The development of interpersonal relations in the child-adult system. Age patterns of the formation of interpersonal relationships in childhood
Each child develops in an interweaving of connections of various kinds and relationships. Interpersonal relationships, reflecting the interrelationships of participants, are formed precisely in children's and adolescent groups.
At different age stages general patterns formation and development interpersonal relationships, despite the fact that their manifestations in each specific group have their own unique history.
Characteristics of interpersonal relationships of children
A significant influence on children's perception is exerted by the attitudes of teachers and other significant adults surrounding the child. The kid will be rejected by classmates if he is not accepted by the teacher.
In many areas mental development the influence of an adult is traced, this is due to the fact that:
1. An adult for children is a source of various influences (auditory, sensorimotor, tactile, etc.);
2. Reinforcement of the efforts of the child is carried out by an adult, their support and correction;
3. When enriching the experience of a child, an adult introduces him to something, and then sets the task of mastering some new skill;
4. In contacts with an adult, the child observes his activities and sees role models.
How does the importance of an adult change in a child's life in different age periods?
In the preschool period, the role of adults for children is the maximum and the minimum role of children.
In the primary school period, the decisive role of adults fades into the background and the role of children increases.
In the senior school period, the role of adults is leading, by the end of this period the role of peers becomes dominant, during this period personal, business relationships merge together.
What interpersonal relationships can develop in children's groups?
In children's and adolescent groups, the following types of relatives can be distinguished:
Functional-role relations, develop in various types of children's life activities such as labor, educational, productive, play. In the course of these relationships, the child learns the norms and ways of acting in a group under the control and direct guidance of an adult.
Emotional-evaluative relationships between children is the implementation of correcting the behavior of a peer in accordance with the norms that are accepted in joint activities. Here, emotional preferences come to the fore - antipathies, sympathies, friendly attachments, etc. They arise early, and the formation of this type of relationship may be due to external moments of perception or an assessment of an adult, or past communication experiences.
Personal-meaning relationships between children are such relationships in a group in which the goals and motives of one child in a group of peers acquire personal meaning for other kids. When comrades in the group begin to worry about this child, his motives become their own, for which they act.
Features of interpersonal relations in children of preschool, junior and senior school age
Preschool period
The period of preschool childhood begins from about 2-3 years old, when the child begins to realize himself as a member human society and until the moment of systematic training at 6-7 years. During this period, the prerequisites for the formation of the socio-moral qualities of the individual are created, the main individual psychological characteristics of the child are formed. Preschool childhood is characterized by the following features:
1. Excessively high role of the family in meeting material, spiritual, cognitive needs;
2. The maximum need of the child for the help of adults to meet the basic needs of life;
3. Low possibility of self-defense of the child from the harmful influences of his environment.
During this period, the child intensively develops (through relationships with adults) the ability to identify with people. The kid learns to be accepted in positive forms of communication, to be appropriate in relationships. If the surrounding people treat the baby affectionately and with love, fully recognize his rights, give him attention, he becomes emotionally prosperous. This contributes to the formation of the normal development of the personality, the development in the child of positive qualities of character, a benevolent and positive attitude towards people around him.
Specificity children's team during this period is that the bearer of leadership functions are the elders. Parents play huge role in the formation and regulation of children's relationships.
Signs of interpersonal relationships that develop between children in before school age.
The main function of the team of preschool children is the formation of the model of relations with which they will enter life. It will allow them to join the process of social maturation and reveal their moral and intellectual potential. Thus, for interpersonal relationships in preschool age, the following features are characteristic:
1. Formed and developed the basic stereotypes and norms that regulate interpersonal relationships;
2. The initiator of relations between children is an adult;
3. Contacts are not long-term;
4. Children are always guided by the opinion of adults, in their actions they always equal the elder. Show identification with people who are close to them in life and peers;
5. The main specificity of interpersonal relationships at this age lies in the fact that it is clearly manifested in imitation of adults.
Junior school childhood- this period starts at the age of 7 and lasts up to 11 years. At this stage, the process of further development of the individual psychological qualities of the individual takes place. Intensive formation of the basic social and moral qualities of the individual. This stage is characterized by:
1. The dominant role of the family in meeting the emotional, communicative, material needs of the child;
2. The dominant role belongs to the school in the development and formation of social and cognitive interests;
3. Increases the child's ability to resist negative influences environment while maintaining the main protective functions for the family and school.
The beginning of school age is determined by an important external circumstance - admission to school. By this period, the child has already achieved a lot in interpersonal relationships:
1. He is oriented in family relations;
2. He has self-control skills;
3. Can subordinate himself to circumstances - i.e. has a solid foundation for building relationships with adults and peers.
In the development of the child's personality, a significant achievement is the predominance of the motive "I must" over "I want." Educational activity requires the child to achieve new achievements in the development of attention, speech, memory, thinking, and imagination. This creates new conditions for personal development.
With admission to school, children take a new step in the development of communication, the system of relationships becomes more complicated. This is determined by the fact that the baby's social circle is expanding, new people are involved in it. There are changes in the external and internal position of the child, the subject of his communication with people is expanding. The circle of communication between the kids includes questions that are correlated with educational activities.
The teacher is the most authoritative person for children of primary school age. Estimates of the teacher and his judgments are perceived as true, not subject to verification, control. In the teacher, the child sees a fair, kind, attentive person and understands that the teacher knows a lot, be able to encourage and punish, create general atmosphere team. Much is determined by the experience that the child received and learned in preschool age.
In interpersonal relationships with peers, the role of the teacher is important. Children look at each other through the prism of his opinions. They evaluate the actions, misconduct of comrades by the standards that the teacher introduced. If the teacher positively evaluates the child, then he becomes the object of the desired communication. Negative attitude to the child on the part of the teacher, makes him an outcast in his team. This sometimes leads to the fact that the child develops arrogance, disrespectful attitude towards classmates, the desire to achieve the encouragement of the teacher at any cost. And sometimes, children emotionally perceive, not realizing their unfavorable situation, but they experience it.
Thus, interpersonal relationships in primary school age are characterized by:
1. Functional-role relations are replaced by emotional-evaluative ones, peer behavior is corrected in accordance with the accepted norms of joint activity;
2. The formation of mutual assessments is influenced by educational activities and teacher assessment;
3. The dominant basis for assessing each other is role-playing, and not personal characteristics peer.
senior school age- this is the period of development of the child from 11 to 15 years, which is characterized by following features:
1. The family plays a dominant role in meeting the material, emotional and comfortable needs of the child. By the end of the senior preschool age, it becomes possible to independently realize and satisfy some of these needs;
2. School plays decisive role to meet the socio-psychological and cognitive needs of the child;
3. The ability to resist the negative influences of the environment begins to appear, in turn, it is combined with the child's tendency to obey them under unfavorable circumstances;
4. Saved high dependency from the influence of surrounding adults (teachers, grandparents, parents) in the development of personal self-knowledge and self-determination.
In the older (adolescent) age, a number of important changes occur in the physical, mental, emotional development of the student. By the age of 11, intensive physical growth begins to occur in children, significant changes occur in the structure of the whole organism. There are not only external and internal changes in the body of adolescents due to physical development. The potential abilities that determine the intellectual and mental activity child.
During this period, the determining factor in the child's behavior is external data and the nature of comparing himself with older people. Children have an inadequate assessment of their capabilities and themselves.
Domestic psychologists, starting with L. S. Vygotsky, believe that the main neoplasm in adolescence is a sense of maturity. But comparing oneself with adults and focusing on adult values very often make a teenager see himself as dependent and relatively small. This gives rise to a conflicting sense of adulthood.
Any teenager psychologically belongs to several social groups: school class, family, friendly and domestic companies, etc. If the values and ideals of the groups do not contradict each other, then the formation of the child's personality takes place in the same type of socio-psychological conditions. If there is a conflict of norms and values between these groups, then this puts the teenager in a position of choice.
Thus, we can draw the following conclusion that interpersonal relations in senior school age are characterized by:
1. Emotional-evaluative relations between children are gradually replaced by personal-semantic ones. This suggests that the motive of one child can acquire personal meaning for other peers;
2. The formation of mutual assessments and relationships is no longer influenced by adults, but only by the personal, moral characteristics of a communication partner;
3. The moral and volitional qualities of a partner at this age become the most important basis for choosing to establish relationships;
4. But during this period, the role of an adult still remains essential for choosing the form and stereotypes of regulating interpersonal relations.
5. Relationships between teenagers become more stable and selective;
6. The level of development of interpersonal relations between partners in communication at this age very clearly determines the specifics of the processes of individualization of adolescents.
Kurlina Christina Vyacheslavovna
Annotation: The article deals with theoretical aspects interpersonal relations from the point of view of different authors. Held theoretical analysis senior preschool age, taking into account all the features given age. The features of interpersonal relations in senior preschool age are revealed.
Keywords: interpersonal relations, senior preschool age
Volgograd State University, Volgograd
Volgograd state university, Volgograd
Abstract: The article considers the theoretical aspects of interpersonal relations from the point of view of different authors. The theoretical analysis of senior preschool age taking into account all of the features of this age is done. The research brings to light the peculiarities of interpersonal relations in the preschool years.
Keywords: interpersonal relations, advanced preschool age
Relation to other people is the main fabric human life. The problem of interpersonal relations of preschoolers was and is still relevant today. According to S.L. Rubinstein “... the first of the first conditions of human life is another person. Relationship to another person, to people is the basic fabric of human life, its core. The "heart" of a person is all woven from his relationship to other people; connected with them is the main content of the mental, inner life person. It is these relationships that give rise to the most strong feelings and deeds. Attitude towards another is the center of the spiritual and moral formation of the individual and largely determines the moral value of a person. .
Interpersonal relations - a system of attitudes, orientations and expectations of group members, relative to each other, determined by the content and organization of joint activities by the values on which people's communication is based.
Interpersonal relationships are a subjectively experienced, personally significant, emotional and cognitive reflection by people of each other in the process of interpersonal interaction.
The nature of this phenomenon is very different from the nature of social relations. Their most important feature is their emotional basis. This suggests that interpersonal relationships arise and are formed on the basis of certain feelings that people have for each other.
The emotional basis of interpersonal relationships consists of three types of emotional manifestations: feelings, emotions, affects. Interpersonal relationships are very strongly influenced by a person's orientation to the external or internal world (extroversion or introversion).
Thus, people not only perceive each other, but they also form special relationships between themselves, which give rise to a diverse collage of feelings - from rejection of this or that person to sympathy and even great love for him.
In a group, a team, and indeed in society, interpersonal relations are built on likes and dislikes, attractiveness and preference, in a word - on selection criteria. (Table 1.1).
Table 1.1 Phenomena of interpersonal relationships
| № | The phenomenon of interpersonal relationships | Characteristics of the phenomenon |
| 1 | Sympathy | Selective attraction. Causes cognitive, emotional, behavioral response, emotional attraction |
| 2 | attraction | Attraction, attraction of one person to another, the process of preference, mutual attraction, mutual sympathy |
| 3 | Antipathy | Feeling of dislike, dislike or disgust, the emotional attitude of rejection of someone or something |
| 4 | Empathy | Empathy, the response of one person to the experience of another. Empathy has several levels: The first includes cognitive empathy, manifested in the form of understanding mental state another person (without changing one's state). The second level involves empathy in the form of not only understanding the state of the object, but also empathy with it, that is, emotional empathy. The third level includes cognitive, emotional and, most importantly, behavioral components. This level involves interpersonal identification, which is mental (perceived and understood), sensual (empathetic) and effective. |
| 5 | Compatibility | Optimal combination psychological features partners contributing to the optimization of their joint activities) - incompatibility |
| 6 | Harmony | Satisfaction with communication; coherence of actions |
If an important planned activity is important for a person, then it implies a longer, better and more correct communication, and thus the selection criteria become stronger.
Interpersonal relationships and their content in psychology are interpreted ambiguously. There are many approaches to considering such a broad phenomenon both in the domestic and in foreign psychology.
In the psychological dictionary of A.V. Petrovsky and M.K. Yaroshevsky, this phenomenon is interpreted as follows: interpersonal relations are considered as a system of attitudes, expectations and orientations of group members towards each other, which are based on communication between people and are conditioned by values in the organization and content of joint activities. According to V.N. Kunitsyna, interpersonal relationships are personally significant, subjectively experienced, emotional and cognitive reflection of each other by people in the process of interpersonal interaction. The most important feature that distinguishes them from simple interaction, from simple communication is the emotional basis. In terms of content and structure, they are quite dynamic. After analyzing the dynamics of these parameters, such as, for example, emotional cohesion, value-oriented unity and sociometry as a group structure, one can judge how a particular group develops as a whole.
As for the senior preschool age, according to A.A. Krylova, this age is considered from psychological point vision as the initial stage of formation of the subject of his cognitive and practical activities. This period the life of a preschooler is special and therefore very important if we consider it from the standpoint of the development and formation of moral moral behavior, as well as social forms psyche. This age ends with the transition from an emotionally direct relationship to people and the world around us to relationships built on the basis of the development of moral assessments, legalized standard rules and normal behavior.
The older preschool age occupies a central place in the mental development of the child: at the age of 5-6, completely new psychological mechanisms for the implementation of one or another child's activity and his behavior begin to develop. These features determine the structure of the psychological portrait of an older preschooler: studying the features of the cognitive sphere, considering the features of the development of the child's personality, establishing the features of the activities and mutual communication of older preschool children in a team.
Now consider the main characteristics of a preschooler in more detail.
As already mentioned, the development of the cognitive sphere of children 5-6 years old has its own characteristics. At this age, children's attention develops in parallel with many other characteristics. Memory is characterized by a smooth transition from direct and involuntary to indirect and already arbitrary recall and memorization. Verbal-logical thinking child, formed before the completion of this age period, assumes that the child knows how to use words and understands the logic of the course of reasoning.
As for the development of various types of activities that a child can engage in, they are not formed immediately, but step by step, and by the end of the senior preschool age it is quite possible to observe almost all types of games that only exist in children before they come to school.
Separate stages of consistent improvement of games, learning and work of children on this stage can be observed, figuratively speaking, dividing preschool childhood into 3 periods for analysis: younger preschool age (3–4 years), middle preschool age (4–5 years) and senior preschool age (5–6 years). From 4 to 6 years old, children play role-playing games. For them, they are interesting because they contain a variety of themes and plots, roles, game actions that are inherent in the game and implemented in the game with the help of rules. At the older preschool age, the construct game (lego, mosaics, puzzles, etc.) begins to gradually develop into labor activity, in which the child creates something interesting, constructs, builds something useful, necessary for him in life and at home.
Thus, after analyzing the psychological characteristics of a preschooler from his birth to the end of the senior preschool age, we can say that he has special characteristics that are the main qualities of this age stage and create new conditions for the transition to the next stage of development of the child. The cognitive sphere of the older preschooler is distinguished by the transition of all the processes of the child to arbitrariness, from perception to thinking. Children's thinking already at this age stage is realized on the basis of the principle of consistency.
In psychology, there are different approaches to the consideration of interpersonal relationships of preschoolers.
Interpersonal relationships of older preschoolers have their own unique specifics: children's communication with adults fades into the background, as there is a need for situational business cooperation with peers; in contact with each other, children quite easily and quickly find mutual language and among them, preferred and rejected children are already clearly emerging.
Senior preschool age differs from other ages in rich communicative actions, emotionality and richness, communication develops outside the box due to the unregulated acts of communication, and this is what allows children to communicate easily and without tension through play activity, which at this age is the leading activity.
In addition to the need for cooperation, older preschoolers clearly have a need for peer recognition and respect. Children are very friendly, treat each other with attention, are happy to help and easily enter into mutual assistance. In accordance with this, their communication acquires notes of sincerity, becomes more sensual, emotionally colored in bright warm colors, relaxed and direct, and, importantly, such communication acquires the features of a true childhood friendship.
An innovation that becomes noticeable when observing peer communication is the ability to see in a peer not only how he manifests himself in certain situations, but also some psychological moments - his moods, preferences and desires. Preschoolers are able not only to talk about themselves, but they can also turn to their peers for questions of interest to them, they are inquisitive about their affairs, needs and desires. Their communication becomes out of context, acquiring an out of situational character.
Senior preschool age is specific in that it is during this period of a child's life that the very first true childhood friendship appears. And in kindergarten, for the first time, an opportunity opens up for all children to make this friendship. Those preschoolers who have friends have more positive self-esteem and are more confident in a group.
Thus, interpersonal relationships in preschool age have their own characteristics: they are built on the electoral preferences of children; children's communication with adults fades into the background, as there is a need for situational business cooperation with peers; in contact with each other, children quite easily and quickly find a common language, and preferred and rejected children already clearly appear among them. Senior preschool age is characterized by a wealth of communications, an emotional component, richness, non-standard communication and interaction, which allows children to easily communicate through play activities, which are the leading activities at this age. Also during this period of life, the first childhood friendship appears.
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3.1. The value of communication for the formation of a child's personality
In human communities - in a family, kindergarten, in a class, in a circle of friends, in various formal and informal associations - an individual manifests himself as a person and provides an opportunity to evaluate himself in a system of relations with others.
The process of cognizing the surrounding reality and mastering human ways of activity is a process that initially arises in the “adult-child” system.
All manifestations of the child's individual activity - various forms of play actions, his knowledge and skills, constructive and artistic activities, etc. - are secondary formations formed in the course of joint activities with adults and peers. Without joint activity, the existence of a social group is impossible. Joint activity in a children's group is a "force field" in which interpersonal relationships arise. The process of a child entering a social group, whether it be a play association, a school class or an amateur circle, is his orientation in joint activity, awareness of its structure, inclusion of the child in it as an accomplice (23, 172 |.
Through joint activities, the relations of children to each other (including friendly attachments) are realized. Communication with peers affects the development of the child's personality: he learns to coordinate his actions with the actions of other children. In games and in real life, communicating with peers, children reproduce adult relationships, learn to put into practice the norms of behavior, evaluate their friends and themselves. .
The nature of interpersonal relationships in any society is quite complex. They manifest purely individual qualities of the individual - both his emotional and volitional properties, intellectual capabilities, as well as the norms and values of society assimilated by the individual. The activity of the personality, its activity is the most important link in the system of interpersonal relations.
Personal relationships are one of important factors the emotional climate of the group, the "emotional well-being" of its members. Personal relationships are not specially established by anyone, they are formed spontaneously due to a number of psychological circumstances. Position a student can be happy: the student feels accepted in the group, feels sympathy from his classmates and sympathizes with them himself. This psychological situation is experienced by students as a sense of unity with the group, which in turn creates self-confidence. Trouble in relationships with classmates, the experience of being cut off from the group can serve as a source of serious complications in the development of the individual. The state of psychological isolation negatively affects the formation of a person's personality and his activities. Such students often find themselves drawn into criminal groups, they study poorly, and are most often affective and rude in their treatment.
If you look closely at any class, any kindergarten group, within these groups each person has their own individual “microenvironment”. This microenvironment largely determines the development of a person, and his creative success, and his general “emotional well-being”. Each member of the group occupies a certain place in it, for him there is a unique situation of relationships with others, which can be either favorable or unfavorable. The presence of small groups within the class is explained by the selectivity of human communication. individuality each personality (features of the type nervous system, character, personal experience, the level of development of interests and needs, etc.) determines the originality of children's communication. Some schoolchildren are looking for a society of more mobile, lively peers, others are attracted by quiet, passive children. Some feel more confident next to the strong and decisive. Others, on the contrary, prefer to be friends with the weak, timid, finding satisfaction in patronage. It is in the grouping that the child can find satisfying his behavior, through groupings he acquires the experience of communication, which is so important for the formation of his personality.
Psychological significance communication lies not only in the fact that it expands the general outlook of a person and contributes to the development of mental formations that are necessary for him to successfully perform activities of an objective nature. The psychological significance of communication lies in the fact. that it is a prerequisite for the formation of general intelligence
person, and above all his perceptual, mnemonic and mental characteristics.
Communication as an activity is of no less importance for the development emotional sphere man, the formation of his feelings. What experiences are predominantly provoked by people communicating with a person, evaluating his deeds and appearance, responding in one way or another to his appeal to them, what feelings arise in him when he sees their deeds and actions - all this has a strong influence on the development of his personality of stable emotional responses to the impact of certain aspects of reality - natural phenomena, social events, groups of people, and so on.
Just as significant influence It also affects the development of the will of a person. Whether he gets used to being collected, persistent, resolute, courageous, purposeful, or the opposite qualities will prevail in him - all this is largely determined by how favorable the development of these qualities are those specific situations of communication in which a person finds himself every day.
In order for each person to be able to communicate with other people, he must necessarily have a certain psychological culture, the main provisions of which can be reduced to three elements:
Understand other people and correctly assess their psychology;
Adequately emotionally respond to their behavior and with
standing;
Choose in relation to each of them such a way of
which, without diverging from the requirement of morality, at the same time
me the best way would suit individual needs
those with whom you have to communicate.
Thus, a person psychologically prepared for communication is one who has mastered well: what, where, when and for what purpose can and should be said and done in order to have a communication partner good impression and the right influence.
3.2. Formation of communication in orphans in ontogenesis
Early age. Dissatisfaction with the need to communicate with adults manifests itself almost from the first days of the child's stay in the child's home and can be considered as a hereditary biological factor of parental affection.
It is known that in the first months of life, the emotional manifestations of the child are dominated by negative reactions. Manifestations of displeasure have an adaptive meaning, since they mobilize both the infant himself and, above all, his relatives to resolve situations of physical and mental discomfort.
The most effective means of communicating discomfort child - his cry. To understand the formation of communication with a child, it is important to find out the dynamics of the formation in an infant of the possibilities of actively influencing an adult.
In a recent very interesting study by T. V. Solomatina, the role of crying as a means of communication and its importance in raising children in the family and in a boarding institution is shown. The study examined the dynamics of the appearance of the earliest forms of communication in children brought up in a family and in a child's home, with and without constantly visiting close adults.
If we consider the causes of crying in children of the first year of life, then the most frequent:
physiological discomfort (anxiety with hunger, thirst, cold, heat, pain, malaise);
Expression of discomfort (wet diapers);
Impressions Including Some Ethological Signs
ki danger (anxiety of the child with sudden sharp approaches
sensations, loud sounds, immersion in water, experiencing feelings
edges, heights);
Violation of the regime;
Discomfort in social experiences (habit disorder)
other forms of interaction with loved ones, the disturbing neighborhood of another
child, alien adult, failure, loneliness, negative
adult influence).
T.V. Solomatina's analysis of the causes of crying in children showed that up to six months the main causes of crying in children are physiological, ethological, violation of the regime and habitual forms of interaction.
From the age of six months, crying in children in the family, caused by ethological signs of threat and violation of the regime, decreases. From the second half of the year, crying begins to predominate in them, due to
due to social reasons (non-satisfaction of requirements, someone else's adult, negative influences of an adult, failure, prohibition, unpleasant neighborhood of another child). During this period, the child masters primary communicative operations, focuses on the intonational background of an adult, and discomfort in relationships with an adult begins to cause a child greater manifestations of displeasure (crying) than physical discomfort, which can be “endured” with the proximity and involvement of an adult.
Physiological, ethological reasons and disruption of the daily regimen remain relevant for pupils of the orphanage: up to 9 months for children who are constantly visited by relatives, and up to 11-12 months for children who do not have constantly visiting relatives. This points to increased vulnerability and anxiety in these children. The inferiority of relationships with an adult does not allow the formation of a sense of confidence in uncomfortable, new, unstable conditions, leads to the fixation of passive defense means.
Developed over recent decades By foreign and partially domestic authors, systemic theories of child development in interaction with the closest people suggest special approaches to organizing the life of children left without parental care. For the full development of personality, the child must have experience of continuous interaction with one or more close adults. To encourage social-emotional and intellectual development child, a close adult must react sensitively and, emotionally adjusting, change his behavior in accordance with the changing needs of the child, show sensitivity and emotional availability throughout the development of the child.
The inadequacy of the social environment in the form of a frequent change of the caring adult or a violation of his social behavior leads to the formation of a negative social and emotional experience in the child and is considered as a risk factor for the violation of his mental health. Thus, the data of the literature emphasize the impracticability of the possibilities for the socio-emotional development of children outside of constant, uninterrupted communication with a sensitive, responsive and emotionally accessible loved one, and, consequently, the need for a radical transformation of the social environment of children in orphanages so that its quantitative and qualitative characteristics meet the needs of development. child.
So, in the studies of R. Zh. Mukhamsdrakhimov and O. I. Palmov et al. (2003) it was revealed that in orphanages during the year the staff is replaced by 30%; this leads to the fact that children during the first two years of life have an experience of short interaction with 60-100 employees. An analysis of the structure of the institution and the organization of the work of staff with children shows the lack of stability and constancy of the primary social and emotional environment of infants in orphanages.
Observation of the interaction of staff with children showed that for three hours of work for one infant up to ten months there is an average of only 12 minutes of interaction, limited mainly to the performance of routine procedures, such as feeding, changing clothes, washing, changing diapers), which are often performed by staff silently, without involvement in social interaction with the child. There is a low responsiveness of staff to the signals of children, unanswered crying of an infant up to three months can last about 12 minutes on average, from 3 to 10 months - 10 minutes. The apparent deprivation of infants was found to be related to the limited number and duration of contact between staff and children, extremely poor initiation of social interaction by caregivers, and infrequent responses to signals and initiation by the children themselves.
The results of the analysis of the social environment of children in the orphanage show that, along with the lack of staff stability, there is an acute shortage of responsiveness on the part of adults, their social and emotional unavailability. Under the leadership of R. J. My khamel rakhimov, a project was implemented to change the activities of orphanages.
The two main components of the intervention in the two orphanages were: 1) staff training in child development from birth to three years and early intervention to increase social responsiveness; 2) changing the organization of children's lives and the work of staff (structural changes) - to stabilize the social environment. main goal The intervention program was to create conditions for the development of warm, socially responsive interaction and attachment relationships between adults and children.
The results of the work, based on observations of children and staff, indicate positive changes taking place in orphanages [Ibid.]. For example, children show much less stereotypes, they have a preference for close adults over strangers, they show much less
they are "indiscriminate" friendliness and do not strive for every person in the group. The phenomenon of social references began to be observed in children. Children with special needs in a permanent environment and communication with children different ages and level of development most fully demonstrate their ability to imitate and social interaction. The stabilization of the social environment in orphanages and the increase in the social responsiveness of the staff lead to the formation of an atmosphere close to the conditions of living in a family.
The results of the work also indicate the possibility of changing the social environment of children living in closed institutions, creating conditions close to those of living in a family, reorganizing the work of the staff of the orphanage in the direction of changing the social environment of children. Staff training and structural changes can lead to the transformation of orphanages for children from birth to four years of age into family-type children's homes and have a significant positive impact on the mental health of the children living in them [Ibid.].
Preschool age. Orphans have a peculiarity in the development of communication both with adults and with peers. Frequent turnover of adults in residential institutions, discrepancies in their programs of behavior, decrease in the intensity and trust of the relationship between an adult and a child, emotional detachment of adults combined with the desire to suppress and impose their opinion on children, a flattened emotional background of communication, the predominance of group relatedness, the orientation of communication with a child, mainly towards the regulation of behavior - all this leads to a violation of interpersonal communication.
To determine the level of a child's communication with adults, it is not enough to state the need for communication, that is, the child's desire for adults, the need for them. It is important to find out the basic content of this need, to establish what exactly prompts the child to enter into communication, what he wants to receive from an adult.
With the normal development of a child during preschool age, three forms of communication are replaced, each of which is characterized by its own content of need. At younger preschool age, the leading form of communication is situational-business, the child perceives an adult as a partner in the game. Approximately by the age of five, it develops into a non-situational-cognitive form, in which the leading position is occupied by cognitive motives of communication. However, the limited experience and capabilities of the child do not allow
let him figure it out on his own patterns the surrounding objective world, the child needs an adult. An adult acquires a new quality - he becomes a source of knowledge about the world. Along with the cognitive motives of communication in preschool age, there is a need for respect for an adult, his positive assessment of the knowledge and skills of the child. This need is manifested in affective reactions to the comments and censures of adults,
The highest achievement of communicative activity in preschool childhood is outside the situational-personal the form communication that develops towards the end of preschool age. The interests of older preschoolers are no longer limited to surrounding objects and phenomena, but extend to the world of people, their actions, qualities, relationships. A distinctive feature of communication at this stage is the desire for mutual understanding and empathy with adults, the need for them. In non-situational-personal communication is carried out on the basis of personal motives, an adult is interesting not only as a partner in the game, but also as a carrier of individual personality traits. These main stages in the development of communication between preschoolers and adults are observed in children living in a family and attending kindergarten.
To determine the form of communication between preschoolers and adults, the method of M.I. Lisina is used Experiencing a lack of communication with an adult, the pupils of boarding schools spontaneously come into contact with strangers "foreign" people, preferring direct physical contact with them. I. V. Dubrovina and A. G. Ruzskaya consider this a peculiar form of situational-personal communication, in which the means of communication do not correspond to motives and needs.
Contacts with adults and peers in the orphanage among preschool children are much less pronounced than with their peers from the family, they are monotonous, unemotional and boil down to simple appeals and instructions. At the heart of the lag is a lack of empathy, i.e. sympathy, empathy, ability and need to share their feelings, experiences with another person.
Listed features of communication deprive children, firstly, of the experience of their need and value, self-confidence, which is the basis for the formation of a full-fledged personality, which is important for psychological well-being; and secondly, experiencing the value of another person, deep attachment to people.
School age. When studying psychological readiness pupils of the orphanage schooling, it was found that in only one indicator, pupils are ahead of family children - in terms of the severity of the desire to accept and fulfill
teacher's task. It seems that this should indicate their sufficient motivational readiness for schooling. However, as the analysis showed, in the boarding school, this desire reflects the child's re-formed ability to treat an adult as a teacher and perform his task as an educational one, namely, dissatisfaction with the need to communicate with an adult, expressed in the desire at any cost to arouse his positive assessment, attention to yourself.
Orphanage pupils are less successful in resolving conflicts in communication with adults and with peers than ordinary school students. Aggressiveness, the desire to blame others, the inability and unwillingness to admit one's guilt, that is, in essence, the dominance of defensive forms of behavior in conflict situations and the inability to constructively resolve the conflict, are striking.
In the lower grades, pupils literally “stick” to every minimally benevolent adult, are ready to fulfill his any request, do everything possible to attract attention to themselves. Not so directly, but very clearly it manifests itself in adolescence. Even the most superficial observation suggests the dissatisfaction of the need for communication with adults in these children, which leads to certain deviations. in behavior.
The foregoing is confirmed by the results of a programmed observation carried out by R. Burns on the Stott Map. Stott's map, filled in by teachers, educators who know the child well, allows, based on the description and evaluation of numerous "segments of behavior", to determine the degree of maladjustment of the child and to highlight those symptom complexes that dominate the overall picture of maladaptation.
For younger schoolchildren brought up in an orphanage, two symptom complexes act as leading ones - "anxiety towards adults" and "hostility towards adults".
In adolescence, the features of the mental development of children from orphanages and boarding schools are manifested primarily in the system of their relationships with other people, which are associated with stable and certain personality traits of such children. So, by the age of 10-11, adolescents establish an attitude towards adults and peers, based on their practical usefulness for the child, form "the ability not to go deep into attachment", superficial feelings, moral dependency (the habit of living by order), complications in the development of self-consciousness ( experience of inferiority) and much more. In the communication of such children with others, he throws
Xia in the eyes of importunity and an insatiable need for love and attention. The manifestation of feelings is characterized, on the one hand, by poverty, and on the other, by acute affective ornamentation. These children are characterized by explosions of emotions - stormy joy, anger and the absence of deep, stable feelings. They have practically no higher feelings associated with a deep experience of art, moral conflicts. It should also be noted that they emotionally are very vulnerable, even a small remark can cause a sharp emotional reaction, not to mention situations that really require emotional stress, internal stamina. Psychologists in such cases speak of low frustration tolerance.
At the same time, the presence of an acute need for the attention and benevolence of an adult, which is observed among the pupils of the orphanage, indicates that they are open to an adult, willingly make any contacts with him, tensely waiting for his approval and participation. The openness and willingness of pupils to any appeal from an adult can become a guarantee of the effectiveness of psychological and pedagogical influences. By showing attention and kindness to the child, an adult can satisfy this urgent need. However, it should be remembered that the need for attention and benevolence of an adult should not remain the only communicative need of the child. On its basis, it is necessary to form more complex needs for cooperation, respect, empathy and mutual understanding, all of which develop in the joint activities of a child and an adult, in the process of their cognitive and personal conversations. Thus, the need for attention and benevolence should become the basis on which psychological and pedagogical work with children growing up outside the family is built.
The interpersonal communication of pupils of the orphanage with each other is also very different from the communication of children brought up in a family. A conflict with other children most often causes extrapunitive, blaming reactions, and mostly these are self-protective reactions of the “fool himself” type. However, if in orphans such reactions absolutely prevail, and all the rest are literally single, then in domestic children, firstly, they are much less than in an orphanage, and secondly, almost in such a same degrees, intrapunitive reactions are represented by the type of fixation on meeting the need. But it has been noticed that neither in the family nor in the orphanage during conflicts with other children are there almost any intrapunitive reactions of self-protection.
shield type "I'm sorry, please, I won't do it again."
We must not lose sight of the fact that children spontaneously develop an orphanage “we”. This is a special psychological formation, they divide the whole world into “us” and “them”. They have a special normativity towards all “strangers” and towards “their own” orphans, which most often does not correspond to social norms.
It can also be noted that full-fledged, emotionally “saturated” contacts are not formed among children from the orphanage when it comes to their siblings. Observation of pupils who had no experience of communicating with older brothers and sisters show that children do not have family affection for them, and in the process of communication their relationship is based on lowest level(they have nothing to do with each other, they show neither goodwill towards each other, nor care, nor interest).
At different age stages, there are general patterns of formation and development of interpersonal relations, despite the fact that their manifestations in each specific group have their own unique history.
A significant influence on children's perception is exerted by the attitudes of teachers and other significant adults surrounding the child. The kid will be rejected by classmates if he is not accepted by the teacher.
In many areas of the mental development of the child, the influence of an adult can be traced, this is due to the fact that:
1. An adult for children is a source of various influences (auditory, sensorimotor, tactile, etc.);
2. Reinforcement of the efforts of the child is carried out by an adult, their support and correction;
3. When enriching the experience of a child, an adult introduces him to something, and then sets the task of mastering some new skill;
4. In contacts with an adult, the child observes his activities and sees role models.
In the preschool period, the role of adults for children is the maximum and the minimum role of children.
In the primary school period, the decisive role of adults fades into the background and the role of children increases.
In the senior school period, the role of adults is leading, by the end of this period the role of peers becomes dominant, during this period personal, business relationships merge together.
What interpersonal relationships can develop in children's groups?
In children's and adolescent groups, the following types of relatives can be distinguished:
Functional-role relations develop in various types of children's life activities, such as labor, educational, productive, play. In the course of these relationships, the child learns the norms and ways of acting in a group under the control and direct guidance of an adult.
Emotional-evaluative relations between children are the implementation of correcting the behavior of a peer in accordance with the norms that are accepted in joint activities. Here, emotional preferences come to the fore - antipathies, sympathies, friendships, etc. They arise early, and the formation of this type of relationship may be due to external moments of perception or an assessment of an adult, or past communication experiences.
Personal-semantic relationships between children are such relationships in a group in which the goals and motives of one child in a group of peers acquire personal meaning for other kids. When comrades in the group begin to worry about this child, his motives become their own, for which they act.
Features of interpersonal relations in children of preschool, junior and senior school age
Preschool period
The period of preschool childhood begins from about 2-3 years old, when the child begins to realize himself as a member of human society and until the moment of systematic education at 6-7 years old. During this period, the prerequisites for the formation of the socio-moral qualities of the individual are created, the main individual psychological characteristics of the child are formed. Preschool childhood is characterized by the following features:
1. Excessively high role of the family in meeting material, spiritual, cognitive needs;
2. The maximum need of the child for the help of adults to meet the basic needs of life;
3. Low possibility of self-defense of the child from the harmful influences of his environment.
During this period, the child intensively develops (through relationships with adults) the ability to identify with people. The kid learns to be accepted in positive forms of communication, to be appropriate in relationships. If the surrounding people treat the baby affectionately and with love, fully recognize his rights, give him attention, he becomes emotionally prosperous. This contributes to the formation of the normal development of the personality, the development in the child of positive qualities of character, a benevolent and positive attitude towards people around him.
The specificity of the children's team in this period is that the elders act as the bearer of leadership functions. Parents play a huge role in shaping and regulating children's relationships.
Signs of interpersonal relationships that develop between children in preschool age.
The main function of the team of preschool children is the formation of the model of relations with which they will enter life. It will allow them to join the process of social maturation and reveal their moral and intellectual potential. Thus, for interpersonal relationships in preschool age, the following features are characteristic:
1. Formed and developed the basic stereotypes and norms that regulate interpersonal relationships;
2. The initiator of relations between children is an adult;
3. Contacts are not long-term;
4. Children are always guided by the opinion of adults, in their actions they always equal the elder. Show identification with people who are close to them in life and peers;
5. The main specificity of interpersonal relationships at this age lies in the fact that it is clearly manifested in imitation of adults.
Junior school childhood - this period begins at the age of 7 and lasts up to 11 years. At this stage, the process of further development of the individual psychological qualities of the individual takes place. Intensive formation of the basic social and moral qualities of the individual. This stage is characterized by:
1. The dominant role of the family in meeting the emotional, communicative, material needs of the child;
2. The dominant role belongs to the school in the development and formation of social and cognitive interests;
3. The child's ability to withstand the negative influences of the environment increases while maintaining the main protective functions of the family and school.
The beginning of school age is determined by an important external circumstance - admission to school. By this period, the child has already achieved a lot in interpersonal relationships:
1. He is oriented in family relations;
2. He has self-control skills;
3. Can subordinate himself to circumstances - i.e. has a solid foundation for building relationships with adults and peers.
In the development of the child's personality, a significant achievement is the predominance of the motive "I must" over "I want." Educational activity requires the child to achieve new achievements in the development of attention, speech, memory, thinking, and imagination. This creates new conditions for personal development.
With admission to school, children take a new step in the development of communication, the system of relationships becomes more complicated. This is determined by the fact that the baby's social circle is expanding, new people are involved in it. There are changes in the external and internal position of the child, the subject of his communication with people is expanding. The circle of communication between the kids includes questions that are correlated with educational activities.
The teacher is the most authoritative person for children of primary school age. Estimates of the teacher and his judgments are perceived as true, not subject to verification, control. In the teacher, the child sees a fair, kind, attentive person and understands that the teacher knows a lot, be able to encourage and punish, create a general atmosphere of the team. Much is determined by the experience that the child received and learned in preschool age.
In interpersonal relationships with peers, the role of the teacher is important. Children look at each other through the prism of his opinions. They evaluate the actions, misconduct of comrades by the standards that the teacher introduced. If the teacher positively evaluates the child, then he becomes the object of the desired communication. The negative attitude towards the child on the part of the teacher makes him an outcast in his team. This sometimes leads to the fact that the child develops arrogance, disrespectful attitude towards classmates, the desire to achieve the encouragement of the teacher at any cost. And sometimes, children emotionally perceive, not realizing their unfavorable situation, but they experience it.
Thus, interpersonal relationships in primary school age are characterized by:
1. Functional-role relations are replaced by emotional-evaluative ones, peer behavior is corrected in accordance with the accepted norms of joint activity;
2. The formation of mutual assessments is influenced by educational activities and teacher assessment;
3. The role-playing rather than personal characteristics of a peer become the dominant basis for each other's assessments.
Senior school age is a period of child development from 11 to 15 years, which is characterized by the following features:
1. The family plays a dominant role in meeting the material, emotional and comfortable needs of the child. By the end of the senior preschool age, it becomes possible to independently realize and satisfy some of these needs;
2. The school plays a decisive role in meeting the socio-psychological and cognitive needs of the child;
3. The ability to resist the negative influences of the environment begins to appear, in turn, it is combined with the child's tendency to obey them under unfavorable circumstances;
4. There remains a high dependence on the influence of surrounding adults (teachers, grandparents, parents) in the development of personal self-knowledge and self-determination.
In the older (adolescent) age, a number of important changes occur in the physical, mental, emotional development of the student. By the age of 11, intensive physical growth begins to occur in children, significant changes occur in the structure of the whole organism. There are not only external and internal changes in the body of adolescents, due to physical development. The potential abilities that determine the intellectual and mental activity of the child also change.
During this period, the determining factor in the child's behavior is external data and the nature of comparing himself with older people. Children have an inadequate assessment of their capabilities and themselves.
Domestic psychologists, starting with L. S. Vygotsky, believe that the main neoplasm in adolescence is a sense of adulthood. But comparing oneself with adults and focusing on adult values very often make a teenager see himself as dependent and relatively small. This gives rise to a conflicting sense of adulthood.
Any teenager psychologically belongs to several social groups: school class, family, friendly and yard companies, etc. If the values and ideals of the groups do not contradict each other, then the formation of the child's personality takes place in the same socio-psychological conditions. If there is a conflict of norms and values between these groups, then this puts the teenager in a position of choice.
Thus, we can draw the following conclusion that interpersonal relations in senior school age are characterized by:
1. Emotional-evaluative relations between children are gradually replaced by personal-semantic ones. This suggests that the motive of one child can acquire personal meaning for other peers;
2. The formation of mutual assessments and relationships is no longer influenced by adults, but only by the personal, moral characteristics of a communication partner;
3. The moral and volitional qualities of a partner at this age become the most important basis for choosing to establish relationships;
4. But during this period, the role of an adult still remains essential for choosing the form and stereotypes of regulating interpersonal relations.
5. Relationships between teenagers become more stable and selective;
6. The level of development of interpersonal relations between partners in communication at this age very clearly determines the specifics of the processes of individualization of adolescents.
37. Crises of preschool childhood. Crisis conditions in children are different. In some, the course of a turning point is accompanied by increased nervous excitability, bad behavior, while in others it is accompanied by diseases.
neonatal crisis. For a baby, the first time after birth is a moment of crisis. In contrast to intrauterine existence in new environment more light, a different temperature regime, a different way of eating. You have to adapt to everything new, and this is physical and mental labor. The tiny creature is defenseless. His welfare is entirely in the hands of his parents. From the moment of birth, the baby has congenital reflexes: sucking, grasping, plantar, stepping, swallowing, etc. (there are 15 in total). These reactions are unconditional, they are natural and necessary for the adaptation of the baby to an independent existence. Their weak manifestation or absence is a cause for concern on the part of parents and doctors. Along with these natural patterns, during the neonatal period, conditioned reflexes. This is a primitive activity as a consequence of responding to environment. characteristic feature The crisis of the newborn, from the point of view of psychology, is the confrontation of the complete dependence of the child on adults, the need for care and attention, on the one hand, and the inability to express their desires, on the other. This "conflict" becomes the impetus for the emergence of individual psychological activity of the baby. He was born, he is already a person! The duration of this critical period is individual. It usually lasts from the moment of birth, when the child begins to lose weight, until the time when the weight is restored to its original values. In general, the crisis stage in the life of infants lasts no more than 2 months. When a child begins to communicate with adults in the most primitive way, then the neonatal period ends and the next stage begins - infancy.
Crisis of the first year of life. Babies are considered babies until they start walking and talking. These neoplasms, as the psychologist Vygotsky called all the skills acquired by the child, appear in the age interval from 9 months to a year and a half. This period is called the crisis of the first year of life. Speech activity and walking are hallmarks of the development of a one-year-old child. The ability to walk and talk occurs in every baby in different time. Someone pronounces the first words at 10 months, someone later. It's the same with walking. Everything is individual. The first steps and first words make the child more independent. There is a gap between him and the guardianship of adults. He wants to do everything himself. Parents are sometimes afraid of such independence and in vain hinder the development of the child. He will still taste everything, such is the nature of knowing the world. Adults need to show tolerance and ensure the safety of their child. He will stomp without holding his mother’s hand, will take into his mouth everything that catches his eye and interests him, will try and “give commands” by pointing with his finger or starting a tantrum. Parents also need to make sure that they do not touch sharp corners or fall near solid objects, remove small parts, medicines, etc., learn to negotiate. By the way, it is at this stage that you can lay the foundation for a good relationship with the baby.
Crisis of three years. The period of early childhood (from 1 to 3 years) ends. The child knows a lot, already eats himself, and masters something. To achieve the next period of development, there is not enough clear "I". In its formation lies the crisis of three-year-olds. The ego at this age takes its strong position. Approximately six months before the age of 3, the child begins to form the needs “I want” and “I can”. Toddlers are always trying to get their way or do something against the wishes of adults. Their behavior is dominated by despotism, negativism, protest, stubbornness, the desire to tease and swear. All these symptoms are the result of the formation of "I". What should parents do? After all, scolding and punishing, the rebellion of your own child will intensify. An effective "medicine" in this period is the game. Only in it can you direct the desires of the child in the right direction and teach him that in addition to “I want”, there is “no”.
Crisis of seven years. The baby will go to school soon. A lot of new and interesting things will open before him. But not only opportunities await him, but also duties and responsibilities. In this regard, the crisis of seven years is coming. In more early age children are naive and spontaneous. Closer to school, they already begin to monitor their behavior, many become shy. They seem to begin to evaluate themselves, their behavior. Self-esteem is a neoplasm of children at the age of 7. In addition, younger students begin to become aware of their feelings and experiences. Before committing an act, by the age of seven, children think about whether it will be good or bad for him. Uncontrollability is the main complaint of parents of first-graders. Denial of everything, impudence, antics are characteristic of these children. It is worth remembering that at the age of seven, children identify themselves with the ideal of an adult. It is good when one of the parents becomes such an ideal. Then, with your behavior, you can serve as a model for your beloved child and help him overcome the crisis.
38. Stages of development of play activity in children. The first stage in the development of gaming activity is the introductory game. According to the motive given to the child by the adult with the help of the object of the toy, it is an object-playing activity. Its content consists of manipulation actions carried out in the process of examining an object. This activity of the infant very quickly changes its content: the examination is aimed at revealing the features of the object of the toy and therefore develops into oriented actions of the operation. The next stage of play activity is called the Display Game, in which individual subject-specific operations are transferred to the rank of action aimed at identifying the specific properties of the object and achieving a certain effect with the help of this object. This is the climax of the development of the psychological content of the game in early childhood. It is he who creates the necessary ground for the formation of the corresponding objective activity in the child. The next stage in the development of the game: plot-representative. Its psychological content also changes: the child's actions, while remaining objectively mediated, imitate in a conditional form the use of the object for its intended purpose. This is how the prerequisites for a role-playing game gradually become infected. At this stage of game development, word and deed merge, and role-playing behavior becomes a model of relationships between people meaningful to children. The stage of a role-playing game begins, in which the players simulate familiar labor and public relations of people. Scientific representation on the phased development of gaming activities makes it possible to develop clearer, more systematic recommendations for leadership gaming activity children in different age groups. Emotions cement the game, make it fun, create favorable climate for relationships, they increase the tone that every child needs, the share of his spiritual comfort, and this, in turn, becomes a condition for the preschooler's susceptibility to educational actions and joint activities with peers.
Ya.L. Kolominsky considers the preschool group as a genetically early stage in the social organization of people, which is then replaced by the school team, which has its own internal structure and dynamics. Children are drawn to the company of peers, but it is not always easy to establish favorable relationships with them. Some children behave very actively in a group, they are self-confident, they “breathe easily” among their peers. Others no longer meet a favorable “emotional climate” here, they feel insecure, somewhat depressed, and are often subordinate to the former. Favorable relationships with peers give the child a sense of community with them, attachment to the group. Their absence leads to a state of tension and anxiety, which create either a feeling of inferiority and depression, or aggressiveness. This is bad in both cases, because it can contribute to the formation of a negative attitude towards children, people in general, vindictiveness, hostility, the desire for solitude.
Of interest in this regard is the study by V. Kislovskaya, conducted with the help of projective technique. The children were shown pictures of various situations: the relationship of the child with the children and the teacher in the kindergarten, with family members at home. The proposed situations could have a double emotional meaning. It was concluded in the facial expression of the main character of the picture, which was given in contours. The child was offered a cheerful and distressed picture of a face, he could insert any of them, which he found most suitable for a given situation.
Identifying themselves to a large extent with the hero of the picture, some children endowed him with a cheerful face, others with a sad face, explained their choice in different ways, depending on what kind of experiences they themselves experienced associated with visiting kindergarten, with their emotional climate there. “She is glad that she came to kindergarten” (substitutes “fun face”): “She loves kindergarten” (substitutes “fun face”); “Already, probably, Kolya has come, we are friends with him”; “She is sad (substitutes a “sad face”), no one wanted to play with her, then she did not want to play with them herself.”
“I’ll give the girl a sad face, she doesn’t like to go to kindergarten, and her mother brought her and said that she had to go to work.” An emotionally positive attitude towards peers, kindergarten, teacher was expressed, as a rule, by children occupying a favorable position in the system of personal relations in the group. The negative attitude is those whose emotional climate in the group was unfavorable. And how does a child feel if only one person in the group sympathizes with him? Great importance, it turns out, has something, it is mutual or one-sided sympathy.
If it is mutual, this is enough for the child to experience an emotionally positive attitude towards peers, the group, and even the kindergarten as a whole. If the sympathy is one-sided, unshared, the child may acutely experience his situation, his unsatisfied need for selective communication.
It is important that the relationships of preschoolers are favorable. The nature of the relationship of children, their position in the group is determined both by the personal qualities of the child and by the requirements for him that have developed in the group.
As a rule, children who are able to invent and organize games, are sociable, friendly, cheerful, emotional, mentally developed, have certain artistic abilities, actively participate in classes, are quite independent, have an attractive appearance, neat and tidy . Among the least popular are children who are usually characterized by opposite properties. These are often closed, extremely insecure, little sociable children, or, on the contrary, over-social, importunate, embittered. They often offend peers, fight, push. "Unpopular" children often lag behind their peers in development, lack initiative, sometimes suffer from deficiencies in speech and appearance. The teacher should not leave such children unattended. should be identified and developed positive traits, raise low self-esteem, the level of claims, in order to improve their position in the system of personal relationships. You also need to reconsider your personal attitude towards these children, because the “unpopular” ones, as a rule, include those whom the educators themselves do not like (of course, such an attitude towards the child does not go unnoticed for others). The calm attitude of the educator towards the “stars” - the most preferred children, can turn out to be dangerous. It is important that the role of leader, which these children often take, does not develop in them arrogance, arrogance, the desire to "command at all costs", a tendency to humiliate others. The educator must know for what qualities, actions the children have achieved their leadership, on what their authority is built. After all, the moral core, the value orientations of "popular" children are not always positive. Sometimes a small "despot" can act as a leader. Active, sociable, sometimes with organizational inclinations, such a leader often takes into his game only for a certain “bribe” (“if you give me your box”, etc.). The influence of such people on other members of the group is sometimes so deep that it continues to exist even in the moment of their absence. Brothers and sisters also have a significant influence on the development of a child's personality. They enter the immediate microenvironment of the child, occupy one of the central places in it. Surrounded by older brothers and sisters, the child feels emotionally secure.
So, at preschool age, a child develops rather complex and diverse types of relationships with other children, which largely determine the formation of his personality.
The presence of psychological and socio-psychological observation, as well as special research methods (conversations, sociometric methods, choice in action, the method of simultaneous cuts, etc.) helps the educator to identify the system of personal relations of children in the group. It is important to study these relationships in order to purposefully shape them in order to create a favorable emotional climate for each child in the group.
Communication between preschoolers and peers
Communication with other children is important for the mental development of the child. Interest in a peer awakens in a child genetically somewhat later than in adults, at the end of the first year of life. However, gradually it becomes more and more insistent, especially in the preschool years.
"One of decisive factors social education of children, - noted A. P. Usova, - is the very society of children, within which a person is formed as a social being. Undoubtedly, we can talk about some kind of amateur forms in which such a society can take shape and develop even at the early stages of the social development of children. Here the child appears to us mainly as a subject, a person living his own life, as a member of a small children's society with his interests, demands, connections, gaining some place in this society.
Communication is understood as informational, emotional and subject interaction, during which interpersonal relationships are realized, manifested and formed. The role of communication in the formation of a child's personality is exceptionally great. In the process of communication, personal relationships are formed. The nature of the relationship of the child with others largely depends on which personal qualities formed by him. At preschool age, a peer becomes an important part of a child's life. By about four years of age, a peer is more preferred than an adult. The development of communication with a peer in preschool age goes through a number of stages.
Interpersonal relations of children, in contrast to communication, do not always express themselves in external actions and are part of the child's consciousness and self-knowledge.
A specific feature of children's contacts lies in their non-standard and unregulated nature. When interacting with peers, preschoolers use the most unexpected actions and movements.
During preschool age, the child's attitude to peers has a certain age dynamics. At a younger preschool age, a peer is not yet a significant other for a child. At the next stage, the child's self is objectified, i.e. is determined through its specific qualities and capabilities and asserts itself through opposition to peers.
preschool education and training, which have an undeniable independent value, act not only as a preparatory stage primary education, but also as the most important responsible period in the formation of a person's personality.
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Self-esteem - what is it: concept, structure, types and levels
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