to develop community skills and building dialogue communication. In games, you can implement the formation of all forms of communication.

An adult needs to teach children to start, continue and end a dialogue. The child should be able to maintain a conversation, answering the questions posed during the dialogue.

Dialogue is a very difficult form of communication through which social interaction. Therefore, an adult should contact the child as often as possible, observing a positive emotional tone. This will encourage the preschooler to talk. Features of communication during a dialogue contribute to the formation of sentence building skills different types, from simple narrative to complex in their construction and phonetic aspects.

Peculiarities of communication between preschoolers and peers.

Preschool age is a particularly responsible period in education, since it is the age of the initial formation of the child's personality. At this time, in the communication of the child with peers, rather complex relationships arise that significantly affect the development of his personality. Knowing the characteristics of the relationship between children in the kindergarten group and the difficulties that they have in this case can be of great help to adults in organizing educational work with preschoolers.

Communication is a complex, multifaceted process of establishing and developing contacts between people, generated by the need for joint activities; includes the exchange of information, the development of a single branch of interaction, the perception and understanding of the partner.

Communication is one of the main psychological categories. A person becomes a person as a result of interaction and communication with other people. Communication is a complex, multifaceted process of establishing and developing contacts between people, generated in the need for joint activities and including the exchange of information, the development of a common strategy for interaction, perception and understanding of communication partners.

The role of communication in childhood is especially great. For a child, his communication with other people is not only a source of various experiences, but also the main condition for the formation of his personality, his human development. The formation of a child as a person is a social process in the broadest sense.

From birth, the child gradually masters social experience through emotional communication with adults, through toys and objects surrounding him, through speech, etc. To independently comprehend the essence of the surrounding world is an impossible task for a child. The first steps in socialization are made with the help of an adult. In this connection, an important problem arises - the problem of the child's communication with other people and the role of this communication in the mental development of children at different genetic levels.

Research M.I. Lisina and others show that the nature of a child's communication with adults and peers changes and becomes more complicated during childhood, taking the form of either direct emotional contact, or contact in the process of joint activity, or verbal communication.

Communication at preschool age is direct in nature: a preschool child in his statements always has in mind a certain, in most cases loved one(parents, caregivers, friends).

The development of joint activities with peers and the formation of a children's society leads not only to the fact that one of the most important motives of behavior is the conquest positive evaluation peers and their likes, but also the emergence of competitive motives. Older preschoolers introduce competitive motives and activities that competitions themselves do not include. Children constantly compare their successes, like to brag, and are acutely experiencing failures.

Communication dynamics. The specifics of communication between preschoolers and peers differs in many respects from communication with adults. Contacts with peers are more vividly emotionally saturated, accompanied by sharp intonations, screams, antics, and laughter. In contacts with other children, there are no strict norms and rules that should be observed when communicating with an adult. When talking with elders, the child uses generally accepted statements and ways of behavior. In communication with peers, children are more relaxed, say unexpected words, mimic each other, showing creativity and imagination. In contacts with comrades, initiative statements prevail over answers. It is much more important for a child to express himself than to listen to another. And as a result, a conversation with a peer often fails, because everyone talks about his own, not listening and interrupting each other. At the same time, the preschooler more often supports the initiative and suggestions of an adult, tries to answer his questions, complete the task, and listen carefully. Communication with peers is richer in purpose and function. The actions of the child, aimed at peers, are more diverse. From an adult, he expects an assessment of his actions or information. A child learns from an adult and constantly turns to him with questions (“How to draw paws?”, “Where to put a rag?”). An adult acts as an arbiter for resolving disputes that have arisen between children. Communicating with comrades, the preschooler controls the partner's actions, controls them, makes comments, teaches, showing or imposing his own pattern of behavior, activities and comparing other children with himself. In an environment of peers, the baby demonstrates his abilities and skills. During preschool age, three forms of communication with peers develop, replacing each other.

By the age of 2, the first form of communication with peers is formed - emotional and practical. In the 4th year of life, speech occupies an increasing place in communication.

At the age of 4 to 6, preschoolers have a situational-business form of communication with their peers. At 4 years old, the need to communicate with peers is put forward in one of the first places. This change is due to the fact that the role-playing game and other activities are rapidly developing, acquiring a collective character. Preschoolers are trying to establish business cooperation, coordinate their actions to achieve the goal, which is the main content of the need for communication.

The desire to act together is so strongly expressed that children compromise, giving each other a toy, the most attractive role in the game, etc. Preschoolers have an interest in actions, methods of action, acting in questions, ridicule, remarks.

Children clearly show a tendency to compete, competitiveness, intransigence in assessing comrades. In the 5th year of life, children constantly ask about the successes of their comrades, demand recognition of their own achievements, notice the failures of other children and try to hide their mistakes. The preschooler seeks to draw attention to himself. The child does not highlight the interests, desires of a friend, does not understand the motives of his behavior. And at the same time, he shows a keen interest in everything that his peer does.

Thus, the content of the need for communication is the desire for recognition and respect. Contacts are characterized by bright emotionality.

Middle preschoolers are more likely to demonstrate to their peers what they can do and how they do it. At 5-7 years old, children talk a lot about themselves, about what they like or dislike. They share with their peers their knowledge, “plans for the future” (“what will I be when I grow up”).

Despite the development of contacts with peers, conflicts between children are observed at any period of childhood. Consider their typical reasons.

In infancy and early childhood the most common cause of conflicts with peers is the treatment of another child as an inanimate object and the inability to play around even if there are enough toys. A toy for a baby is more attractive than a peer. It obscures the partner and inhibits the development of positive relationships. It is especially important for a preschooler to demonstrate himself and at least surpass his friend in some way. He needs the confidence that he is noticed, and to feel that he is the best. Among children, the baby has to prove his right to be unique. He compares himself to his peers. But the comparison is very subjective, only in his favor. The child sees a peer as an object of comparison with himself, so the peer himself and his personality are not noticed. Peer interests are often ignored. The kid notices the other when he starts to interfere. And then immediately the peer receives a severe assessment, the corresponding characteristic. The child expects approval and praise from a peer, but since he does not understand that the other needs the same, it is difficult for him to praise or approve a friend. In addition, preschoolers are poorly aware of the reasons for the behavior of others.

They do not understand that a peer is the same person with their own interests and needs.

By 5-6 years, the number of conflicts is reduced. It becomes more important for a child to play together than to establish himself in the eyes of a peer. Children are more likely to talk about themselves in terms of “we”. An understanding comes that a friend may have other activities, games, although preschoolers still quarrel, and often fight.

The contribution of each form of communication to mental development is different. Early contacts with peers, beginning in the first year of life, serve as one of the most important sources for the development of methods and motives. cognitive activity. Other children act as a source of imitation, joint activities, additional impressions, bright positive emotional experiences. With a lack of communication with adults, communication with peers performs a compensatory function.

The emotional-practical form of communication encourages children to take the initiative, influences the expansion of the range of emotional experiences. Situational-business creates favorable conditions for the development of personality, self-awareness, curiosity, courage, optimism, creativity. And the non-situational-business one forms the ability to see a self-valuable personality in a communication partner, to understand his thoughts and experiences. At the same time, it allows the child to clarify ideas about himself.

The age of 5 years is characterized by an explosion of all manifestations of a preschooler addressed to a peer. After 4 years, a peer becomes more attractive than an adult. From this age, children prefer to play together rather than alone. The main content of their communication becomes a joint gaming activity. Children's communication begins to be mediated by subject or gaming activity. Children closely and jealously observe the actions of their peers, evaluate them and react to the assessment with vivid emotions. Tension in relations with peers increases, more often than at other ages, conflict, resentment, and aggressiveness are manifested. A peer becomes the subject of constant comparison with oneself, opposing oneself to another. The need for recognition and respect turns out to be the main one in communication, both with an adult and with a peer. At this age, actively formed communicative competence which is found in the solution of conflicts and problems that arise in interpersonal relationships with peers.

Bibliography:

1. Lisina M.I. The problem of the ontogeny of communication. - M.: "Pedagogy" 1986. – S. 144

2. Kryazheva N.A. Development of the emotional world of children. A popular guide for parents and educators. Yaroslavl, 1997. - S. 205
3. Mukhina V. S. " Age-related psychology: phenomenology of development, childhood, adolescence. - M.2002.-456s.
4. Buber M. I and You. M., 1993. - S. 211
5. Mavrina I.V. "Development of interaction younger preschoolers with peers in conditions educational process» // psychological science and education, 2005, No. 2.
6. Martsinkovskaya T.D. Diagnostics mental development children. Manual for practical psychology. M., 1997. - S. 211

The child grows and matures very quickly. In the first months, the baby is mainly in contact with parents and close relatives. Every year the circle of contacts expands. The world of a preschooler can no longer be limited to the family. The kid begins to communicate with peers: he tries to make friends with someone, but conflicts with others. Psychologists say that in every kindergarten group "seething" interesting life, which sometimes resembles the script of a dramatic film. Child relationships are not easy. Boys and girls reconcile and quarrel, make friends and invent nicknames for each other, help overcome difficulties and "dirty", take offense and confess their love, are jealous.

The relationships of children are diverse and unpredictable, and kids experience any emotions very sharply, and sometimes painfully. Emotional tension in children's relationships, as well as conflict, is higher than in adults. Unfortunately, most often, relatives and educators do not even realize how many-sided and deep the feelings that the kids are experiencing, and for this reason they do not pay attention to quarrels, children's tears and insults. Or they don't matter much.

But these relationships leave their mark on the entire later life child. The experience of children's communication is the foundation for the development of the personality of the crumbs. It determines the attitude towards other people and oneself. It's a shame if the first experience of knowing the world is negative coloration. Parents should understand that negativity towards people is developed and consolidated in childhood, and subsequently can have sad results.

Communication of preschoolers with adults and peers

The child communicates with peers differently than with adults. Children are not afraid to show their emotions when playing and interacting with other children: they laugh loudly, scream, squeal. With older people, the crumbs behave more restrained, they try to speak calmly and quietly, they are often shy.

According to psychologists, from about the age of four or five, it becomes more preferable for a child to communicate with peers, which is non-standard. Children can behave freely, freely, naturally. They show “faces” to each other, make faces, call names, tease, jump, scream, squeal, play catch-up and hide and seek, they can tell invented stories on the go, etc.

Most adults do not accept such behavior, they quickly get tired and try to stop such "outrages" as soon as possible. But it should be borne in mind that children need freedom, kids should periodically splash out their emotions and feelings. It is in a society of the same age that a child has the opportunity to show all his abilities, to be original and unpredictable. Children need to be allowed at least occasionally to feel complete freedom. Adults can instill generally accepted norms of behavior in kids, and peers reveal his personality.

Over time, boys and girls obey the rules, behave more restrained. A feature of the communication of preschool children is the prevalence of initiative actions, looseness, the use of non-standard means interactions. Parents at this age should teach the child to respect the opinions of others, to establish contacts with other children, to “hear” the suggestions of a partner of friends.

Increasingly, parents have to deal with outbursts of envy, resentment, manifestations of jealousy. One of the means that will help normal communication with the child is the game. At this age, adults need to teach kids tolerance and respect for the opinions of other children, involve them in joint games, and also independently invent an exciting pastime for themselves.

That is, communication is no longer limited to games and toys. Children talk and exchange thoughts without any practical action. The feeling of rivalry and competition remains, but it is at this time that the ability to notice not only the victories and failures of partners is born, but also to understand their mood, desires, interests.

The child is interested in knowing the opinion of a friend, he asks where he was, what he saw, with whom he talked. And most importantly, the feeling of gloating and envy appear less and less. Children have a genuine interest in peers, often independent of the achievements and toys that they own. The children show a sense of empathy and rejoice at the success of their friends.